The effect of direct instruction model-lead-test procedure on rote counting, number recognition and rational counting

The effect of direct instruction model-lead-test procedure on rote counting, number recognition and rational counting

Introduction

Direct instruction has taken a considerable amount of importance from the last four decades teaching behavioral theory to students across the globe. Direct instruction is the teaching method in which the learning objective requires the direct participation of the student or learner in what must be done, or said, or written (Magliorao, Lockee, & Burton, 2005). Direct instruction also phrased as the “model-lead-test” instruction method. The model-lead-test procedure gives teacher the opportunity to teach effectively to the students, where small steps of the content taught so that one step can be taught before moving to the other. Direct instruction model is also said to be the mode of “I do it, we do it, and you do it”, where the teacher demonstrates the learning, the teacher and students together follow and repeat the same and then students do the skill or learning by themselves. The direct teaching model-lead-test procedure is the explicit instruction method, where the teacher shows and tells the student, the teacher guides the students in practicing, and then students tested and evaluated (Price & Nelson, 2003).

The main distinguishing factor of direct instruction model-lead-test procedure with the class lecture is that, in direct instruction, the teacher is carefully managing and evaluating the learning levels of the students than of the class lecture method where the students given lectures' outline, and there is very minimal or no participation from the students. The very purpose of the direct instruction or the model-lead-test procedure is to maximize the cognitive and learning abilities of students by increasing their rate of success and their achievements. In the environment of the direct instruction, the student can avail the structured and academically oriented learning environment where they actively engaged in the instructions and demonstrate the high rate of success. Several studies show that direct instruction model-lead-test procedure can increase the success rate of students by 80% and above (Joyce & Weil, 1996).

The model-lead-test procedure is the highly effective method in teaching basic mathematics to the students such as rote counting, number recognition and rational counting. By using this method, the teachers first teach the math strategy to the students followed by the first process, where the students practice on the strategy of solving problems either solely or with the class mates. The teacher then concludes by ensuring that the student has understood the topic.

Discussion

Mathematics, unlike any other subject requires a lot of cognitive effort by the students even at the elementary level. Many of elementary students found to have a number of difficulties in learning basic math. Learning challenges may be severe such as solving mathematical problem-solving strategies or the small such as the preparatory arithmetic (number sense, counting skills) and addition, subtraction, multiplication or division. These challenges can be long-term as well as short-term. Some common difficulties and problems of learning mathematics includes the memory deficits, ...