Elements of Instruction Madeline Hunter 1916-1994 “Teaching is a stream of decisions, the implementation of which increases the probability that learning will take place.”

Teacher Responsibilities 1. Instructional Skills 2. Knowledge of Child Development 3. Classroom Management Skills 4. Knowledge and Use of Materials 5. Planning skills 6. Content knowledge 7. Human relation skills 1 2 3 4 5 6 7

Teacher Behaviors Teach to an objective Teach to correct level of difficulty Monitor student behavior and adjust teaching

Teach to an Objective What do you want students to learn? Formulate an objective Provide relevant information, questions and activities Bloom’s Taxonomy - LOTS/HOTS Respond to the efforts of the learner

Teach to Correct Level of Difficulty Push students to operate one step beyond current level of understanding Identify essential information/skills needed to achieve objective Develop appropriate sequence Examine student understanding to determine appropriate instructional level Formal/Informal/Inferential assessment of learning

Monitor Student Behavior and Adjust Check student progress and make instructional decisions Monitor - Check response of learners Adjust - Interpret responses move on, re-teach, practice or abandon

Principles of Learning Motivation Retention Transfer Reinforcement Active Participation

Motivation Increases the probability that students will focus on task with intent to learn Level of Concern - Manipulate proximity, time, materials, visibility Feeling Tone - pleasant, unpleasant, neutral Success - Determined by difficulty Interest - Vivid, novel, relevant to self Knowledge of Results - Specific and immediate

Retention Ability of students to remember and learn Meaning - relevant to the learner, structure the task, use mnemonic devices Modeling -product, performance, practice (how long?, how much?) Barney Fife

Transfer 6th Grade Prevention Curriculum Life Skills Ability of students to learn in one situation and use that learning in a modified form Teacher needs to plan for transfer at key points in the lesson 6th Grade Prevention Curriculum Life Skills

Reinforcement Interaction of a behavior and a response to that behavior - Always a factor in behavior Use reinforcement consciously and effectively - reduces student misbehavior and increases time on task for learning! Positive - Response that the learner wants or desires regularly at the beginning to strengthen and then intermittently to retain desired behavior Negative - Response that the learner does not want or desire following each undesired behavior Extinction - no response to a behavior “Praise in public - punish in private”

Active Participation Consistent and ongoing engagement of the learner’s mind on the learning Students learn more and faster! Overt - observable Covert - non-observable Use a combination of overt and covert throughout lesson

Active Participation Active Participation Game Show Jon reads aloud; rest read along and be ready to answer questions. 1 overt - rest covert We will all sing; Michelle listens to give us feedback on whether she can understand the words All overt - 1 covert. All read the first two pages of the Hunter article silently. All covert I will say a term from elements of instruction and then you hold up the correct term card. All covert - all overt All read directions to self; then pair and explain to each other. All covert-all overt

Lesson Design Objectives - What do you want students to learn Anticipatory Set - Attention Getter! Designed to focus students on the new learning Establishes the environment Instructional Input - Body of Lesson Modeling - What do want students to do You set the example! Check for Understanding - Evaluation Guided Practice - Working with the material Closure Designed to provide students an opportunity to summarize the learning