Engelmann and Direct Instruction (Part 5)

e=mc2andallthat

‘Sunlight’s a thing that needs a window
Before it enter a dark room.
Windows don’t happen.’

— R. S. Thomas, “Poetry For Supper”

For this post, I have decided to dispense with the abstract logic-chopping of some of the earlier posts in this series. (Although, I confess, I am quite partial to a nice bit of abstruse ratiocination now and again — in moderation, of course.)

Instead, I want to focus on what a teaching sequence using the principles outlined by Engelmann would actually look like in practice.


Some Basics

Firstly, the designer must have an expert-level understanding of the content to be taught.

[If] we are to understand how to communicate a particular bit of knowledge (such as knowledge of the color red, or knowledge about the operation of square root), we must understand the essential features of the particular concept that we are attempting to convey. [1]

The analysis…

View original post 1,054 more words

About e=mc2andallthat

Gethyn Jones BSc, PGCE, MCCT is a physics teacher of over 29 years experience who still enjoys teaching (well, most of the time anyway). He lives in London with his lovely wife and two rescue cats. Please follow him on Twitter @emc2andallthat
This entry was posted in Uncategorized. Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s