Beyond Direct Instruction: Educational Leadership in the Elementary School Classroom

1992 ◽  
Vol 2 (3) ◽  
pp. 280-288 ◽  
Author(s):  
George Davidson
Keyword(s):  
Elementary School ◽  
Educational Leadership ◽  
Direct Instruction ◽  
Instructional Methods ◽  
Planning Tool ◽  
Instructional Methodology ◽  
School Classroom ◽  
Instruction Model

The instructional imperatives of the principalship demand a knowledge of more than the direct instruction model. Changing the role of the direct instruction model from an instructional methodology to a planning tool permits the principal to introduce additional instructional methods based upon the characteristics of the school and the classroom. The article presents a set of frames for the implementation of instructional methods and strategies.

scholarly journals The Influence of Video Direct Instruction Model to Folklore Listening Skills in Elementary School

2020 ◽  
Vol 14 (1) ◽  
pp. 51-55
Author(s):  
Tahmid Sabri ◽  
Soeharto Soeharto ◽  
Afrizan Afrizan
Keyword(s):  
Elementary School ◽  
Direct Instruction ◽  
Fifth Grade ◽  
Control Group ◽  
Listening Skills ◽  
Multiple Choice Tests ◽  
Fifth Grade Students ◽  
Quasi Experimental ◽  
Audio Media ◽  
Instruction Model

The research aimed to analyze the effect of the direct instruction model assisted by audio media on listening skills. Theexperimental method was used using a quasi-experimental design. Participants were a fifth-grade students in the elementary school at Pontianak. Data collected used paper-based tests in the form of multiple-choice tests. The results show that the average posttest for the experimental group is 77,08. The average posttest for the control group is 70,96. T-test results are 2,217 and t-table α = 5% (with dk = 24 + 26 - 2 = 48) of 1,678, so t-count (2,217)> t-table (1,678). Therefore, it can be concluded that there is an influence of the audio learning model-assisted directly by audio media on listening skills on folklore. Besides that, the direct instruction model assisted by audio media has a good influence on listening skills, especially for fifth-grade students.

PENGARUH PERBANDINGAN ANTARA MODEL PEMBELAJARAN DIRECT INSTRUCTION DENGAN MODEL PROJECT BASED LEARNING TERHADAP HASIL BELAJAR BACKHAND PADA SISWA KELAS IV SD NEGERI CIPAKU KECAMATAN SUKARAJA

2019 ◽  
Vol 3 (5) ◽  
pp. 1137
Author(s):  
Elan Suherlan
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Learning Outcomes ◽  
Direct Instruction ◽  
Learning Process ◽  
Fourth Grade ◽  
Learning Model ◽  
Project Based Learning ◽  
Fourth Grade Students ◽  
Instruction Model

Teaching and learning process is a very complex process. In order for the learning process to achieve results that are in accordance with the objectives, teachers need to consider and choose effective teaching strategies. There are still many Physical Education teachers who have not used the Direct Instruction and Project Based Learning models in Physical Education subjects because they do not understand, are lazy, and do not want to try, are busy, low learning outcomes do not reach the Minimum completeness Criteria and the teacher does not like this teaching style. This study aims to determine the difference in influence between the direct instruction model and the project based learning model on the improvement of backhand learning outcomes for fourth grade students at Cipaku Elementary School The method that will be used by the writer is an experimental method. Then the design used in this study is the Randomize Pretest-Posttest Control Goup Design. The population of this research is all fourth grade students of Cipaku Public Elementary School. The results obtained in accordance with the hypothesis that the authors propose obtained an answer that there are differences in the effect between the direct instruction model and the project based learning model on the improvement of backhand learning outcomes in fourth grade students at Cipaku Elementary School

Bridging Invented Notations to Standard Notation

2019 ◽  
pp. 149-170
Author(s):  
Rena Upitis
Keyword(s):  
Direct Instruction ◽  
Instructional Methods ◽  
Visual Representations ◽  
Standard Notation

This chapter suggests various ways in which children’s invented notations can be used as bridges to standardized forms. It begins by exploring how conventional symbols can be introduced through invented symbols, and it goes on to discuss the role of audience in shaping notational systems, especially when that audience is made up of peers who are also learning to use standard systems through their own invented notations. Several methods of moving to standard forms through direct instruction are also described, including instructional methods that involve movement, visual representations, and sound to embody the relationships among pitch, rhythm, and notational forms.

scholarly journals The Effects of Learning Model and Achievement Motivation on Natural Science Learning Outcomes of Students at State Islamic Elementary Schools in Medan, Indonesia

2017 ◽  
Vol 4 (2) ◽  
pp. 131
Author(s):  
Wahyudin Nur Nasution
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Achievement Motivation ◽  
Direct Instruction ◽  
Natural Science ◽  
Science Learning ◽  
Learning Model ◽  
Instruction Model

The research aimed to study the effects of learning model and achievement motivation on natural science learning outcomes. It was a 2 x 2 factorial experimental design. The research was conducted at two state Islamic elementary schools in Medan, Indonesia, namely: Medan Tembung State Islamic Elementary School and Medan Sunggal State Islamic Elementary School. Samples in the research were 60 students at the two schools. Data in the research was collected by using an achievement motivation scale and a learning outcome test. Then, the collected data was analyzed by using a two-way analysis of variance (ANOVA). The research found that (1) natural science learning outcomes of students who were taught by using a cooperative learning model were higher than those of students who were taught by using a direct instruction model; (2) natural science learning outcomes of students with high achievement motivation who were taught by using a cooperative learning model were higher than those of students with high achievement motivation who were taught by using a direct instruction model; (3) natural science learning outcomes of students with low achievement motivation who were taught by using a direct instruction model were higher than those of students with low achievement motivation who were taught by using a cooperative learning model and; (4) there was an interaction between learning model and achievement motivation and its effects on natural science learning outcomes.

scholarly journals Toward an Understanding of the Development of Skilled Remembering: The Role of Teachers’ Instructional Language

2020 ◽  
Vol 29 (5) ◽  
pp. 445-452
Author(s):  
Peter A. Ornstein ◽  
Jennifer L. Coffman
Keyword(s):  
Elementary School ◽  
Cognitive Skills ◽  
Developmental Change ◽  
Language Of Instruction ◽  
School Classroom ◽  
Children's Memory ◽  
Role Of Teachers ◽  
Over Time ◽  
Children's Strategies

Although there is a rich literature on children’s strategies for remembering, little attention has been paid to characterizing developmental change within individual children and to examining mediators that may bring about such change. To address these issues, we assess children’s memory skills over time while simultaneously examining communicative interactions in the classroom. Children are not taught memory strategies in an explicit manner, but these skills emerge in the context of the elementary school classroom. Accordingly, we use longitudinal and experimental methodologies to examine the ways in which the language of instruction contributes to the development of children’s memory and cognitive skills. The basic findings are discussed here in terms of possible applications in the classroom that may impact teachers’ instruction and students’ learning.

Things you can try: A model for using diagnosis in individualizing mathematics instruction in the elementary school classroom

1971 ◽  
Vol 18 (7) ◽  
pp. 505-511
Author(s):  
Cecil R. Trueblood
Keyword(s):  
Elementary School ◽  
Mathematics Instruction ◽  
Elementary Mathematics ◽  
Major Change ◽  
Instructional Environment ◽  
Traditional Role ◽  
Elementary School Mathematics ◽  
School Classroom ◽  
Educative Process

A revolution in mathematics instruction has begun and will probably continue through this decade. The revolution consists of a major change in the elementary school teacher's role in the educative process. The teacher of elementary school mathematics is modifying his traditional role as “director” and “lesson planner” for classroom-sized groups and is assuming the role of “instructional programmer” for individual learners. In assuming this role, the elementary mathematics teacher's concern has shifted to exercising more control over the instructional environment by arranging scope, sequence, content, feedback, evaluation, and materials appropriate for individual learners.

scholarly journals COMPARATIVE TEACHING EXAMPLE RELATED TO COURSE ACTIVITIES DEVELOPING TRANSFER SKILL IN PROBLEM SOLVING IN ELEMENTARY SCHOOL PROGRAMS IN SOUTHEAST ANATOLIA REGION

2012 ◽  
Vol 48 (1) ◽  
pp. 148-156
Author(s):  
Y. Gürcan Ültanır
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Direct Instruction ◽  
Real Life ◽  
School Year ◽  
Southeast Anatolia ◽  
Turkish Language ◽  
Flexible Knowledge ◽  
Discussion Behaviors ◽  
Instruction Model

As of 2004-2005 school year, principles of constructivism have been adopted to a great extent in the education system of Turkey. In the present study, the lessons were video recorded in order to observe the activities to develop the transfer skills used in problem solving by the students attending 4th and 5th grades of elementary schools in Tarsus province of Icel in Southeast Anatolian Region. Moreover, lessons were also video recorded in order to observe the problem solving behaviors of the 6th grade Turkish students attending Turkish language lessons given by a Turkish teacher in Linden province of Hannover in Germany. The lessons given in Linden and Tarsus were compared in terms of “environment and process” through tables. It was concluded that the environmental conditions existing in the elementary school in Southeast Anatolian Region are not suitable for constructivist applications and here, it was observed that direct instruction model was continuously in use. On the other hand, at the school in the Linden region, while transfer skills necessary for real life are being developed, “asking question and discussion” behaviors are also gained. Key words: inert / flexible knowledge; direct instruction model; invention; self-explaining.

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