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Assignment #5

The document is an assignment by Aron Gallimore for the course EDCI526: Pedagogical Foundations at Northern Caribbean University. It defines key educational concepts such as Direct Instruction, Mastery Teaching, Non-linguistic Representation, and Mnemonics, while outlining their major steps, effectiveness, learning outcomes, and strategies for creating an effective classroom climate. Additionally, it discusses the importance of each step in the teaching process and how cooperative learning can enhance student achievement.

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2 views

Assignment #5

The document is an assignment by Aron Gallimore for the course EDCI526: Pedagogical Foundations at Northern Caribbean University. It defines key educational concepts such as Direct Instruction, Mastery Teaching, Non-linguistic Representation, and Mnemonics, while outlining their major steps, effectiveness, learning outcomes, and strategies for creating an effective classroom climate. Additionally, it discusses the importance of each step in the teaching process and how cooperative learning can enhance student achievement.

Uploaded by

sports
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Northern Caribbean University

College of Education and Leadership

Department of Graduate Education and Leadership

Assignment #5

An Assignment Presented in Partial Fulfilment of the

Requirement for the Course

EDCI526: Pedological Foundations

By:

Aron Gallimore

To:

Nicole Mauzard, PhD

July 21, 2023


1. How would you define

a. Direct Instruction: I would define direct instruction as lecturing. The teacher does

most if not all the talking in the session.

b. Mastery Teaching:

c. Non-linguistic Representation: this refers to processes utilised in teaching that

require the students to interact with whether visually or kinaesthetically.

d. Mnemonics: this is a tool utilized to maximise the retention of information in a

creative manner.

2. What are the major steps or phases in Direct Instruction, Mastery Teaching, Non-

Linguistic Representations and Mnemonics? Answers on pages 5.8 – 5.23.

The major steps in:

a. Direct Instruction/ Mastery Teaching includes:

i. Orientation

ii. Presentation of the Materials

iii. Guided Practice

iv. Independent Practice

b. Non-linguistic Representations:

i. Teacher develops Models.

ii. Teacher Presents Non-linguistic Organizer as a Note-Taking Device

iii. Presentation of Material (or Reading of an Assignment)

iv. Students Review Notes in Pairs

v. Students Present Their Organizers to the Class

c. Mnemonics include:

i. The Teacher Presents Models of Different Mnemonic Devices

ii. Present the New Material to be learned (Factual Information)


iii. Guided Practice

iv. Independent Practice

3. Why do Direct Instruction, Mastery Teaching, Non-Linguistic Representations and

Mnemonics work? Answers on pages 5.8 – 5.24.

Direct instruction/ Mastery Teaching works for the following reasons:

a. Objectives are set with the learners.

b. Extensive research practice practice is done.

c. It is supported by the positive achievement results of the practice.

d. It takes advantage of feedback.

Non-linguistic Representation works for the following reasons:

a. It helps to move information from short-term to long-term memory.

b. They make ideas and text visually explicit.

c. It allows the learner to visualize relationships.

Mnemonics works for the following reasons:

a. Students taught unfamiliar materials tend to learn much more quickly when using

this method.

b. There are more elaborate methods for memorizing information.

c. It encourages students to identify similarities, as well as to summarize and make

notes.

4. What are the typical learning outcomes for Direct Instruction, Mastery Teaching,

Non-Linguistic Representations and Mnemonics? Answers on page 5.9 – 5.24

They are all used to develop and increase the cognitive level of students.

a. Direct Instruction/Mastery Learning


1. Performance Self Appraisal

b. Non-Linguistic Representations

1. Understanding and Using principles of Logic and Reasoning

2. Using Mental Processes

c. Mnemonics

1. Applies Basic Principles of Logic

2. Reasoning and Using Mental Processes

5. What are some helpful ideas for establishing an effective classroom climate for Direct

Instruction, Mastery Teaching, Non-Linguistic Representations and Mnemonics?

Answers on 5.10 – 5.25

Some helpful ideas for establishing an effective classroom climate for

Direct Instruction/ Mastery Learning:

a. Teacher must know when it is appropriate to use (when the focus is on learning

information or a skill)

b. A positive climate is required.

c. Flexible time for practice as well as a safe and nurturing place to practice.

Non-linguistic representations:

a. Establish a sense of fun and creativity.

b. Displaying your pictorials will inspire students to model behaviour and create

their own.

c. Use of structured practice time

d. A non-judgemental approach encourages learners to keep developing their skills.

Mnemonics:

a. Tell students that factual information is important to you and the subject they are

learning.
b. Create an atmosphere of openness and a bit of playfulness without judgement.

c. Provide time for sharing and reflecting on what your students would have done.

6. What do you think would happen if you left out a step or phase in a for Direct

Instruction, Mastery Teaching, Non-Linguistic Representations and Mnemonics

lesson?

If a step or phase is left out of any of these tools in teaching will allow for the

following to occur:

1. The learning would be less effective.

2. The environment would not be structured for students to assimilate the

information properly.

3. The student's ability to retain the information could also be decreased if for

example the *Guided Practice* phase is removed.

7. How could you use cooperative learning structures or strategies to enhance learner

achievement using Direct Instruction, Mastery Teaching, Non-Linguistic

Representations and Mnemonics?

I could use cooperative learning structures to enhance learner achievement by doing

the following:

1. Allow for social skill development during the lesson. This promotes teamwork

and reduces management. Students would be more inclined to foster a safe and

collaborative environment.

2. Promote feedback from students who are deemed less skilled or knowledgeable by

using a “Random call or Round Robin”.


References

Green, William H., & Henriquez-Green, R. (2008). The basic moves of teaching:

Building on cooperative learning. Montgomery, AL: Synergy Plus Publishers.

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