Section: Module 4: Direct Instruction | CSCI6121: Secondary PSI Teaching Methods for Computer Science

Section: Module 4: Direct Instruction | CSCI6121: Secondary PSI Teaching Methods for Computer Science | NJCTL

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CSCI6301 Secondary PSI Teaching Methods for Computer Science
Welcome to PSI Teaching Methods for Computer Science
Teachers will learn how to use research-proven approaches to create a highly effective and welcoming learning environment for their students. Pedagogy topics include social constructivism; meta-cognition; differentiation; and remote learning. Policy topics include grading based on mastery; why homework should not be graded; and providing retests to encourage continuous improvement.

Prerequisite: None

In order to receive a passing grade, the participant must complete the following course requirements:

Critical Thinking Assignments: Module 1, 2, 3, 4, 6, 7, 9, 10, 12, 13, 14, 16

Short Answer Discussion Questions: Module 1, 2, 3, 4, 6, 7, 9, 10, 12, 13, 14, 16, 17

Final Assignment: Module 17

Grade Distribution:
Critical Thinking Assignments: 60%
Short Answer Discussion Assignments: 30%
Final Assignment: 10%

PTI (Progressive Teaching Initiative) course pedagogy combines brief bits of direct instruction on a topic with formative assessments questions designed to help students construct deeper knowledge as they solve increasingly complicated problems together in groups. There are three major sets of problems to solve:

formative assessment problems built into a SMART notebook presentation and linked to student polling devices

accompanying classwork and homework problems

labs and virtual activities

In this course you will learn about these teaching methods.

See the required readings listed in each module.
- Select activity Student Resources Including Student Handbook
  
  Student Resources Including Student Handbook URL
- Select activity Instructor Weekly Office Hour Schedule
  
  Instructor Weekly Office Hour Schedule URL
  
  Join this Zoom link on Mondays between 3-4:30 pm ET to ask Kristin any questions that you have about the Teaching Methods course. If this time does not work for you, please email Kristin to arrange another time.
  Please note that you must email kristin@njctl.org the day before to let her know you will be attending.
- Select activity CSCI6121 Course Syllabus
  
  CSCI6121 Course Syllabus File
- Select activity Graduate Course Writing - General Expectations
  
  Graduate Course Writing - General Expectations File
- Select activity Critical Thinking Assignment Rubric Modules 1-16
  
  Critical Thinking Assignment Rubric Modules 1-16 File
- Select activity Critical Thinking Assignment Rubric Module 17
  
  Critical Thinking Assignment Rubric Module 17 File
- Select activity MET 6121 Short Answer Rubric
  
  MET 6121 Short Answer Rubric File
- Select activity Methods Course Discussion Board
  
  Methods Course Discussion Board Forum
- Select activity APA Guidelines for Formatting of Written Assignments and Reference Citations
  
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Module 4: Direct Instruction

Module 4: Direct Instruction
Moving away from traditional teacher-led lecture and shifting your classroom to be more student-centered by using only short periods of direct instruction is the focus of this module. We will explore ideas for making your direct instruction engaging and keeping it focused on the topic at hand.

This module’s short answer assignment asks you to describe the difference between direct instruction and lecture. What strategies will you employ during your lessons to be sure that you are keeping your direct instruction focused and limiting the amount of “teacher talk”?

Short Answer Assignment responses should be at least 200-300 words and referenced. Refer to the Required/Recommended reading materials or provide an additional reference to an article of your choice. Refer to the Short Answer Assignment rubric for more information on the expectations of this assignment.

Explain the difference between direct instruction and lecture.

Develop strategies for limiting direct instruction time and keeping it engaging.

Adapt a PSI-PMI lesson to specifically engage your students through the “Why, What, How?” protocol.

Required Readings:
Rosenshine, B. (2008). Five Meanings of Direct Instruction.
Recommended Readings:
Clark, R., Kirschner, P., & Sweller, J. (2012). Putting Students on the Path to Learning: The Case for Fully Guided Instruction. American Educator, 36(1), 6–11.
- Select activity MET 6121 Module 4 Lesson
  
  MET 6121 Module 4 Lesson File
- Select activity MET 6121 Module 4 Lesson PDF
  
  MET 6121 Module 4 Lesson PDF File

Section: Module 4: Direct Instruction | CSCI6121: Secondary PSI Teaching Methods for Computer Science | NJCTL

CSCI6301 Secondary PSI Teaching Methods for Computer Science

See the required readings listed in each module.

Module 4: Direct Instruction

Module 4: Direct Instruction

Moving away from traditional teacher-led lecture and shifting your classroom to be more student-centered by using only short periods of direct instruction is the focus of this module. We will explore ideas for making your direct instruction engaging and keeping it focused on the topic at hand.

Required Readings:Rosenshine, B. (2008). Five Meanings of Direct Instruction. Recommended Readings:Clark, R., Kirschner, P., & Sweller, J. (2012). Putting Students on the Path to Learning: The Case for Fully Guided Instruction. American Educator, 36(1), 6–11.

Required Readings:
Rosenshine, B. (2008). Five Meanings of Direct Instruction.
Recommended Readings:
Clark, R., Kirschner, P., & Sweller, J. (2012). Putting Students on the Path to Learning: The Case for Fully Guided Instruction. American Educator, 36(1), 6–11.