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Direct instruction programs share one of the challenges of other mastery learning approaches: because they hold all students to the same high standard of achievement, they must deal with differences in how long students require to reach the standard. But direct instruction has an additional challenge, in that they often rely on small-group interaction more heavily than other mastery learning programs, and use self-guiding materials less. This difference has the benefit that direct instruction works especially well with younger students (especially kindergarten through third grade), who may have limited skills at working alone for extended periods. The challenge is that reliance on small-group interaction can make it impractical to use direct instruction with an entire class or for an entire school day. In spite of these limits, however, research has found direct instruction to be very effective in teaching basic skills such as early reading and arithmetic (Adams&Engelmann, 1996).

Madeline hunter’s effective teaching model

A number of direct instruction strategies have been combined by Madeline Hunter into a single, relatively comprehensive approach that she calls mastery teaching (not to be confused with the related term mastery learning) or the effective teaching model (M. Hunter, 1982; R. Hunter, 2004). Important features of the model are summarized in [link] . As you can see, the features span all phases of contact with students—before, during, and after lessons.

Source : R. Hunter, 2004
Madeline hunter's “effective teaching model”
Prepare students to learn.
  • Make good use of time at the beginning of a lesson or activity, when attention is best
  • Direct students' attention to what lies ahead in a lesson—for example, by offering “advance organizers”
  • Explain lesson objectives explicitly
Present information clearly and explicitly.
  • Set a basic structure to the lesson and stay with it throughout
  • Use familiar terms and examples
  • Be concise
Check for understanding and give guided practice.
  • Ask questions that everyone responds to—for example, “Raise your hand if you think the answer is X”
  • Invite choral responses—for example, “Is this a correct answer or not?”
  • Sample individuals' understanding—for example, “Barry, what's your example of X?”
Provide for independent practice.
  • Work through the first few exercises or problems together
  • Keep independent practice periods brief and intersperse with discussions that offer feedback

What happens even before a lesson begins? Like many forms of teacher-directed instruction, the effective teaching model requires curricula and learning goals that are tightly organized and divisible into small parts, ideas, or skills. In teaching about photosynthesis, for example, the teacher (or at least her curriculum) needs to identify the basic elements that contribute to this process, and how they relate to each other. With photosynthesis, the elements include the sun, plants, animals, chlorophyll, oxygen produced by plants and consumed by animals, and carbon dioxide that produced by animals and consumed by plants. The roles of these elements need to be identified and expressed at a level appropriate for the students. With advanced science students, oxygen, chlorophyll, and carbon dioxide may be expressed as part of complex chemical reactions; with first-grade students, though, they may be expressed simply as parts of a process akin to breathing or respiration.

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Source:  OpenStax, Educational psychology. OpenStax CNX. May 11, 2011 Download for free at http://cnx.org/content/col11302/1.2
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