Title of Lesson: What is the Direct Instruction Model of Teaching? Part Four

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “What is the Direct Instruction Model of Teaching?” Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are the first, second and third parts of this lesson on the direct instruction model of teaching. The fourth part of this lesson follows.

3. The teacher explains these steps of Pairs Present:

· The teacher places students into new learning pairs.

· Each learning pair creates a mini-lesson using the Direct Instruction Model of Teaching. Each learning pair may choose any Judaic topic. Note: If desired, the class can brainstorm topics for the mini-lesson. Note: The length of the mini-lesson is pre-determined by the teacher (e.g. 5 to 10 minutes).

· The lesson must follow the five steps of the Direct Instruction Model.

· When each learning pair completes its mini-lesson plan, it must teach that lesson to another learning pair, a quad, or the entire class (a decision to be determined by the teacher).

· After the mini-lesson is presented the students (a) give the presenters feedback on how faithfully they followed the five steps of the Direct Instruction Model of Teaching, and (b) discuss how this model of teaching can be used for instruction.

Guided Practice: (Students apply new skill/s or strengthen previously learned skills during classroom instruction.)

1. The teacher gives his or her students sufficient time to create a mini-lesson using the Direct Instruction Model of Teaching, and follow the steps of Pairs Present as explained under item 3 of this lesson plan.

2. The teacher monitors the interactions of the learning pairs.

Independent Activities: (Students practice new skill/s or strengthen previously learned skills outside of the class.)

Students individually or in pairs (e.g. by phone, email or video mode such as Skype or Isight) create another mini-lesson using the Direct Instruction Model of Teaching. Students can use the form at the top of the post.

In the next post we will share the fifth part of a five part lesson on the Direct Instruction Model of Teaching.