Direct instruction in mathematics : issues for schools with high Indigenous enrolments : a literature review

Direct instruction, an approach that is becoming familiar to Queensland schools that have high Aboriginal and Torres Strait Islander populations, has been gaining substantial political and popular support in the United States of America [USA], England and Australia. Recent examples include the No Child Left Behind policy in the USA, the British National Numeracy Strategy and in Australia, Effective Third Wave Intervention Strategies. Direct instruction, stems directly from the model created in the 1960s under a Project Follow Through grant. It has been defined as a comprehensive system of education involving all aspects of instruction. Now in its third decade of influencing curriculum, instruction and research, direct instruction is also into its third decade of controversy because of its focus on explicit and highly directed instruction for learning. Characteristics of direct instruction are critiqued and discussed to identify implications for teaching and learning for Indigenous students.

La eficacia de la instrucción directa y del aprendizaje cooperativo en la comprensión a partir de textos = Efficacy of direct instruction and cooperative learning for text comprehension.

Resumen basado en el del autor

The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students

This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn.

The effect of direct instruction in story grammar using deep processing on the reading and writing achievement of second-graders

The purpose of this study was to investigate the effects of direct instruction in story grammar on the reading and writing achievement of second graders. Three aspects of story grammar (character, setting, and plot) were taught with direct instruction using the concept development technique of deep processing. Deep processing which included (a) visualization (the drawing of pictures), (b) verbalization (the writing of sentences), (c) the attachment of physical sensations, and (d) the attachment of emotions to concepts was used to help students make mental connections necessary for recall and application of character, setting, and plot when constructing meaning in reading and writing.^ Four existing classrooms consisting of seventy-seven second-grade students were randomly assigned to two treatments, experimental and comparison. Both groups were pretested and posttested for reading achievement using the Gates-MacGinitie Reading Tests. Pretest and posttest writing samples were collected and evaluated. Writing achievement was measured using (a) a primary trait scoring scale (an adapted version of the Glazer Narrative Composition Scale) and (b) an holistic scoring scale by R. J. Pritchard. ANCOVAs were performed on the posttests adjusted for the pretests to determine whether or not the methods differed. There was no significant improvement in reading after the eleven-day experimental period for either group; nor did the two groups differ. There was significant improvement in writing for the experimental group over the comparison group. Pretreatment and posttreatment interviews were selectively collected to evaluate qualitatively if the students were able to identify and manipulate elements of story grammar and to determine patterns in metacognitive processing. Interviews provided evidence that most students in the experimental group gained while most students in the comparison group did not gain in their ability to manipulate, with understanding, the concepts of character, setting, and plot. ^

The effectiveness of direct -instruction and student -centered teaching methods on students' functional understanding of plagiarism

In an attempt to improve students' functional understanding of plagiarism a variety of approaches were tried within the context of a more comprehensive information literacy program. Sessions were taught as a one hour "module" inside a required communications skills class at a small private university. Approaches taken included control sessions (a straightforward PowerPoint presentation of the material), direct instruction sessions (featuring mostly direct lecture but with some seatwork as well), and student-centered sessions (utilizing role playing and group exercises). Students were taught basic content and definitions regarding plagiarism, what circumstances or instances constitute plagiarism, where to go for help in avoiding plagiarism, and what constitutes appropriate paraphrasing and citation. Pre-test and post-test scores determined students' functional understanding primarily by their ability to recognize properly and improperly paraphrased text, content understanding by their combined total score on a multiple choice quiz, and their attitude and conceptual understanding by their ability to recognize circumstances which would constitute plagiarism. While students improved across all methods the study was unable to identify one that performed significantly better than the others. The results supported the need for more education with regard to plagiarism and suggested a need for perhaps more time on task and/or a mixed approach towards conveying the content.

On Indigenous education

A critical overview of current policy debates in Indigenous education, with a focus on the tensions between models of direct instruction and culturally appropriate pedagogy.

Back to the future

In the field of education, explicit instruction refers to teacher-­‐centred instruction that is focused on clear behavioural and cognitive goals and outcomes. These in turn are made ‘explicit’ or transparent to learners. Sociologist Basil Bernstein defined explicit instruction as featuring “strong classification” and “strong framing”: clearly defined and boundaried knowledge and skills, and teacher-­‐directed interaction. Explicit instruction is affiliated with but not limited to highly structured, instruction in basic skills in early literacy and numeracy education. It is also used in Australian genre-­‐based approaches to writing that stress the value of “explicit” knowledge of grammar and all textual codes. Several major meta-­‐analyses and reviews have identified explicit instruction as a major instructional approach in contemporary schooling...

Uczenie działań komunikacyjnych poprzez bezpośrednią instrukcję

The article focuses on teaching and learning conversational actions in English as a FL in direct instruction based on the guided discovery observation of discourse models such as transcribed video discus-sions and conversations. The aim of the task is to develop students’ communicative awareness, which in turn allows them to find in dis-course those communicative actions which suit their communicative style and contribute to the development of their personal communicative competence. Discourse observation tasks are accompanied by project tasks such as classroom role plays and discussions and interviews with a foreigner in which students are expected to produce the observed communicative actions. The paper is based on a case study of one student’s performance in the selected two types of tasks, discourse observation tasks and an interview with a foreigner.

Uczenie działań komunikacyjnych poprzez bezpośrednią instrukcję

The article focuses on teaching and learning conversational actions in English as a FL in direct instruction based on the guided discovery observation of discourse models such as transcribed video discus- sions and conversations. The aim of the task is to develop students’ communicative awareness, which in turn allows them to find in dis- course those communicative actions which suit their communicative style and contribute to the development of their personal communic- ative competence. Discourse observation tasks are accompanied by project tasks such as classroom role plays and discussions and inter- views with a foreigner in which students are expected to produce the observed communicative actions. The paper is based on a case study of one student’s performance in the selected two types of tasks, dis- course observation tasks and an interview with a foreigner.

Preservice Elementary Teachers’ Beliefs toward Mathematics and Mathematics Teaching

As they began their one-year teacher education program 138 elementary school teacher candidates completed a questionnaire designed to measure their beliefs concerning the nature of mathematics, measured on a scale from absolutist to fallibilist, and their beliefs concerning effective mathematics instruction, measured on a scale from traditional to constructivist. Interviews were conducted with volunteer questionnaire participants, with selection based on the questionnaire results and using two sets of criteria. Study 1. involved 8 teacher candidates showing distinct absolutist or fallibilist views of mathematics and individual interviews explored participants' beliefs concerning the use of information and communication technology, particularly interactive whiteboards (IWB), in the teaching and learning of mathematics. Participants with absolutist beliefs about the nature of mathematics tended to focus on the IWB as a presentation tool, while those with fallibilist beliefs appreciated the use of the IWB to support student exploration. Study 2. involved 8 teacher candidates with apparently misaligning absolutist beliefs concerning the nature of mathematics and constructivist beliefs concerning teaching. Interviews exploring participants' favoured instructional approaches, particularly those involving the use of manipulatives, showed that constructivist views involved essentially surface beliefs and that in fact manipulatives would be employed to support traditional direct instruction.

Ensino direto da matemática funcional: estudo de caso

Neste estudo, focado na aprendizagem do manuseio do dinheiro, pretendeu-se que os alunos adquirissem competências que os habilitasse a um maior grau de independência e participação na vida em sociedade, desempenhando tarefas de cariz financeiro de forma mais independente, por exemplo, compra de produtos, pagamento de serviços e gestão do dinheiro. Para alcançar o pretendido, utilizou-se a metodologia do ensino direto, com tarefas estruturadas. Numa fase inicial o investigador prestava apoio constante aos alunos, que foi diminuindo gradualmente à medida que atingiam as competências relacionadas com o dinheiro. Na fase final, os alunos realizaram as tarefas propostas de forma autónoma. Construído como um estudo de caso, os dados foram recolhidos através de observação direta e de provas de monitorização. Os alunos começaram por realizar uma avaliação inicial para delinear a linha de base da intervenção. Posteriormente, foi realizada a intervenção baseada no ensino direto, com recurso ao computador, à calculadora, a provas de monitorização e ao manuseio de dinheiro. O computador foi utilizado na intervenção como tecnologia de apoio à aprendizagem, permitindo a realização de jogos interativos e consulta de materiais. No final da intervenção os alunos revelaram autonomia na resolução das tarefas, pois já tinham automatizado os processos matemáticas para saber manusear corretamente a moeda euro. O ensino direto auxiliou os alunos a reterem as competências matemáticas essenciais de manuseamento do dinheiro, compondo quantias, efetuando pagamentos e conferindo trocos, que muito podem contribuir para terem uma participação independente na vida em sociedade

Opening a can of worms : perceptions and practices of teachers in Newfoundland and Labrador incorporating the role of a therapist

Educational trends of inclusion and collaboration have led to changing roles of teachers, including an emphasis on personal support. To provide for social, emotional, and behavioural needs, teachers may adopt a therapeutic role. Many models for such support are proposed, with most models including the importance of student-teacher relationships, a focus on social, emotional, and behavioural development, and direct instruction of related skills. This study includes 20 interview participants. In addition, 4 of the 20 interview participants also took part in a case study. It examines whether participants adopt a therapeutic role, their beliefs about student-teacher relationships, whether they provide interventions in personal issues, and instructed social, emotional, and behaviour skills. Findings show that teachers adopt an academic role as well as a therapeutic role, believe student-teacher relationships are important, are approached about personal issues, and instruct social, emotional, and behavioural skills. Talking and listening are commonly used to provide support, typically exclusive of formal curricular goals. The challenges in providing front-line support issues that may be shared within an established student-teacher relationship are considered. Support in turn for teachers who choose to provide support for personal issues in the classroom within a therapeutic role are suggested, including recommendations for support and referral related to specific social, emotional, or behavioural scenarios that may arise in the school community.

Teachers' perspectives on the implementation of expectations-based curricula /

This qualitative study examines teachers' experiences implementing new standardized curricula in Ontario schools. This new curricula contained several policy changes and an expectations based format which directed what knowledge and skills students were to demonstrate in each subject. This level of specificity of subject-content served to control teachers in relation to curricula; however, data suggested that at the same time, teachers had enormous flexibility in terms of pedagogy. Four secondary teachers who were implementing a Grade 10 course in the 2000-2001 school year participated in the study. The qualitative framework supported the researcher's emphasis on examining the participants' perspectives on the implementation of expectation-based curricula. Data collected included transcripts from interviews conducted with teacher participants and a representative of the Ontario Ministry of Education and Training, field notes, and a research journal. Many of the factors often cited in the literature as influencing implementation practices were found to have affected the participants' experiences of curriculum implementation: time, professional development, and teachers' beliefs, particularly concerning students. In addition, the format of the policy documents proved to both control and free teachers during the implementation process. Participants believed that the number of specific expectations did not provide them an opportunity to add content to the curriculum; at the same time, teachers also noted that the general format of the policy document allowed them to direct instruction to match students' needs and their own teaching preferences. Alignment between teachers' beliefs about education and their understanding of the new curriculum affected the ways in which many participants adapted during the implementation process.

Metaphorical Interpretation: Measuring and Facilitating Growth.

Abstract A total of 378 grade 9 students participated in this study to address the problem that although metaphorical literacy and thought are expected and necessary for success in junior and senior high school and beyond, metaphorical concepts and thought are not required to be explicitly taught to these students. The students were from 20 different classes from 4 levels: English language learners (ELL), school to work (SSTW), applied, and academic. All were from 7 secondary schools within a board in southern Ontario. Nine classes made up the control group and 11 classes made up the treatment group. All classes were given 3 pretests and the posttest. The treatment group was given Socratic lessons and direct instruction on metaphorical thought and expressions during 1 semester and in conjunction with their other classroom material. The pretest scores (TOLD, Peabody, preproverbs concrete, and preproverbs abstract) did not reveal any effect of gender, but the academic students had higher scores than the applied students. The SSTW student results are more variable: (a) for the TOLD test, SSTW scores were between those of the academic and applied students; (b) for Peabody scores, SSTW students’ scores are the same as academic and are greater than applied; (c) for preproverbs concrete and preproverbs abstract, the SSTW scores are not different from the applied scores. The postproverbs concrete and postproverbs abstract scores for the treatment groups also showed no effect of gender but revealed that all students who received the treatment did better on their post scores. The positive changes of the treatment group illustrate a measured movement from literal understanding to abstract understanding using direct Socratic instruction and proverbs as a medium.

Farm Programmes of Electronic Media: A Comparative Study of Audience Perception in Kerala

Farm communication and extension programs are vital part of the farm development attempts. Electronic media plays a major role in farm extension activities. Kerala, the consumer state, which was a complete agricultural state in pre-independence period, is the sprouting land of agricultural extension and publication activities in print media. Later AIR (All India Radio) farm programs and farm broadcasting of Doordarshan enriched the role of electronic media in farm extension activities. The media saturated southern state of India received this new electronic media farm communication revolution whole heartedly. However, after 1990, Kerala witnessed a flood of private T V channels and currently there are 24 channels in this regional language, named Malayalam. All major news and entertainment channels are broadcasting farm programs. Farm programs of AIR and Doordarshan, broadcasted in Malayalam language, have been well accepted to the farmers‘ in Kerala. However, post-independence period, witnessed the formation of Kerala state in Indian Union and the first ballot-elected communist Government started its administration. After the land reform bills, the state witnessed a gradual decrease in agricultural production. Even if it is not reflected much in the attitude and practices of farm community and farm broadcast of traditional electronic broadcasting, a change is observable after the post-liberalization era of India. Private Television channels, which were focused on entertainment value of programs, started broadcasting farm programs and the parameters of program production went through certain changes. In this situation, there is ample relevance for a study about the farm programs of electronic media in terms of a comparative study of audience perception. The study is limited in the state of Kerala as it is the most media saturated state in India. The study analyzes the rate, nature and scope of adoption of farming methods transmitted through electronic media (T.V. and Radio) in Malayalam language.All kinds of Farm programs including comprehensive program serials, success stories, seasonal cropping methods, experts opinion, been analyzed on the basis of the following objectives.  To find whether propagating new farm methods through farm programs in electronic media or the availability of adequate infrastructure and economic factors make a farmer to adopt a new farming method.  To find which electronic media has more influence on farmers to adopt agricultural programs.  To find which form of electronic media gets better feedback from farmers  To find out whether the programs of T.V. or Radio is more acceptable to farmers than the print media.  To find whether farmers gets the message through their preferred medium for the message. The researcher recorded opinions from a panel of agricultural officers, farm Information officers, agro extension researchers and experts. According to their opinions and guidelines, a pilot study is designed and conducted in Kanjikuzhy Panchayath, in Alappuzha district, Kerala. The Panchayath is selected by considering its ideal nature of being the sample for a social Science research. Besides, the nature of farming in the Panchayath, which devoid of the cultivation of cash crops also supported its sample value. As per the observations from the pilot study, researcher confirmed the Triangulation method as the methodology of research. The questionnaire survey, being the primary part contained 42 Questions with 6 independent and 32 dependent variables. The survey is conducted among 400 respondents in Idukki, Alappuzha and Pathanamthitta districts considering geographical differences and distribution of different types of crops. The response from a total of 360 respondents, 120 from each district, finally selected for tabulation and data analysis.The data analysis, based on percentage analysis, along with the results from focus group discussion among a selected group of 20 farmers, together produced the results as follows. Farmers, who are the audience of farm programs, have a very serious approach towards the medium. They are maintaining a critical point of view towards the content of the programs. Farmers are reasonably aware about the financial side of the programs and the monitory aspirations of both private and Government owned Television channels. Even though, the farmers are not aware on the technical terminology and jargons, they have ideas about success stories, program serials and they are even informed about channels are not maintaining an audience research section like AIR. Though the farmers accept Doordarshan as the credential source of farm information and methods, they are inclined to the entertainment value of programs too. They prefer to have more entertainment value for the programs of Doordarshan. Surprisingly, they have very solid suggestions on even about the shots which add entertainment value to the farm broadcasting methods of Doordarshan. Farmers are very much aware about the fact that media is just an instrument for inspiration and persuasion. They strongly believe that the source of information and new methods is agricultural research and an effective change happens only when there are adequate infrastructure and marketing facilities, along with the proper support from Government agricultural guideline and support systems like Krishi Bhavans. They strongly believe that media alone cannot create any magic in increasing agricultural production. Farmers are pointing out the lack of response to the feedback and queries of farmers on farming methods, as an evidence for the difference in levels of commitment of Government and private owned Television channels.Farmers are still perceiving AIR farm programs are far more committed to farmers and farming than any other electronic medium. However, they are seriously lacking Radio receivers with medium wave reception facility. Farmers perceive that the farming methods on new crops are more adoptable than the farming methods of traditional crops in both private and Government owned Television channels. There are multiple factors behind this observation from farmers. Farmers changed in terms of viewing habits and they prefer success stories, which are totally irrelevant and they even think that such stories encourage people to go for farming and they opined that such stories are good sources of inspiration. However, they are all very much sure about the importance and particular about the presence of entertainment factor even in farm programs. Farmers expect direct interaction of any expert of the new farming method to implement the method in their agriculture practices. Though introduction of a new idea in the T.V. is acceptable, farmers need the direct instruction of expert on field to start implementing the new farming practices Farmers still have an affinity towards print media reports and agricultural pages and they have complaints to print media on the removal of agricultural information pages from news papers. They prefer the reports in print media as it facilitates them to collect and refer articles when they need it. Farmers are having an eye of doubt about the credibility of farm programs by private T.V. channels. Even if they prefer private Television channels for listening and adopting new farming methods and other farm information, they scrutinize programs to know whether they are sponsored programs by agrochemical or agro-fertilizer manufacturer.