{"id":148,"date":"2024-01-09T17:07:22","date_gmt":"2024-01-09T22:07:22","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/?post_type=chapter&p=148"},"modified":"2024-12-04T16:58:19","modified_gmt":"2024-12-04T21:58:19","slug":"a-learning-through-direct-instruction","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/chapter\/a-learning-through-direct-instruction\/","title":{"raw":"A. Learning through Direct Instruction","rendered":"A. Learning through Direct Instruction"},"content":{"raw":"Students become aware of your Teaching Presence through direct instruction techniques. Direct instruction can be described as:\r\n
\u201c... educational leadership that provides disciplinary focus and structure or scaffolding but also offers choice and opportunity for students to assume responsibility for their learning. This instruction is more than a \u2018guide on the side\u2019 but less than \u2018a sage on the stage\u2019. It is an approach whereby learning is socially shared. This is the path to a meaningful, systematic, and worthwhile educational experience\u201d (Garrison & Vaughn, 2008).<\/blockquote>\r\nLearning through direct instruction means creating structure and deliberately designing opportunities for engagement at the right moments. If you have taken the Instructional Skills Workshop or a similar workshop, you would have learned a model called the \u201cBOPPPS\u201d: this is an example of a structure that supports direct instruction.\r\n\r\nTypically, Direct Instruction involves the following four phases:\r\n
\r\n\r\n1. Presentation Phase<\/strong>\r\n
    \r\n \t
  • Review: of previous material and\/or pre-requisite skills<\/li>\r\n \t
  • What: what is to be learned<\/li>\r\n \t
  • Why: why it is important<\/li>\r\n \t
  • Explanation: of the topics and\/or skills<\/li>\r\n \t
  • Probe & Respond: where instructor informally checks students\u2019 initial understandings.<\/li>\r\n<\/ul>\r\n2. Practice Phase<\/strong>\r\n
      \r\n \t
    • Guided practice: where students practice new concept\/skill under instructor\u2019s supervision.<\/li>\r\n \t
    • Independent practice: where students practice new concept\/skill independently.<\/li>\r\n \t
    • Periodic Review: where, during instructor probes, guided practice or independent practice, students review topics\/skills they\u2019ve already learned.<\/li>\r\n<\/ul>\r\n3. Assessment & Evaluation Phase<\/strong>\r\n
        \r\n \t
      • Formative Assessment: using the information from teacher probes, guided practice or independent practice, or using additional assessments (eg. quizzes and assignments) the instructor determines if students have learned the topic\/skill or require further instruction<\/li>\r\n \t
      • Summative Assessment: the instructor gathers summative assessment data to see if students have acquired the topic\/skill.<\/li>\r\n<\/ul>\r\n4. Monitoring & Feedback continuously through three phases on an as-needed basis<\/strong>\r\n
          \r\n \t
        • Cues & Prompts: instructors use cues to hint at what\u2019s important, while using prompts during student demonstration of learning and during guided practice; both provide scaffolding to students during their learning phase.<\/li>\r\n \t
        • Corrective Feedback: done whenever the instructor has made an assessment of student learning at any point during the lesson.<\/li>\r\n<\/ul>\r\n(summarized from Huitt, W.G., Monetti, D.M., & Hummel, J.H. (2009) \u2018Direct Approach to Instruction\u2019 in Riegeluth & Carr-Chellman, Instructional Design Theories & Models III. Pg.73-97)\r\n\r\n<\/div>\r\n \r\n\r\nThese should sound familiar, as these phases are parallel to the instructional models we discussed in the section on Cognitive Presence in Unit 1.","rendered":"

          Students become aware of your Teaching Presence through direct instruction techniques. Direct instruction can be described as:<\/p>\n

          \u201c… educational leadership that provides disciplinary focus and structure or scaffolding but also offers choice and opportunity for students to assume responsibility for their learning. This instruction is more than a \u2018guide on the side\u2019 but less than \u2018a sage on the stage\u2019. It is an approach whereby learning is socially shared. This is the path to a meaningful, systematic, and worthwhile educational experience\u201d (Garrison & Vaughn, 2008).<\/p><\/blockquote>\n

          Learning through direct instruction means creating structure and deliberately designing opportunities for engagement at the right moments. If you have taken the Instructional Skills Workshop or a similar workshop, you would have learned a model called the \u201cBOPPPS\u201d: this is an example of a structure that supports direct instruction.<\/p>\n

          Typically, Direct Instruction involves the following four phases:<\/p>\n

          \n

          1. Presentation Phase<\/strong><\/p>\n

            \n
          • Review: of previous material and\/or pre-requisite skills<\/li>\n
          • What: what is to be learned<\/li>\n
          • Why: why it is important<\/li>\n
          • Explanation: of the topics and\/or skills<\/li>\n
          • Probe & Respond: where instructor informally checks students\u2019 initial understandings.<\/li>\n<\/ul>\n

            2. Practice Phase<\/strong><\/p>\n

              \n
            • Guided practice: where students practice new concept\/skill under instructor\u2019s supervision.<\/li>\n
            • Independent practice: where students practice new concept\/skill independently.<\/li>\n
            • Periodic Review: where, during instructor probes, guided practice or independent practice, students review topics\/skills they\u2019ve already learned.<\/li>\n<\/ul>\n

              3. Assessment & Evaluation Phase<\/strong><\/p>\n

                \n
              • Formative Assessment: using the information from teacher probes, guided practice or independent practice, or using additional assessments (eg. quizzes and assignments) the instructor determines if students have learned the topic\/skill or require further instruction<\/li>\n
              • Summative Assessment: the instructor gathers summative assessment data to see if students have acquired the topic\/skill.<\/li>\n<\/ul>\n

                4. Monitoring & Feedback continuously through three phases on an as-needed basis<\/strong><\/p>\n

                  \n
                • Cues & Prompts: instructors use cues to hint at what\u2019s important, while using prompts during student demonstration of learning and during guided practice; both provide scaffolding to students during their learning phase.<\/li>\n
                • Corrective Feedback: done whenever the instructor has made an assessment of student learning at any point during the lesson.<\/li>\n<\/ul>\n

                  (summarized from Huitt, W.G., Monetti, D.M., & Hummel, J.H. (2009) \u2018Direct Approach to Instruction\u2019 in Riegeluth & Carr-Chellman, Instructional Design Theories & Models III. Pg.73-97)<\/p>\n<\/div>\n

                   <\/p>\n

                  These should sound familiar, as these phases are parallel to the instructional models we discussed in the section on Cognitive Presence in Unit 1.<\/p>\n","protected":false},"author":81,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[49],"contributor":[],"license":[],"class_list":["post-148","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":54,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/pressbooks\/v2\/chapters\/148","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/wp\/v2\/users\/81"}],"version-history":[{"count":6,"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/pressbooks\/v2\/chapters\/148\/revisions"}],"predecessor-version":[{"id":397,"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/pressbooks\/v2\/chapters\/148\/revisions\/397"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/pressbooks\/v2\/parts\/54"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/pressbooks\/v2\/chapters\/148\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/wp\/v2\/media?parent=148"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/pressbooks\/v2\/chapter-type?post=148"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/wp\/v2\/contributor?post=148"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/teachingonlineatbcit\/wp-json\/wp\/v2\/license?post=148"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}