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Math: Direct Instruction

Direct instruction occurs after the anchor task so that students have a reference point to connect their constructed knowledge to new learning.  Modeling and/or instruction given approximately 5-7 minutes in any given segment in order to maximize the work responsibility of the students.  As the instruction is scaffolded new pieces/problems should be given to students to explore before the teacher solidifies that information through notes or modeling.

The intention of the videos below is to provide examples of how instruction can look at various levels.  Teachers are encouraged to adapt strategies seen in the videos to fit the needs of their own classroom.

 

11th Grade Example

  • How does the teacher link previous learning to new learning?
  • What are some collaboration strategies that would naturally fit into this direct instruction?
  • How does the teacher balance student responsibility and teacher responsibility throughout the instruction?
  • What kinds of questions does the teacher ask?
  • How does the teacher maximize student thinking verses note taking?


 

 

3rd Grade Example

  • How does the teacher link previous learning to new learning?
  • What are some collaboration strategies that would naturally fit into this direct instruction?
  • How does the teacher balance student responsibility and teacher responsibility throughout the instruction?
  • What kinds of questions does the teacher ask?
  • How does the teacher maximize student thinking verses note taking?


 

 

6th Grade Example

  • How does the teacher link previous learning to new learning?
  • What are some collaboration strategies that would naturally fit into this direct instruction?
  • How does the teacher balance student responsibility and teacher responsibility throughout the instruction?
  • What kinds of questions does the teacher ask?
  • How does the teacher maximize student thinking verses note taking?