Just-In-Time Direct Instruction.

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Presentation transcript:

Just-In-Time Direct Instruction

Key Components of Just-In-Time Direct Instruction Student get only direct instruction that they need Students get support WHEN they need it. Provide “just-in-time” instruction in small, focused doses. Students are guided toward making their own learning decision.

Just-in-time teaching means we do not frontload lots of content out of context—what might be called “just-in- case” teaching Some concepts and knowledge we teach do not need to go through the process of direct, guided, then hands-on. We can begin with discovery (hands-on/minds-on) followed with checking for understanding, then direct and guided instruction for those who need further support. (Tools for Teaching: How to Transform Direct Instruction, Rebecca Alber)

Just-in-time teaching means, rather, that we implement direct teaching when it is needed and when learners are ready for it. It is important that we first "diagnose" where are students' are in their understanding and application of the specific knowledge/concept we are about to teach. Then determine the best instructional approach. (Tools for Teaching: How to Transform Direct Instruction, Rebecca Alber)

There are times when direct instruction serves the goal of understanding. A common misconception regarding “constructivist” theories of knowing is that teachers should never tell students anything directly, but instead should always allow them to construct knowledge for themselves. This perspective confuses a theory of pedagogy (teaching) with a theory of knowing. . . . There are times, usually after people have first grappled with issues on their own, that “teaching by telling” can work extremely well. (Bransford et al., 2000, p. 11) (emphasis added)

Grouping based on needs Use of digital tools to facilitate How Can We Make This Work? On-going assessment Grouping based on needs Use of digital tools to facilitate

Adjust plans in light of unexpected or inappropriate results Do not to assume that learning is occurring, based on the teaching. Ensure that learning occurs, and when it doesn't, to intervene decisively, quickly, and often Regularly assess and learn from the results as quickly as possible so as to make the necessary adjustments to improve learning.

A Good Facilitator: Provides Meaningful tasks and projects Guides to Resources Questions

Provide enrichment & guided practice as needed

Implement Just-In-Time Direct Instruction

Formative Assessment Lessons

Kindergarten Number Pieces APP

1st Grade Record Explanations with…

2nd Grade If Numbers Could Talk

3rd Grade

4th Grade

5th Grade

Formative Assessments with Technology

Formative Assessments with Technology

Flipped Classroom Lessons

Examples

Just-In-Time Direct Instruction in Project Based Learning (PBL)

Sources Schooling by Design by Grant Wiggins and Jay McTighe, ACSD http://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's- Job-When-Teaching%C2%A2.aspx Tools for Teaching: How to Transform Direct Instruction Rebecca Alberby https://www.edutopia.org/blog/tools-for-teaching-transform-direct-instruction-constructivism- rebecca-alber Teaching Strategies: Direct Instruction http://www.d.umn.edu/~hrallis/courses/3204fa04/planning/instr_strats.htm K-5 Formative Assessment Lessons (FALs) https://ccgpsmathematicsk5.wikispaces.com/K5+Formative+Assessment+Lessons+( FALs)