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Library
Information Services |
Spring Branch Independent School District |
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Design and Delivery of Instruction (DDI) |
| First - Planning: 1. Determine the Objective (TAKS scores, TEKS Student Expectations) 2. Task Analysis (T. An.) (see below) 3. Input 4. Develop the Horizontal teaching (Input, Model, Check Understanding, Guided Practice, Closure) for each task of the T. An. |
Second - Delivery to Students 1. Set 2. Objective as told to Students 3. Purpose (why learn this) 4. Horizontal teaching of Input, Model, Check Understanding, Guided Practice, Closure. |
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Task Analysis process for terminal and enroute objectives. |
| Formulating Objectives: The teacher's own
understanding of what the students are to learn and what activity they will
perform at the end of the lesson to demonstrate that learning occurred. 1. What is the content (fact, concept, principle, skill, attitude...) to be learned? 2. What will be the level of thinking? 3. What will the learner do (activity, etc.) at the end of the lesson (teaching segment) that will serve as proof that learning was achieved (proving behavior)? 4. What will be the conditions under which the learner will be doing the activity? 5. What level of performance will be considered as achievement? |
| Writing the Objective: Given ____#4 (conditions)____ learner will demonstrate ____#2 (level of thinking)____ of ____#1 (content)____ by ____#3 (proving behavior)____ with ____#5 (level of performance)____. |
| Task Analysis: developing the list of essential enroute (sub) objectives needed for achievement of the terminal objective. |
| Eight Components of DDI: | |
| 1. Set (anticipatory set, Focus) | |
| 2. Objective (as told to the students) | |
| 3. Purpose (answer "why does the student need to know this") | |
| tasks from T An. |
INPUT (the information the teacher delivers and/or the student receives) |
MODEL (teacher or teacher having students demonstrate the learning from the Input) |
CHECK UNDERSTANDING (questioning techniques to elicit active participation by all simultaneously) |
GUIDED PRACTICE |
CLOSURE (Have students provide the closing summary of what is learned) |
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Necessary Information |
Strategies |
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Congruency |
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ACTIVE PARTICIPATION All, Simultaneously |
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What is Active Participation? 1. A Principle of Learning that talks about the impact of continual processing. 2. All students participating simultaneously. 3. The Participation could be covert (with wait time) or overt (writing, verbal, gesture). |
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Why use Active Participation? 1. Increase the rate of learning and the degree of learning. 2. Increase motivation (students are more attentive). 3. Use Active Participation for Monitoring. |
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| covert (unobservable) pretend imagine picture go over in your mind think about |
overt (observable) verbally written gesture |
| for monitoring behavior for determining processing |
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Monitoring student achievement - provides accountability |
| 1. Elicit overt (Active Participation) congruent (matching what students responds to what is asked) behavior from ALL learners. |
| 2. Check the behavior: Are the students engaged in the activity? - Compliance Are the students correct or incorrect? - Correctness |
| 3. Give the students feedback on: Participation Correctness Incorrectness |
| 4. Next Step: based on monitoring, the teacher : moves on to next concept, or has the students practice, or re-teaches, or "abandon ship" quit the lesson and do something else. |
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Motivation |
| Definition: create an intent for the student to pay attention work to have students maintain focus on task |
| Myths debunked: not necessary for students to like the lesson to succeed students can learn what they don't like use extrinsic motivation to aim toward intrinsic motivation |
| Pre-Requisite: 1. Teacher accepts responsibility for the motivation of the students 2. Teacher constantly scanning the group to access the level of motivation 3. Motivation must be a continuous effort |
| Five Factors that have impact on motivation: 1. Level of Concern (degree of expectation or accountability) amount of work amount of time amount of visibility 2. Make the lesson of Interest to students (Vivid/Novel) (colored chalk, stories, jokes, role-play, graphic, change environment, pictures, puppets) a gimmick 3. Specific Feedback or students' Knowledge of Results 4. Feeling tone in the classroom (pleasant and unpleasant) 5. Success is a powerful motivator (success comes from good Task Analysis, Horizontal Teaching, and Differentiated Instruction). |
