Behavioral Models – Behavioral Models – Direct InstructionDirect Instruction

1. Development is a direct result of outside 1. Development is a direct result of outside experiencesexperiences

2. Students respond to events in their own 2. Students respond to events in their own environmentenvironment

3. Behaviors are acquired by learning and 3. Behaviors are acquired by learning and can be modified by learningcan be modified by learning

4. Behavior is observable and identifiable4. Behavior is observable and identifiable

5. Behavior change comes in small steps5. Behavior change comes in small steps

6. Reinforcement is constantly occurring at 6. Reinforcement is constantly occurring at all times to all eventsall times to all events

7. Why reinforcement is usually not 7. Why reinforcement is usually not successful in schoolssuccessful in schools

1.1. Reinforcement is infrequentReinforcement is infrequent2.2. Immediate feedback is infrequentImmediate feedback is infrequent3.3. Curriculum is organized in large Curriculum is organized in large

unmanageable chunksunmanageable chunks4.4. Not enough attention to Positive Not enough attention to Positive

ReinforcementReinforcement5.5. Too much attention to PunishmentToo much attention to Punishment

8. If we want students to learn something – 8. If we want students to learn something – teach it.teach it.

9. We cannot expect students to discover or 9. We cannot expect students to discover or choose what is appropriate all the timechoose what is appropriate all the time

10. Instructional time is better spent on direct 10. Instructional time is better spent on direct instruction of pertinent information instruction of pertinent information

Features of Direct InstructionFeatures of Direct Instruction

A major goal of direct instruction is the maximization of A major goal of direct instruction is the maximization of student learning timestudent learning time

Teaching practices that facilitate learning include Teaching practices that facilitate learning include

presenting material in small steps to be mastered one at a timepresenting material in small steps to be mastered one at a time providing many varied examples of the new skills to be learnedproviding many varied examples of the new skills to be learned modeling of the learning taskmodeling of the learning task avoiding digressions (don’t deal with those ‘pesky’ teachable avoiding digressions (don’t deal with those ‘pesky’ teachable

moments)moments) re-explaining difficult pointsre-explaining difficult points

A common error is simply asking students if they understand. A common error is simply asking students if they understand. No Assumptions. Only hard evidence of mastery. No Assumptions. Only hard evidence of mastery.

Principles of Teaching Principles of Teaching Using Direct InstructionUsing Direct Instruction

ShapingShaping1.1. Practice 1Practice 1 -- highly structured-- highly structured2.2. Practice 2Practice 2 -- semi-independent-- semi-independent3.3. Practice 3Practice 3 -- guided-- guided4.4. Practice 4Practice 4 -- independent-- independent

Distributed Practice Over TimeDistributed Practice Over Time

Optimal Time between Practice (Close together initially, Optimal Time between Practice (Close together initially, following by longer and longer periods of time between following by longer and longer periods of time between guided practice sessions) guided practice sessions)