Direct Instruction in the MCL Classroom

In the earliest days of my MCL pilot, I had several classroom visitors who noted the lack of whole class direct instruction.  This was an accurate observation as I needed to learn the best ways to use this valid instructional method with my students.  Here are some strategies that I have tried or hope to try in the future.

• Whole Class Direct Instruction: Aside from occasional status of the class check ins, this was largely absent from my initial implementation.  The absence didn't exactly break my heart as I've found that many young adolescents do not favor this type of instruction.  After some consideration, I realized that the problem with direct instruction isn't with the teaching method.  Rather, the challenge is with the readiness of the student, half of the direct instruction equation.  Previously, I had used whole class direct instruction to introduce content and to share the most important information.  This was riveting for me but boring for most students despite my best jokes, bells, and whistles.  A month ago, I started using direct instruction in a different way.  Rather than using the method to introduce content, I used it as a means to review and expand upon learned content.  In short, whole class direct instruction now takes place when I feel a critical mass of students have acquired the knowledge based needed to participate in a discussion, rather than to just absorb my sleep inducing wisdom.  For example, students who know the details of the Constitution are more likely to be engaged in a discussion about current constitutional issues like the Supreme Court review of the health care law.  This method is still at the bottom of the favorites list for most students, so I try to keep these discussions rare and brief.  However, when we do have the discussions, they have more purpose and merit.

• Direct Instruction By Video Lesson: Let's face it.  Students are living in a point and click world.  It seems only natural that on demand multimedia play a major role in the 21st century classroom.  This is the primary way that I share new content with students, rather than the cat wrangling of whole class direct instruction of new content.  Students are required to access video lessons that I have created and other media that I link for them within our Moodle course.  What makes this more effective for students is that they have full control of the instruction.  Play, stop, pause, replay, all are available to students.  There's no excuse for missing anything.  Another benefit is that this form of direct instruction is available anywhere, anytime.  If a student has internet access, that student can access video lessons.  If a student is going to need a video lesson but will be without internet access, the video lesson can be downloaded directly to a laptop for offline play.

• One-To-One Direct Instruction: One of the benefits of students working in an MCL classroom is the freeing effect of independent student learning.  If students are working independently, the teacher then becomes free to assist as needed, one of my favorite parts of teaching.  If a student seems to be struggling, I am free to provide assistance.  I am also much more free to field questions from individual students.  Finally, students seek me out when submitting content, which provides an excellent opportunity for me to reinforce the most critical understandings of the content and to explain how their work measures up against the standard.  Many students sincerely desire to exceed the standards.  They just need to know how.  A little one-to-one direct instruction is just what they need.

• Small Group Direct Instruction: This is one area where I need to make more progress.  I have found that I am much more in touch with where individual students are in their learning than one might initially expect in such an independent, diverse learning environment.  Since all work funnels through me, I have a much better viewpoint of this than I did when collecting 40 identical worksheets.  I have read about how some MCL teachers temporarily group students for direct instruction.  I admit, I haven't made this a focus so far, but I definitely see the merit.  I have grouped some students for projects and some checklists require students to play learning games together.  However, I haven't taken advantage of the opportunities to bring students together for small group direct instruction.  It's on my "To Do" list.

• Seminars: In my happy dream world, I would advise a group of students for several years and facilitate their learning using an MCL approach.  On scheduled occasions, I would present seminars to students (my advisees and/or others) who have signed up on an as needed basis.  The fact that the seminars would not be required for students would undo some of the hazards of whole class direct instruction, as volunteers tend to be more engaged than those who are forced to participate.  This would require a system-wide change to the educational system, but even teachers can dream!