copyright keith morrison, 2004 direct instruction and interactive teaching
TRANSCRIPT
Copyright Keith Morrison, 2004
DIRECT INSTRUCTION AND DIRECT INSTRUCTION AND INTERACTIVE TEACHINGINTERACTIVE TEACHING
Copyright Keith Morrison, 2004
DIRECT INSTRUCTIONDIRECT INSTRUCTION Clearly structured lessons.Clear, sequenced and structured presentations.Effective pacing and timing.Modelling/demonstration.Clear instructions, explanations and examples.Effective questioning and discussion.Effective evaluation of students’ responses.Effective feedback on students’ responses.Effective summarising.Effective consolidation.
Copyright Keith Morrison, 2004
INTERACTIVE TEACHINGINTERACTIVE TEACHING Eliciting students’ responses. Building on, and building in, students’ responses. Effective questioning and discussion. Appropriate cognitive level of questions. Higher order and lower order questions. Open and closed questions. Process and product questions. Effective handling of correct, partially correct and incorrect
responses to questions. Effective handling of student hesitancy. Effective prompting and probing. Giving students time to think. Listening to each other.
Copyright Keith Morrison, 2004
EFFECTIVE QUESTIONINGEFFECTIVE QUESTIONING Purposes and reasons in asking questions. Framing the question. Low order to high order questions. Different kinds of question at different stages of the
session/different students. Asking questions and receiving the answer. Prompting and probing. Avoiding errors of questioning. Structuring, pitching and putting the question. Directing and distributing the question. Pausing and pacing. Listening and responding. Sequencing.
Copyright Keith Morrison, 2004
EVALUATING TEACHING SESSIONSEVALUATING TEACHING SESSIONS Stages of the sessions: beginning, middles, endings. Effective transitions. Appropriacy and use of resources. Giving and acting on feedback. Achievement of teaching and learning objectives. Match and differentiation. Class management, discipline and relationships. Appropriacy of teaching and learning strategies. Appropriacy of expectations. Timing and pacing. Effectiveness of different kinds of communication. Effectiveness of learning, outcomes, attainment. Student attitudes to learning and teacher.