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Slide Notes

As teachers, we want to squeeze the most that we can out of the valuable (but limited) time that we have with our students. Just-In-Time direct instruction ensures that students are moving on when they are ready and getting support when they need it.
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Just In Time Direct Instruction

Published on Jan 22, 2016

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PRESENTATION OUTLINE

Just In Time Direct Instruction

Changing the way we teach.
As teachers, we want to squeeze the most that we can out of the valuable (but limited) time that we have with our students. Just-In-Time direct instruction ensures that students are moving on when they are ready and getting support when they need it.
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Key Components of Just-In-Time DI

  • Students get only the DI that they need.
  • Students are guided toward making their own learning decisions.
  • Students get support WHEN they need it.
First, you must determine what students already know. Then you scaffold their learning based on their needs to get them to the end goal. Active facilitation ensures that students get support when they need it throughout the learning process. You are meant to GUIDE students in making appropriate learning decisions within the framework of choices that they are given.
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How Can We Make This Work?

  • On-going assessment.
  • Grouping based on needs.
  • Use of digital tools to facilitate.
Students should be grouped based on their needs so that the direct instruction can take place in a small group setting. Assessment must occur throughout the learning period. A teacher cannot be everywhere at once; you must make use of digital resources so that students needs can be met when needs arise. Digital assessment tools allow for real-time data and feedback.
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A Good Facilitator:

  • Provides Meaningful Tasks or Projects
  • Guides to Resources
  • Questions
The first key to being a successful facilitator of student learning is providing students with meaningful tasks and/or projects. You must create a flexible learning environment which allows for students to readily access the information and materials that they need. A good facilitator is a good QUESTIONER: comprehension, application, connection, synthesis and meta-cognition based questioning leads to a full understanding of student learning. You must then do something with the information that you have gathered. GUIDE students toward resources and decisions, don't GIVE them what they need.
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Be a bridge, not a ferry.

A ferry takes away all decisions from its passengers: all depart and arrive at the same time and take the same prescribed path to get there. A bridge provides structure but flexibility to its passengers: even if all depart at the same time, they may arrive at different times and travel slightly different paths within the space that they were given.
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