Behavioral Models – Direct Instruction

1. Development is a direct result of outside experiences 1. Development is a direct result of outside experiences 2. Students respond to events in their own environment 2. Students respond to events in their own environment 3. Behaviors are acquired by learning and can be modified by learning 3. Behaviors are acquired by learning and can be modified by learning 4. Behavior is observable and identifiable 4. Behavior is observable and identifiable

5. Behavior change comes in small steps 5. Behavior change comes in small steps 6. Reinforcement is constantly occurring at all times to all events 6. Reinforcement is constantly occurring at all times to all events

7. Why reinforcement is usually not successful in schools 7. Why reinforcement is usually not successful in schools 1. Reinforcement is infrequent 2. Immediate feedback is infrequent 3. Curriculum is organized in large unmanageable chunks 4. Not enough attention to Positive Reinforcement 5. Too much attention to Punishment

8. If we want students to learn something – teach it. 8. If we want students to learn something – teach it. 9. We cannot expect students to discover or choose what is appropriate all the time 9. We cannot expect students to discover or choose what is appropriate all the time 10. Instructional time is better spent on direct instruction of pertinent information 10. Instructional time is better spent on direct instruction of pertinent information

Features of Direct Instruction A major goal of direct instruction is the maximization of student learning time A major goal of direct instruction is the maximization of student 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 time presenting material in small steps to be mastered one at a time providing many varied examples of the new skills to be learned providing many varied examples of the new skills to be learned modeling of the learning task modeling of the learning task avoiding digressions (don’t deal with those ‘pesky’ teachable moments) avoiding digressions (don’t deal with those ‘pesky’ teachable moments) re-explaining difficult points re-explaining difficult points A common error is simply asking students if they understand. No Assumptions. Only hard evidence of mastery.

Principles of Teaching Using Direct Instruction Shaping Shaping 1. Practice 1-- highly structured 2. Practice 2-- semi-independent 3. Practice 3-- guided 4. Practice 4-- independent Distributed Practice Over Time Optimal Time between Practice (Close together initially, following by longer and longer periods of time between guided practice sessions)