Blog Post 2
What is Direct Instruction?
Direct instruction is teacher led instruction. Direct instruction starts with reviewing the previous lesson, and then stating the learning outcomes and goals for the lesson. The teacher then will step by step present the new material, giving detailed instructions that the learner can understand. The learner will be then given lots of practice for what they have just learned, while the teacher checks for understanding by asking questions and gathering responses. The teacher will also guide students throughout this work, providing feedback to each learner.
How it applies to our resource
Our learning resource is designed to be taught in a grade 10 to 12 classroom. Since classrooms typically follow the direct instruction approach, this approach aligns with our resource. As our pod consisted of 3 elementary education students, we are often very inclined to follow lessons typical to one you would use as teachers.
To fully understand socially constructed gender roles in a workplace setting, learners must have a strong understanding of what socially constructed gender roles are, before they can be applied to different settings. With getting detailed instructions and lots of practice, the learner can fully understand the gender roles, as well as separately how it ties into society. Then after the learner can show full understanding of the societal roles can the teacher move into applying it into workplaces.
Our learning plan starts with having students understand direct impacts of gender roles in the workplace. They will be then giving activities to go along with this topic, practicing what they learned, while their understanding is being checked. Then, the lesson will move into the social influence on these stereotypes. This applies to direct instruction, as activities will follow to check understanding of students. learners will learn about the history of gender roles, having time to join activities that discuss gender roles throughout time. Finally, the unit will end off with a “Breaking the stereotype” activity, where students will engage in a “final project”, where they apply everything, they’ve learned and all feedback for a final piece demonstrating their knowledge.
We use many activities that supports technology in the classroom, having students do their own resource on the guided topics provided. Our resource supports lots of inquiry for students, providing time to research and inquire online resources. They will also have the chance to reflect on different infographics, allowing them to see visuals created online, and have a future opportunity to create their own.
Our resource ultimately supports direct instruction. Following the BC Curriculum’s core competency of Critical and Reflective thinking, our learners who are in their upper years of high school are invited to reflect on gender roles and the stereotypes which go along with it, especially in a workplace setting. These students are at a vulnerable time, as they are thinking about the future themselves. This allows them to change the stereotype, and hopefully creates a future of no stereotypes.
Resources
Rosenshine, B. (2008). Five meanings of direct instruction. Center on Innovation & Improvement, Lincoln, 1-10.
Search BC’s course curriculum. Curriculum. (n.d.). https://curriculum.gov.bc.ca/
- Photo provided by Work BC ↩︎