1. Chapter 3 Conducting Direct Instruction Lessons
3rd ELA

2. List the four design areas of content that teachers must utilize to deliver effective pedagogy.
1. Direct Instruction
2. Practicing and Deepening
3. Knowledge Application
4. Strategies applicable in all 3 types of lessons
Why does direct instruction have a tarnished reputation with some educators? What research continually maintains that direct instruction plays a necessary role in effective pedagogy?
DI has a tarnished reputation because it is often associated with didactic, lecture oriented presentations in which students are passive consumers of information. Research by Marzano suggests that direct instruction is superior to discovery learning.

3. Why should teachers present new information to students in small increments and how do teachers accomplish this? How have you used this tactic when covering new material?
Teachers need to present information in small increments because learners can hold only small amounts of information in their working memories. Teachers can do this by breaking information into smaller bits of information, stopping and asking questions, and by figuring out ways to build new info into previous material.
How do the strategies for processing content featured in table 3.2 help students increase their comprehension and retention in different ways?
The strategies presented help students because they are summarizing the information themselves, collaborating and presenting it to other students, thinking critically about the information in unusual ways.

4. In your own words, define linguistic representation and nonlinguistic representation. Provide an example of when students have represented content linguistically in your classroom and an example of when they have represented content non-linguistically.
Linguistic representation is when students use words to represent what they have learned, whereas nonlinguistic is creating graphic organizers and pictorial models.
Linguistic example in classroom: After our daily shared reading of “Stone Fox”, students were asked to summarize in their writing journal how or even if Little Willy was affected by Stone Fox’s actions.
Nonlinguistic example in classroom: After our daily shared reading of “Sarah Plain and Tall”, students were asked to “quick sketch” one of the images that Sarah created for Caleb and Anna.

5. Briefly describe the actions a collaborative team should take when executing a lesson study in the context of the PLC process.
1. Select a unit of instruction and create a pretest and posttest using a proficiency scale.
2. Identify content that will need direct instruction.
3. Experienced teachers will design lessons for team members to try out. Lessons will be revised until teachers see the results in students they are looking for.