Jennings
1-20-16
Direct
Instruction
Model
EDC
311
Is
about
A
model
to
help
learners
gain
a
well-defined
knowledge
and
skill
that
is
needed
for
later
educational
learning
by
using
teacher
demonstration,
explanation,
and
modeling
together
as
well
student
practice
and
feedback.
Planning
Identify
Best
suited
for
teaching
procedural
skills.
Such
as
science
and
math.
Specify
Learning
Objectives
Students
should
learn
not
only
the
procedural
skills
but
the
concept
of
the
knowledge.
Students
should
learn
automaticity,
which
is
performing
without
thinking
about
it,
and
transfer,
to
apply
the
acquired
knowledge
to
a
new
context.
Prepare
Examples
&
Problems
You
use
the
examples
to
help
the
students
understand
the
skill
that
will
be
taught.
Problems
are
to
help
them
develop
the
skills
automaticity
and
then
transfer
it.
Assessing
Implementing
Introduction
and
Review
Attempt
to
attract
the
attention
of
students
and
assist
the
prior
knowledge
that
is
needed
to
perform
the
skill
needed
for
the
lesson
Presentation
Present
the
new
skill
then
explain
it
and
use
examples
to
make
it
more
clear
and
understanding
for
the
students.
Guided
Practice
Students
practice
what
skill
is
taught
under
the
guidance
of
the
teacher
to
become
more
proficient
at
that
particular
skill.
Independent
Practice
This
is
where
the
students
practice
the
skill
on
their
own.
So
What??
Students
get
to
learn
how
to
apply
the
skill
they
learned
in
this
model
for
other
problems.
Motivation
Students
develop
procedural
skill.
This
is
a
cognitive
operation
that
requires
a
specific
procedure
or
operation.
Students
learn
conceptual
knowledge
in
a
specific
skill
that
is
being
studied.
Students
learn
automaticity
as
well
transfer.
Improves
attitude
about
learning
in
general
Students
are
more
involved
in
their
learning
process
Students
want
to
actively
learn
because
of
the
challenge
of
the
skill.