Using Direct Instruction
with Instructive Feedback in a Curricular Time Frame
Margaret Werts,
Ph.D., Department of Language, Reading, and Exceptionalities, Program of
Special Education
Cassandra
Eagle, Ph.D., Department of Chemistry
Appalachian
State University
We
are involved in studying improvement of efficiency of instructional methods
using a direct instructional technique called constant time delay with
the addition of instructive feedback. The study involves teaching recognition
of concepts encountered in an introductory chemistry class such as quantum
number theory and the construction of the periodic table. The teaching
will occur in a small group format taught by a member of our research staff.
The sessions will occur in the last three to four minutes of chemistry
class for 5 to six sessions.The
procedure involves asking a question and immediately telling the student
the correct response. This prevents practicing errors. Later, the interval
between the question and the answer is increased to give the student time
to answer if he or she is sure of the respons4e. If not, they may wait
for the instructors prompt. Correct responses are praised and the instructor
adds some extra information that is reinforced and the student is not expected
to r4espond to it. The instruction continues with the next trial. The students
are given 4 trials each resulting in a 2 to 4 minute session at the end
of each class session during the lecture on the chapter. This study will
evaluate whether students learn not only the information that is taught
directly, but also the extra information that is added during the instructor’s
praise. In this study we will evaluate whether the time it takes to teach
chemistry unit is enough time to master the information taught through
this procedure.