Week 5 Final Report

The teacher in the Anna Noble East HS Exemplary Teaching Video uses direct
Instruction model. In this model, the teacher stands in front of the class and introduces the
specific content to be learned during the lesson. In this video, the teacher does exactly that. She
introduces physical and chemical change, explains and then checks the learners’ understanding
using a clicker check. She uses straightforward and explicit techniques in her instruction and
delivery of content to the students. The teacher’s methods of instruction follow the features of
the direct instruction model (Daniels & Bizar, 2012). She conducts learning probes, provides
guidance to the students, and gives them a chance to learn independently as they deliberate on
their different views regarding the newly learned content.
From my vantage point, the teacher has great ability in engaging the students. First, she
uses the clicker check to gauge their level of understanding. She asks them questions and gives
them time to respond. She instructs them to send in their answers and takes time to address
instances where the responses given by the students disagree or vary substantially. The teacher
facilitates a discussion and allows the students to deliberate on their responses and agree on the
correct one. Students appear attentive and do not show signs of boredom or disinterest. The
students were learning as can be seen when some nod their heads in agreement. They were also
having fun. The teacher could have made the lesson more engaging by giving more learners an
opportunity to explain their answers fully as well as provide a rationale for them. The teacher
responds very quickly to the responses given by students and sometimes does not allow them to
explain their answers fully. She would have engaged the students more by allowing them ample
time to explain their answers.

I liked three things about the lesson.:
 First, even though the teacher used direct instruction model, she made her lesson
to be more learner-centered. Specifically, she facilitated a discussion when
learners gave conflicting or disagreeing answers. This was a good thing to do
because she not only probed the students’ answers but also gave them a platform
to defend their thoughts. This helped them in acquiring the content, and it also
helped build their self-confidence.
 Secondly, I liked the way the teacher is able to provide new content to the
students in varied and direct instruction. She is able to assess how well her
learners grasp the concept while still teaching. She does not have to wait until the
learners submit their work after the lesson. Thus, she has the chance to modify the
lesson, accommodate more learning styles, and thus help students encountering
difficulties during the lesson. She is able to monitor the student’s progress.
 Lastly, I like that the lesson is interactive. Students can ask questions and request
the teacher for assistance where necessary. For instance, one learner had a
problem with his clicker check, and the teacher assisted him.
There is only one thing that would have done differently than the teacher in the video.
Unlike her, I would have put students in groups and let them discuss the results of the chemical
reactions then give answers in their groups. Doing so would have ensured that the disagreements
on the responses given were minimal because the students would have discussed them in the
group already.

References

Daniels & Bizar. (2012). Evidence-Based Models of Teaching [Ebook] (pp. 148-160).