|
| Evidence-Based Educational Methods II |
| Monday, May 31, 2004 |
| 3:00 PM–4:20 PM |
| Gardner |
| Area: EDC/TBA; Domain: Applied Research |
| Chair: Anthony T. Procaccino Jr. (Private Practice, Hewlett, NY) |
| Abstract: . |
| |
| Direct Instruction: The Big Ideas |
| TIMOTHY A. SLOCUM (Utah State University) |
| Abstract: Direct Instruction (DI) is a systematic attempt to build a technology of effective academic instruction that includes all of the school-based components necessary to produce academic growth. DI includes: (1) an approach to determining what should be taught and how the curriculum should be organized; (2) a large set of instructional programs designed to systematically build skills by carefully organizing lessons, sequencing skill introduction, gradually reducing supports for student performance, providing sufficient practice, and specifying teaching procedures in specific detail; (3) a set of procedures for teachers-students interaction. This presentation will describe each of the three basic principles and review the scientific research related to the effectiveness of the Direct Instruction approach. |
| |
| Key Instructional Components of Peer Tutoring for Tutors, Tutees, and Observers |
| R. DOUGLAS GREER (Teachers College, Columbia University), Dolleen-Day Keohane (Teachers College, Columbia University), Katherine Meincke (Teachers College, Columbia University), Grant Gautreaux (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University), Mapy Chavez Brown (Teachers College, Columbia University), Lynn Yuan (Teachers College, Columbia University) |
| Abstract: We present 5 experiments devoted to isolating the key components of effective tutoring. These studies were conducted in several middle classrooms for students with poor learning histories and conduct problems, and in a class for first graders with early self-editing repertoires. The results of the individual studies and the collective findings show beneficial effects of tutoring across the range of academic literacy and in the emission of generative responding for tutors, tutees and observers of tutoring. In addition the results from this program of research identifies the key component as the learn unit for all of the parties involved, thereby supplying the missing link identified in the last major review of the tutoring literature. |
| |
| Teacher-Made Scripted Lessons |
| JOHN H. HUMMEL (Valdosta State University) |
| Abstract: In this presentation research on presenting information in small pieces followed by active student practice over the pieces will be reviewed. Comparisons will be made to commercially-available Direct Instruction programs available through SRA, Inc.
The 7-step direct instruction lesson plan, originally developed by Robert Slavin, will be presented. In order, the 7 steps are:
1. Orient students to the lesson
2. Review pre-requisites
3. Present new content
4. Probe student understanding
5. Independent practice
6. Exams and quizzes
7. Distributed practice
The remainder of the presentation will be used to explain and demonstrate how teachers can develop scripts following an “answer/question” format for Step 3. |
| |
| The Correlation between Program Implementation and Student Progress: Data from the Competent Learner Model |
| DANIEL E. HURSH (West Virginia University), Vicci Tucci (Tucci Learning Solutions, Inc.), Richard E. Laitinen (Tucci Learning Solutions, Inc.) |
| Abstract: Many Applied Behavior Analysis Programs are implemented with varying degrees of fidelity depending on local circumstances in the settings for the programs. The Competent Learner Model is designed so that each of its components can be implemented to the benefit of the learners. This presentation will display data on the degree of implementation of the components of the Competent Learner Model across a number of classroom settings. This data will be correlated with the change in learner behavior across time so as to ascertain the relationship between degree of implementation and learner progress. |
|
| |