Direct Instruction

Direct Instruction

            Direct Instruction is both useful and can be helpful in assisting students learning in the classroom.  The use of direct instruction is for the teacher to model the lesson through a lecture and offer guided practice for the individual students in order for them to master the lesson or learning target.  Looking at two different sources, I was able to see based off of my own biases that direct instruction, while not vastly accepted nowadays as an extremely useful form of teaching, can actually assist the individual in ways that cooperative learning cannot.  For instance, in the article, “The Development of Early Academic Success: The Impact of Direct Instruction’s Reading Mastery,” Stockard suggests that direct instruction has actually proven more useful for reading in students in kindergarten through 3rd grade.  The study that they did found out that more students were at a higher reading level and were able to comprehend a larger range of material after being taught in this way.  There is also the Direct Instruction website that discusses how this particular technique has allowed students to grow as readers.

            In my experience, direct instruction in moderation has been useful for me in learning specific skills and goals throughout my student life.  I agree that some direct instruction is necessary, such as going through math and some of my writing skills I learned through direct instruction.  I also agree with the article that direct instruction is useful for age’s kindergarten through 3rd grade, though cooperative learning should take place just as equally.  Through my student teaching, however, I can see how teachers would lean more to direct instruction based on how often the students are on their phones and utterly distracted most of the time.  Teachers need to be able to adapt to more noise and I do not have enough experience to give more advice on the subject, since I am pretty new at this whole thing. 

            As for me as a teacher, I have to keep in mind that direct instruction is a useful way of teaching in some instances and cooperative instruction can sometimes not be the right way to teach a goal or learning target.  Based on what I have investigated, I will probably not view direct instruction with such disdain, rather calculate when the time would be appropriate for me to use this teaching process to help better my students in the classroom.  This research is highly applicable to my students in that it affects how they will learn the material necessary to precede to other areas of life and into high school.  If I used direct instruction all of the time, my students might not always reach that deeper understanding nor advance to a higher level of thinking that they would through indirect instruction or cooperative learning.  Now that I have more of an understanding of the positive sides of direct instruction, I would definitely use this more often than I have and potentially have a little more control in my 5th period classroom. 

            The most profound part of doing this research for me was finding my own biases that I was not even sure I had in the first place.  We are told that direct instruction is the old school answer for teaching and some professors have said that only lazy teachers use direct instruction.  After understanding the depth of direct instruction, however, I think it is most important to try all different kinds of teaching models and use them all during appropriate times in teaching.  Holding on to a bias with that kind of fervor can actually cause a teacher to be just as close-minded as the teachers we are told to never become.

Works Cited

“NIFDI-National Institute of Direct Instruction.” NIFDI-National Institute of Direct Instruction. Web. 20 May 2014.

Stockard, Jean and Kurt Engelmann. “The Development of Early Academic            Success: The Impact of Direct Instruction’s Reading Mastery.”            JBAIC. Vol. 1, No. 1. Pgs 1-24.

Writing a Syllabus

Writing A Syllabus

            When we become full time awesome teachers, we will have to have some knowledge of how to write a syllabus for our students.  For elementary and middle school, the letter to the parents and keeping up on what the students are doing on the web page are more important, but for those of us that are going to teach high school and beyond, a basic knowledge of the syllabus is required.  Though it looks super easy and uncomplicated, writing an effective syllabus takes time, when you are starting from scratch.  I had to create my own syllabus my third year of college and it was extremely difficult to plan everything accordingly.  There is such an abundance for writing syllabus’ that I have only included two sources that I think have a great layout for teachers—wikiHow and 4Faculty.org.  These two sources go through the process with a step-by-step approach and offer detailed portions that go into the template of what you should do to create an effective syllabus.  For instance, the steps are listed as such: 1) Identify the purpose of the course, 2) Develop learner-centered objectives, 3) Structure the course to serve learner-centered objectives, 4) Structure the course to serve learner-centered goals, 5) Develop a Calendar, and 6) Add support pieces (4Faculty). 

            I have had some experience writing a syllabus and if you want to create one that will work for your classroom and that you don’t have to keep reprinting them out and such, then you need to spend time and add as much detail as possible.  For instance, if you decide that your students are going to be reading a text, then you need to have that text divided into sections on the syllabus and actually time it yourself to make sure that it is not too much or too little to read.  Also, remembering that your students are going to take a lot longer than you are to complete an assignment, so you need to keep that in mind at all times.  Also, when you are writing the goals and objectives, you have to make sure that all the assignments, projects, and activities that you are going to list will meet those.  The syllabus is designed for the students, so that they know what your expectations are.  Having a simple syllabus that does not cover the basics in detail will confuse the students and you will have to explain yourself multiple times to clarify what you want them to do.

            This research is completely applicable to me as a teacher in that I will be creating a syllabus each year that I teach and for multiple areas of study.  This research is also applicable to my students in that I now have a firmer understanding of how to create a useful syllabus that my students can understand and use throughout the year or semester that I have them.  In order for them to fully comprehend what I will be teaching and what they will be learning, I will need to create a well written syllabus that covers all of the areas that are necessary to stop confusion and to help the classroom run smoothly.  Of course there is no way that every syllabus is going to be perfect and due to complications with assemblies and other distractions, there will be times when it will need to be revised.  The most important part is that time is spent put into the syllabus, rather than just throwing it together.

Sample:

Intro to Creative Writing 123

CO Room 32

Instructor[1]: Dr. Amanda Hesseltine                             Email: AHesseltine@gonzaga.edu

Office Hours: MWF- 9am to 12pm,                                Phone: Home- (509)927-3079

      TR- 1:30pm to 5pm, or by appointment.                              Office- (509)951-3762

Office Location: Room 13 in Crosby

Course Description[2]:

            This class is an introduction to the art of creative writing.  In this course you will be presented with many writing opportunities of various natures dealing with the different types and styles of writing.  This course will cover the necessary components of creative writing such as setting, tone, and theme etc, as well as the genres of creative writing.  Discussions and writing assignments will be given concerning poetry, short stories, scenes, and creative journalism.  With this in mind, by the end of the course you will have the foundation and the tools to create works of this specific craft of writing.

Goals for the Course:

            1. Ability to understand various genres of literature

            2. Effectively able to construct different styles of writing

            3. Comprehension of what makes creative literature in its own style

            4. Thorough knowledge and experience in writing techniques

            5. The understanding of what makes creative writing fun

Texts Used for this Course:

Writing Fiction:A Guide to Narrative Craft.[3] By Janet Burroway, the sixth edition.

            -This will facilitate the class to take fiction writing and analyze it, as well as enabling the class to focus on different aspects of your own writing.

The Making of a Poem.  By Mark Strand and Eavan Boland, Editors.

            -The information in this book will be used in defining different styles of poetry that will be needed for writing assignments.  This book will also be effective in allowing you to view the different styles of poetry through the work of other poets.

Attendance Policy[4]:

            Absences-

                        You will need to inform me of any classes that you will miss an appropriate amount of time ahead of the absence (meaning anytime before class).  This class will maintain the policy of Gonzaga University where more than two unexcused absences will result in the lowering of one grade.  The missing of more than six unexcused absences will result in a V for the course. 

            Tardy-

Being late to class is considered rude to not only me, but also to the other

 students.  Because of this, more than two late arrivals will consist of an unexcused absence.

            Distractions-

                        While food is considered a distraction in class, drinking beverages will be allowed.  Cell phones are not to be used during the scheduled time of class.  If you are caught texting or the phone goes off, I maintain the right to dismiss you out of class.  Also, it is reasonable that with lack of sleep you may be tired, but falling asleep in class is unacceptable.  It is expected that you will have your full attention on the topics of the course throughout the allotted time, since all of us are adults.

Academic Honesty[5]:

            Plagiarism is unacceptable at this stage, since all of us are aware that stealing ideas without representing the main contributor is illegal.  If you are caught cheating in this way the end result will be a V for the course.  Also, cheating on tests and quizzes is not allowed and will result in a zero for the test or quiz.  If this happens more than once you will be dismissed from the class for the remainder of the semester.

Late Assignments:

            There are certain circumstances that may prevent you from finishing your homework or project on the date at which it is due.  You will need to talk with me if this occurs and it will be handled with an extension.  However, this does not mean that all late work will be accepted, as it is your responsibility to be prepared for class.

Quizzes and Tests:

            Quizzes-

                        There will be multiple quizzes throughout the semester of that which will pertain to the topic of that day.  They will either be on the reading or what we have discussed in class.  They will rarely be announced ahead of time, so be prepared.

            Tests-

                        The midterm and final for this course will consist of two writing assignments or projects that will be discussed later in class.  These will be announced and worked on during the scheduled period, as well as on your own time.

Grading:

            Grading Criteria-

                        You must show attention and contribute in class for participation points and will be graded on the ability to perform the tasks that are given.  Quizzes and tests/projects will be a major part of your grade.

            Grading Scale[6]-

A: 93-100%

B: 85-92%

C: 75-84%

D: 63-75%

F: Under 63%

            Extra Credit-

                        Extra Credit will be given to those of you who perform out of class activities that pertain to the art of creative writing.  Such activities include giving a sample of your writing to the Gonzaga Student Newspaper or submitting a piece of your work.  You may also choose to write a one page summary about a specific event that you attended which relates to this class.

Course Schedule[7]:

Week 1[8]

M: Introduction to the course, Hand out Syllabus

W: Learning about the Stanza, Discussion on selected Poems

F: Metaphor and Imagery, Lyric Exercise Assigned

Week 2

M: “The Elegy” workshop

W: Learning about Sestina poems, Sestina Poem assigned

F: Open Forms Learned, Workshop

Week 3

M: Workshop for Sestina Poem, Sonnet discussed

W: Sonnet assigned, Selected poems

F: Workshop

Week 4

M: Learning about the Ode, Workshop

W: Workshop

F: Midterm, Start introduction to Fiction

Week 5

M: Learning of the five senses, read selected short stories

W: Structure and Characterization, Scene selections

F: Point of view, Scene assignment given

Week 6

M: Using Dialogue, Scene workshop

W: Workshop

F: Selected short stories, Short story assignment given

Week 7

M: Unity discussed

W: Flow discussed, examples from Fiction novels

F: Re-vision workshop

Week 8

M: Workshop

W: Workshop

F: Final, class discussion

Works Cited

www.4faculty.org

 “How to Write a Syllabus.” WikiHow. Web. 18 May 2014.

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[1] Anne Bauer’s Creative Writing class syllabus from Carroll College. Spring 2009.

[2] Dr. J.D. Thayer’s Middle Ages class syllabus. Spring 2010.

[3] Used these specific texts from Creative Writing course at Carroll College.

[4] Dr. Ingrid Ranum’s Victorian Era class. Spring 2010.

[5] Dr. Ingrid Ranum’s Victorian Era. Spring 2010.

[6] Experience from Dr. Birrer’s AP English class at Gonzaga Prep. Fall 2006.

[7] Heading and formation from Dr. J.D. Thayer’s Middle Ages. Spring 2010.

[8] Ideas from Anne Bauer’s Creative Writing syllabus. Spring 2009.

Working with Colleagues

Working with Colleagues

            Working with colleagues, especially being a new teacher can be extremely overwhelming and intimidating.  There are plenty of websites that are available at the click of a few keys that offer some great insight on how to collaborate with teachers and how to work your way into the system.   One blog I found discusses how to get everyone working together and how to be a team player.  The best line that stands out the most is the when the blog posts: “Put a group of determined, opinionated individuals in the same school, however, and you often have a recipe for headaches” (Education World).  The blog goes on about how to turn your coworkers into fantastic team members that all battle the field of the unknown and bored students.  The other article I found discusses how to deal with not so awesome colleagues, which I found useful, since there is always going to be someone you don’t get along with.  This article discusses how to handle the type of teacher you are dealing with in a professional matter that doesn’t allow the situation to get worse and can actually offer a reprieve from the individual. 

            My experience is limited due to the amount of time I am in the classroom, but I have noticed a few times while eating lunch in the teacher’s lounge that colleague interaction is both helpful and hurtful.  Depending on the day, some of the members are polite to everyone, but most stick into their little clicks, especially when they know you aren’t officially working there.  Other teachers are wonderful and help out with advise in any way that they can.  I agree that teachers can help each other with new ideas and with dealing with difficult students, but on the other hand I have seen how some biases from teachers have caused other teachers to treat students in a particular way.  I try my best to keep an open mind when it comes to students, regardless of what I hear from the other teachers, until I have had sufficient time in getting to know the student in order to develop a sense about him or her.  Another problem that I have with the idea of collaboration is how to convince other teachers that, while you are new to the scene, you are capable of teaching a classroom.  I feel that because of the clicks and other sort of biases that go along with being a teacher for a certain amount of time, they look on us with a sort of pity, like we are incompetent.  I get “Good Luck” all of the time when I tell other teachers that I want to teach 8th grade.   I am perfectly aware of what level I am going to teach and the idea that I might not be able to handle it is extremely rude! 

            This research is most applicable to me as a future teacher in that I will be experiencing the whole colleague scene, when I get hired somewhere.  It will also be helpful to know how to handle certain faculty to prepare myself for student teaching, which I will inevitably be in contact with most of the teachers at the school.  Besides, being able to have a mentor or someone to turn to when I am about to have a breakdown from having my students be uncontrollable will be a nice addition to my list of confidants.  My collaboration with my fellow teachers and staff will be extremely beneficial to my students, especially the students that I will need assistance with in understanding the best way for that student to learn.  With collaboration comes knowledge and since we will be teachers, knowledge equals success.  My students will be able to witness new ideas and techniques through the collaboration of me with other teachers.

Works Cited

 “Be a Team Player: Collaborate with Colleagues.” Education World. N.P       Web 11 May 2014.

 “We Are Teachers.” How to Get Along With ANY Colleague. N.P Web. 11      May 2014.