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Instruction
Model
Is about
A
model
that
uses
demonstration
and
explanation
as
well
as
student
practice
and
feedback
to
help
students
have
a
good
understanding
of
knowledge
and
set
of
skills
for
learning
later
on
in
life.
So What??
Implementing
Introduction
and
Review:
Check
in
to
make
sure
the
students
have
the
necessary
knowledge
base
to
move
on
to
learning
the
new
skill.
Presentation:
The
teacher
must
have
a
clear,
relatable,
and
easy
to
follow
explanation/
examples
of
the
new
skill,
no
knowledge
can
be
assumed
and
subsequently
breezed
over
and
the
teacher
must
look
for
and
encourage
student
questions/
participation
to
keep
tabs
on
the
understanding
Guided
Practice:
The
students
mostly
doing
the
work
on
their
own,
with
additional
explanation
and
support
from
the
teacher
if
needed,
the
teacher
needs
to
ask
questions
and
establish
if
enough
(80-
90%)
of
the
class
is
successful
and
ready
for
independent
practice
Independent
Practice:
Assessment
and
Motivation
Assessment:
The
t eacher
knows
exactly
what
to
assess
since
t he
class
has
been
spent
learning
a
specific
skill
or
how
t o
solve
a
specific
type
of
problem.
When
c reating
the
assessment
problems
though
it
is
important
t o
make
sure
t he
wording
and
subjects
of
the
problem
are
different
enough
that
t he
students
have
t o
apply
what
they
have
learned,
not
just
repeat
what
they
have
learned.
This
can
be
done
by
switching
a
k ey
word
like
together
to
total
and
the
objects
of
a
problem
from
balloons
t o
chairs
or
people.
Higher
level
t eachers
may
want
to
tweak
t he
c oncept
a
little
bit,
like
a
physics
t eacher
doing
problems
in
class
to
find
the
density
may
ask
an
assessment
question
looking
f or
mass
or
volume.
Motivation:
The
t eacher
s hould
design
t heir
examples
and
teaching
strategies
in
such
a
way
as
to
allow
their
students
to
be
successful
a nd
t herefore
build
confidence,
which
motivates
t hem
to
continue
because
t heyre
s ucceeding.
On
t he
flipside
of
that
coin,
the
t eacher
needs
a n
element
of
c hallenge
as
well
s o
that
the
students
continue
t o
succeed
at
new
things,
not
get
bored
doing
the
things
they
already
know
how
to
do.
Teachers
would
also
do
well
to
incorporate
real
life,
relevant
to
t he
students,
concrete
examples.
Riley
Jennings
1-20-16
EDC
311
Modifications
The
DI
model
is
great
for
all
ages,
b ecause
all
a ges
b enefit
from
concrete
examples
when
trying
to
learn
something
new.
The
language
and
complexity
of
topics
does
n eed
to
b e
taken
into
consideration
based
on
the
ages
b eing
addressed,
o lder
students
n eed
to
know
why
and
how
gravity
acts
while
younger
students
may
just
need
to
know
that
it
does
a ct
and
the
value
of
the
force
of
gravity.
The
DI
model
is
a lso
great
for
culturally
and
linguistically
diverse
students
b ecause
they
can
see
concrete
examples
and
associate
them
with
things
they
know
and
understand
comfortably.
Whenever
possible,
the
DI
model
is
great
for
incorporating
t echnology
into
the
teaching
p lan
b ecause
different
tutorial
programs
and
other
t echnology
can
provide
instant
feedback
to
a ll
students,
whereas
the
t eacher
cannot
always
do
so.
This
is
a
great
model
to
use
for
concepts
that
can
be
directly
exemplified
and
students
that
need
visual
demonstrations
would
do
well
with
this
model.