Direct Instruction vs. Discovery...two opposite approaches to teaching. Both can be effective and appropriate in different situations. In my experience (though it is limited), students tend to zone out during the first and get frustrated during the second. I really like the idea of Gradual Release of Responsibility because it seems to bridge the gap and allow students to build confidence in their abilities while still asking them to be active participants in learning. I was first introduced to this concept in a literacy course but feel it works really well in a math classroom. Here is the general idea:
1st: I do, you watch.
2nd: I do, you help.
3rd: You do, I help.
4th: You do, I watch.
As I progress through a lesson I try to incorporate this idea in my teaching. Since I teach 7th grade and we are building the basis of algebra, many times my notes have a number of similar problems. That means "drill-and-kill" is often my method for presenting notes. It's easy to just talk at the students and then ask, "Any questions?"...to which I hear mostly crickets :) Using this method during my lectures, I find my students are more likely to ask questions and take ownership over their learning. I like that my students are beginning to pick up on patterns of thinking and solving. I've found that there are fewer students who say, "I got it in class but when I got home I couldn't do any of them." During the third phase I walk around the class to catch student errors and answer questions. Students aren't able to tune out. During the fourth phase I have students present their solutions. Depending on the lesson, I may have them compare with a partner first. My goal in this is to keep them engaged, build their confidence, and have the content stick with them.
1st: I do, you watch.
2nd: I do, you help.
3rd: You do, I help.
4th: You do, I watch.
As I progress through a lesson I try to incorporate this idea in my teaching. Since I teach 7th grade and we are building the basis of algebra, many times my notes have a number of similar problems. That means "drill-and-kill" is often my method for presenting notes. It's easy to just talk at the students and then ask, "Any questions?"...to which I hear mostly crickets :) Using this method during my lectures, I find my students are more likely to ask questions and take ownership over their learning. I like that my students are beginning to pick up on patterns of thinking and solving. I've found that there are fewer students who say, "I got it in class but when I got home I couldn't do any of them." During the third phase I walk around the class to catch student errors and answer questions. Students aren't able to tune out. During the fourth phase I have students present their solutions. Depending on the lesson, I may have them compare with a partner first. My goal in this is to keep them engaged, build their confidence, and have the content stick with them.
clear, coherent +
ReplyDeletecomplete, content, consolidated: that last paragraph is where the action is. It'd be interesting to hear a lot more about this. How do you incorporate it? Can you describe in a lesson? What kind of stu questions are a sign to you that they're taking ownership?