Direct Instructions

 Direct instructions as a strategy

 Discuss the effective ways using direct instructions as a strategy
What Is Direct Instruction?
Direct instruction is the use of straightforward, explicit teaching techniques, usually to teach a specific
skill. It is a teacher-directed method, meaning that the teacher stands in front of a classroom and presents
the information. It might be a lesson in which the teacher very clearly outlines the order of all the planets
in the solar system, or it might be a simple explanation and some examples of the double ff-ll-ss-zz
spelling rule.

You might be thinking, isn't that how everything is taught in classrooms? Yes, this used to be true, but
then we found that not all students benefit from listening to a teacher talk all day and that not all lessons
are best taught through direct instruction. Teachers now match the type of instruction to the task, teaching
directly when it suits the skill being taught. For example, the order of the planets is something best
learned directly, while teaching what materials are magnetic is better learned, and much more engaging,
through experimentation.
What is direct instruction?
Direct instruction is a teacher-directed teaching method. This means that the teacher stands in front of a
classroom, and presents the information. The teachers give explicit, guided instructions to the students.
Direct instruction is one of the most effective teaching strategies. Although often misunderstood, students
who are taught using the direct instruction method perform better in reading, maths, and spelling than
those who weren’t.
Teachers now match the type of instruction to the task. Using direct instruction is effective when it suits
the skill students have to learn.
Here’s an example:

 The order of the planets is best learned via direct instruction.

 Teaching what materials are magnetic is better learned through experimentation.
The direct instruction method is based on two core principles:

 All students can learn when taught correctly, regardless of history and background.
 All teachers can be successful, given effective materials and presentation techniques.
  Punctuated Lecture vs Interactive Lecture
 Differentiate punctuated lecture from interactive lecture

Punctuated Lecture
During a Punctuated Lecture (PL), students listen to the lecture for approximately
15–20 minutes. At the end of the lecture segment, the teacher pauses and asks students
to answer a question about what they are doing at that particular moment.

Step-By-Step Instructions
In this section, we provide you with guidance on each of the seven
steps involved as you consider this technique.
STEP 1: CLARIFY YOUR TEACHING PURPOSE AND LEARNING GOALS
Punctuated Lectures help promote student engagement during a lecture through the
process
of asking students to be more self-aware of their own involvement (Angelo & Cross,
1993). The
activity also can help students refocus attention if their minds have wandered, which can
improve
active listening. Over time and with practice, students can develop skills as self-
monitoring
listeners. In short, Punctuated Lectures can help students develop metacognitive skills, or
the
ability to think about their own thinking and learning.

 Asking appropriate Questions

 Formulate appropriate questions to be asked during lecture and/or discussion

Flipping the classroom: Blended Classroom Instruction

 Discuss what is blended classroom learning

 Discuss how blended classroom instruction can be effective in teaching and learning
Mathematics
The Effect of Blended Learning in Mathematics Course
ANCOVA and MANCOVA analyses showed that the blended learning experience benefitted students in
the experimental group by having a positive effect not only on the learning outcomes, but also on their
attitudes toward studying mathematics in a blended environment. Preliminary results indicated that male
students and high-ability students were more motivated in the blended learning environment. Students
gave positive feedback on the use of the Moodle learning platform for mathematics after experiencing
blended learning.
The main purpose of this research was to examine the effect of blended learning
pedagogy by combing the Moodle online teaching platform with traditional instruction and
analyzing the outcomes of this new teaching approach for learning attitude and performance
of seventh grade students.

blended learning pedagogy showed a significantly positive effect on attitude toward

mathematics for seventh grade students. Most students in the experimental group were in
favor of blended learning. This method can help them to learn mathematics at their own pace
and express their opinions. Moreover, it improves the interaction between students and
teachers, and facilitates group discussion and collaborative learning

We suggest that Moodle online learning in blended learning pedagogy should be

widely used to enhance students’ active learning and to construct knowledge with peers.
Students can independently explore the blended learning environment to expand their
learning and knowledge of mathematics beyond the limitations of knowledge found in the
conventional classroom and presented lectures.

REFERENCES
https://www.slideserve.com/tymon/direct-instruction-powerpoint-ppt-presentation
https://www.bookwidgets.com/blog/2019/03/direct-instruction-a-practical-guide-to-effective-teaching
References

https://americanenglish.state.gov/files/ae/resource_files/9.5_presentation_slides_-
_final_version_for_website.pdf

https://www.slideshare.net/sushmahaigar/blended-learning-in-21st-century-68913551