Chapter Seven: The Effective Lesson.

 

Description:

    Chapter seven provided a detailed description of the direct instruction process. Slavin outlined the various components of effective direct instruction lesson plans and a guide to implementing the various parts.

    The author also included a discussion on concept learning and transference of learning. Slavin’s description of concept learning and skill transference also included the importance of the context and authentic application of those learned skills. Finally, chapter seven ends with a discussion on the whole group and small group discussions. In this section, one will find an analysis of the critical components of discussions and how they engage students in the learning process.

Analysis:

           Chapter seven opens with an in-depth breakdown concerning the idea of direct instruction. Slavin explains that direct instruction directly delivers information to students during a clearly defined and structured class lesson ( Slain, 2018). 

Slavin also states that direct instruction can be more effective than exploration during the development of content knowledge (Slavin, 2018). 

           The key to effective direct instruction lessons is methodical planning and implementation. Slavin highlights seven key components of an effective direct instruction lesson. With each of the components, he included various details to support their successful execution.

           The first three components, “state learning objectives,” “orient students to the lesson,” and “review prerequisite skills,” all occur during the start of the lesson (Slavin 2018). These components serve as the spark of the lesson, preparing students and setting the “tone” for the lesson (Slvain, 2018). Slavin suggests that during this stage, the intention for the lesson is set and that the educators should take care to avoid any unnecessary distractions that could result in the loss of momentum for the class (Slavin, 2018). Finally, reviewing prerequisite skills is vital for learning new material, “If students show poor understanding of either prerequisite skill, the teacher will review those skills before going on to the new lesson” (Slavin, 2018). 

           Once the opening of the lesson has been completed, the foundation skills should be reviewed. Slavin’s model suggests that the new material be presented in a clear and structured format, “Research reveals that a laid out structure and transitional statements about the structure of the lesson increase student understanding” (Slavin, 2018). As the lesson progresses and the lesson moves through the different subtopics, Slavin points out, “… that instructionally effective teachers give clear indications about the most important elements of the lesson…” (Slavin, 2018, p. 166). Throughout the lesson, Slavin asserts that effective teachers ensure that they use concise and developmentally appropriate language to clearly convey the lesson’s information, explain the concept using various strategies, and provide clear and meaningful examples to create a cohesive and clear lesson (Slavin, 2018).

           During this part of the lesson, the teacher also maintains students’ engagement and motivation (Slavin, 2018). This can be done by using various instructional strategies and resources rather than a one-dimensional lecture (Slavin,2018). However, teachers must also consider and maintain awareness of their pacing of the lesson, Slavin warns (2018). 

           Throughout the lesson, teachers should use a variety of “learning probes,” which are short assessments of learning that inform teachers about the lesson and student learning (Slavin, 2018). 

Teachers are encouraged to use the data from the learning probes to adjust or provide support to students to bolster their understanding (Slavin, 2018). 

           Teachers should employ a variety of questions that provoke critical thinking and connections to the material, “Research on the frequency of questions indicates that asking more questions related to the lesson at hand is more instructionally effective than asking relatively few questions” (Good & Brophy, 2008 as cited by Slavin, 2018, p.169). While using questioning strategies and learning probes, Slavin suggests that teachers be mindful of how the illicit student responses to ensure that students have an appropriate amount of time to respond (2018). 

           The last three components of the direct instruction lesson consist of independent work, feedback, and review (Slavin, 2018). Independent work is essential for students who are learning new material; during this stage, students are practicing and slowly creating memory of the skill and information (Slavin, 2018). Slavin includes various suggestions to help guide teachers in designing effective independent work sections in their lessons. Students should be ready for the independent practice by having a frim grasp of foundational skills, “Independent practice is practice, not instruction, and the students should already be able to do most of the items they are assigned to do on their own” ((Freiberg & Driscoll, 2005 as cited by Slavin, 2018 p.173). Independent practices should be short, clear, uninterrupted, and taken for grades, according to Slavin (2018).

           After independent work is completed, teachers should provide feedback regarding student performance in a constructive and timely manner (Slavin, 2018). Multiple, brief assessments provide more information about concept mastery for both the student and the teacher, thus allowing for more precise and timely remediation or enrichment (Slavin, 2018). 

           Teachers are also suggested to provide consistent practice and review opportunities for material to help better anchor the skills into memory (Slavin 2018).

           Slavin supports the information he provides about direct instruction by referring to the “process -product studies,” which is a set of students that compare student performances and the types of instruction (Slavin, 2018). The result is that direct instruction is shown to positively impact student performance and achievement (Slavin, 2018). 

           Once students have experienced lessons, one must consider that the school’s overall goal is for students to learn skills that they may apply in life. Therefore, the student must be able to transfer their skills to more authentic situations. This can be achieved through concept learning (Slavin, 2018). Concept learning can be learned through observations or definitions (Slavin, 2018). 

           Once students have obtained knowledge, they must learn to transfer their skills to meaningful situations (Slavin, 2018). Slavin warns that even though a student seems to have, “mastered a skill or concept in one setting or circumstance is no guarantee whatsoever that the student will be able to apply this skill or concept to a new setting, even if the setting seems (at least to the teacher) to be very similar (Schwartz, Chase, & Bransford, 2012 as cited by Slavin, 2018, p. 177).  

           In order to facilitate the transferring of knowledge, Slavin suggests that teachers ensure that students are provided with examples and situations that are similar to what they would experience, provide a variety of examples, and ensure that they have a firm understanding of the skill (Slavin, 2018). 

           Finally, chapter seven ends with a discussion on the whole group and small group discussions. Slavin provides a list of genres for discussions for teachers to consider for future class discussions (subjective and controversial, difficult and novel, affective) (Slavin, 2018). 

           Slavin details whole class discussions as a time when the class engages in sharing thoughts, feelings, or knowledge while the teacher facilitates (2018). Slavin warns that it is important for the student to have enough information or background knowledge to engage in an in-depth discussion (2018).

           Small groups are where students are gathered in groups, no more than 6, to discuss topics or content (Slavin, 2018). Slavin warns that small groups require students to have knowledge of the content and organizational skills because they will be working independently (2018). Because of the criteria, Slavin suggests that small groups may not be appropriate.

            

Reflection: 

Lesson plans are critical for a lesson’s success. Teachers need time to mindfully create learning experiences and connections for students that propel their learning forward by incorporating numerous aspects: research-based approaches, content knowledge, content progression, questioning, assessment, etc.

I enjoy taking the time to research and construct my lessons for class; however, I do not feel that lesson plans should be standardized and mandated. Teachers, like students, think and create in manners that a unique to themselves. Requiring teachers to produced obscenely detailed lesson plans and submit them weekly for “review and feedback” is asinine and, in some ways, counterproductive. I would like to think that effective teachers are aware that lesson plans are necessary but detailing a class down to the minute is not realistic if a teacher is also expected to embrace teachable moments and engagement.

           I enjoyed the breakdown of a direct instruction lesson. Honestly, some of the information infuriated me as well. My math curriculum is for all purposes scripted. We must move on despite what the students grasp because the work “spirals”; Slvain mentions numerous times the importance of students having a firm grasp of knowledge to be successful in small and whole group discussions, independent practice, and assessments (Slavin, 2018). Throughout these courses, I have enjoyed learning the various aspects of education, teaching, and student learning. However, it is so hurtful to realize my thoughts and feelings about my school’s practices have been right all alone, and there is nothing I can doa about it. The thought of using a curriculum that intentionally leaves students behind negates all the educational research I have read and my personal philosophy.

           Two of the most surprising comments made in this chapter that I had not considered were that small groups can actually be inappropriate given student ability and skill, and direct instruction can show the same results as exploration lessons (Slavin, 2018). I feel that for me, I need to consider, but not rely on these comments. Exploration can certainly be a waste of time if the teacher does not carefully plan how to integrate it with the content following it with direct instruction such as a 5 E model. Therefore, I would not say to forsake it for the use of direct instruction. But teachers must always consider their students when making these decisions.

           Also, my students work in small groups and participate in collaboration. Which I think may be different from the small group setting Slavin is discussing. I feel that he is correct; small groups become tedious and futile when a teacher bounces between groups, creating eight personalized minilessons rather than students working collaboratively to solve problems.

           Moving forward, I will ensure I am better at communicating objects and providing students a “road map” for the week’s or day’s learning (Slavin, 2018). Also, I would like to investigate more about assessments. I have always struggled with grading just because grades feel too “final” for students who are still developing their learning. I provide feedback and adjust my lessons moving forward, but assigning a numerical value is something I still need more support with.

Reference:

Slavin, R. E. (2017). Educational Psychology. [VitalSource Bookshelf]. Retrieved    from https://bookshelf.vitalsource.com/#/books/9780134524177/