xxxviii rationale for the instruction, then by the instruction itself. The procedure ends with a
summary and then followed by an assessment. Direct teaching, if utilized by unprepared teachers, can be disastrous. For direct
teaching or direct instruction to be effective, the teacher must have a mastery of the subject matter, must prepare a well-organized content, and must have excellent
communication skills. Without these traits, a teacher could not effectively carry out direct teaching or direct instruction. And without these traits, direct teaching could not develop
higher order
thinking skills
in the
student http:www.brighthub.comeducationspecialarticles 5487.aspx
.
d. Teaching Procedures of Direct Instruction
There are five steps in direct instruction, here is the table of the syntax of the direct instruction model according to Arends 1997: 67.
SYNTAX OF THE DIRECT INSTRUCTION Phases
Teacher Behavior
Phases 1 Provide objectives and establish set
Teacher goes over objectives for the lesson, gives background information and
explains why the lesson is important. Gets students ready to learn.
Phases 2 Demonstrate knowledge or skill
Teacher demonstrates the skill correctly or presents step by step information.
Phases 3 Provide guided practice
Teacher has students apply in exercise
xxxix Phases 4
Check understanding and provide feedback
Teacher checks to see if students are performing
correctly and
provides feedback.
Phases 5 Provide extended practice and transfer
Teacher sets conditions for extended practice with attention to transfer to more
complex and real life situations.
Adapted from Classroom Instruction and Management by Arends 1997: 67
C. The Nature of Linguistic Intelligences 1.
The Meaning of Linguistic Intelligence
Intelligence is an umbrella term used to describe a property of the mind that encompasses many related abilities, such as the capacities to reason, to plan, to solve
problems, to think abstractly, to comprehend ideas, to use language, and to learn. There are several ways to define intelligence. In some cases, intelligence may include traits
such as creativity, personality, character, knowledge, or wisdom. However, there is no agreement on which traits define the phenomenon of intelligence agreed upon by a
majority across the various concerned disciplines. According to American Psychological Association in 1995 http:en.wikipedia.
orgwikiIntelligence:_Knowns_and_Unknowns individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn
from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought. Although these individual differences can be substantial, they are never
entirely consistent: a given person’s intellectual performance will vary on different occasions, in different domains, as judged by different criteria. Concepts of intelligence
