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

2. 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

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

4. 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

5. 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

6. 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

7. Principles of Learning
Motivation
Retention
Transfer
Reinforcement
Active Participation

8. 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

9. 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

10. 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

11. 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”

12. 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

13. 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

14. 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