I feel very fortunate to have a Professor that utilizes a lot of repetition. I am the kind of student that needs a lot of time to process the information received before I come to a complete understanding. So if I receive the information again and again, and in many different ways, kind of like being taught several times but with different words, is what I need. Learning the application of the direct instruction method by actually seeing it being used was great. Actually being taught through the direct instruction method was even better and being taught through direct instruction while at the same time having the literature that supports the method in my hands was the best.
Formulating anticipatory sets as part of the direct instruction lesson plan did not seem to be very difficult. They need to be short, inspire motivation, and assess prior knowledge. The anticipatory sets everyone presented in class were fun and creative but they did not really fall under the direct instruction method. My peers and I were thinking too hard, were being too creative, instead of just keeping them simple. Direct instruction should deliver the information as succinct facts. Any deviation from this type of presentation begins to require the use of other methods. This would have made learning about direct instruction much more difficult because it is sometimes difficult to determine exactly where the direct instruction is in the lesson if it is not the only method used. Therefore, the anticipatory set also needs to get to the point, be fun and creative, and also match the information that is being taught in the development part of the lesson. After watching about 5 anticipatory sets I realized that mine needed changes that I was able to address before my presentation. I watched about 5 more anticipatory sets, and made some more changes in my head while sitting in class, before I presented mine. After I presented it my peers gave me really good feedback on what should be different and why. I loved it! The repetition of the performance of the anticipatory sets and more importantly, the reflections from my peers, allowed me the chance to vividly learn about anticipatory sets in a direct instruction method.
The process of learning to write a lesson plan utilizing the direct instruction strategy was very helpful for me. I first read the literature about how to compose a direct instruction lesson plan and evaluated two different lesson plans. The first one was from another state and was roughly organized around their specific curriculum and the second was from New York State and was written using the same rubric we used in class. It was very helpful to analyze the lesson plans and see what needed to improve so when I would make mine I would avoid the same kind of mistakes. I worked really hard on my lesson plan and I thought it was very well designed because each step in the process logically led into the next step. When I received the feedback from my teacher I was very surprised to see that many things needed to be erased and revised. I am fortunate again because my professor took the time to give specific comments about how to improve my lesson plan, something that is frequently lacking in some other classes I have taken. Once again the repetition, going over the material that I was learning several times, gave me the opportunity to process the information received and come out with a well-designed final product, my first direct instruction lesson plan!
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Formulating anticipatory sets as part of the direct instruction lesson plan did not seem to be very difficult. They need to be short, inspire motivation, and assess prior knowledge. The anticipatory sets everyone presented in class were fun and creative but they did not really fall under the direct instruction method. My peers and I were thinking too hard, were being too creative, instead of just keeping them simple. Direct instruction should deliver the information as succinct facts. Any deviation from this type of presentation begins to require the use of other methods. This would have made learning about direct instruction much more difficult because it is sometimes difficult to determine exactly where the direct instruction is in the lesson if it is not the only method used. Therefore, the anticipatory set also needs to get to the point, be fun and creative, and also match the information that is being taught in the development part of the lesson. After watching about 5 anticipatory sets I realized that mine needed changes that I was able to address before my presentation. I watched about 5 more anticipatory sets, and made some more changes in my head while sitting in class, before I presented mine. After I presented it my peers gave me really good feedback on what should be different and why. I loved it! The repetition of the performance of the anticipatory sets and more importantly, the reflections from my peers, allowed me the chance to vividly learn about anticipatory sets in a direct instruction method.
The process of learning to write a lesson plan utilizing the direct instruction strategy was very helpful for me. I first read the literature about how to compose a direct instruction lesson plan and evaluated two different lesson plans. The first one was from another state and was roughly organized around their specific curriculum and the second was from New York State and was written using the same rubric we used in class. It was very helpful to analyze the lesson plans and see what needed to improve so when I would make mine I would avoid the same kind of mistakes. I worked really hard on my lesson plan and I thought it was very well designed because each step in the process logically led into the next step. When I received the feedback from my teacher I was very surprised to see that many things needed to be erased and revised. I am fortunate again because my professor took the time to give specific comments about how to improve my lesson plan, something that is frequently lacking in some other classes I have taken. Once again the repetition, going over the material that I was learning several times, gave me the opportunity to process the information received and come out with a well-designed final product, my first direct instruction lesson plan!
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