20212_EDG3343_M3A2 Guided Notes
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School
Indian River State College *
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Course
3343
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
5
Uploaded by BrigadierIronHamster1813
Guided Notes Module 3
1.
Share the difference between direct and indirect teaching approaches. 2.
Study figure 5.2 (this is very important!) and read the corresponding information. Why does the teacher triangle have the larger portion at the top (beginning) of the lesson, where the student triangle has the larger portion at the bottom (end of the lesson.) What does this signify?
3.
What are the four key components of direction instruction?
a.
b.
c.
d.
4.
When should direct instruction be used and when should it not be?
5.
What are the components of a direct instruction lesson?
6.
Fill out the following chart concerning the different approaches of direct instruction. What is it?
Important Details
When should it be used?
Presentations
Demonstration
s
Questioning
Recitations
Practice and
Drills
Reviews
Guided
Practice and
Homework
Flipped
Classroom
Blended
Learning
7.
Use the chart below to identify how you might differentiate a lesson. Samples are provided in each category to assist you. Refer to study materials, but also use your creativity!
Content – How can you assist the students in understanding the skills presented?
Process – What activities will you use to teach and guide? How will students take in information?
Product- What will students produce to demonstrate their learning? How will you assess understanding?
Environment – How will the learning climate be adapted? What
conditions will students learn in?
ESOL
ESOL
ESOL
ESOL
: The teacher should provide longer wait time before calling on an ESOL student since they may need longer to process and translate the question before verbally responding. After reading a passage during a science lesson on photosynthesis, the teacher should wait 10 seconds after asking a question before calling on the student, instead of
the typical 3-5 seconds. ESE
ESE
: The teacher could provide pictures to demonstrate concepts that are being shared. In a math lesson on converting pints to gallons, the teacher may
show the following image, and even print it and pass it out to students to reference during the lesson.
ESE
ESE
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Content – How can you assist the students in understanding the skills presented?
Process – What activities will you use to teach and guide? How will students take in information?
Product- What will students produce to demonstrate their learning? How will you assess understanding?
Environment – How will the learning climate be adapted? What
conditions will students learn in?
Behavior Challenge
Behaviors Challenge
Behavior Challenge: Students may be seeking ways to connect socially with their classmates. The teacher can allow students to work in a heterogeneous group where each student is given a specific task within the collaborative project. During a third-grade
unit on the universe, your behaviorally challenged student might need to work with one other person from his/her group to name and label all the planets by researching and taking notes from the computer.
Behavior Challenge
Content – How can you assist the students in understanding the skills presented?
Process – What activities will you use to teach and guide? How will students take in information?
Product- What will students produce to demonstrate their learning? How will you assess understanding?
Environment – How will the learning climate be adapted? What
conditions will students learn in?
Difficult Learner
The teacher could front load the material for the student by showing a video before verbal instruction, ensuring the student has background knowledge. In a social studies class learning about community jobs, the teacher could show a video that
references policemen, librarians, and firemen, before reading the chapter with students.
Difficult Learner
Difficult Learner
Difficult Learner