Direct Instruction
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Transcript Direct Instruction
Direct Instruction
Also called explicit instruction
Widely applicable strategy that can be
used to teach both concepts and skills
Uses teacher explanation and modeling
combined with student practice and
feedback
Teacher Role
Specifies learning objectives
procedural skills; automaticity; transfer
Explains and illustrates content
Models skills
Student Role
Active in responding to teacher questions
Analyzing examples
Practicing skills to mastery
Theoretical Foundations
Teacher effectiveness research
Social Cognitive Theory (Bandura)
effectiveness of modeling on learning skills
The influence of interaction on learning
(Vygotsky)
Teacher Effectiveness
Research
Teachers can increase student
achievement by
Using time well
Presenting high quality examples
Using clear language
Providing effective feedback
Questioning students
Direct Instruction Defined
DI is academically focused, teacherdirected instruction that uses sequenced
and structured materials
Goals are clear to students
Coverage of content is extensive
Performance of students is monitored
Feedback is immediate
Characteristics of Direct
Instruction
Reviewing the previous day’s work
Presenting new material in clear and
logical steps
Providing guided practice
Giving feedback with correctives
Providing independent practice
Reviewing to consolidate learning
Social Cognitive Theory
Bandura (1989, 1997)
Learning by observing the behavior of
others
Central to theory is MODELING of the
desired behavior for students
Direct Instruction incorporates the
benefits of modeling into lesson design
Social Cognitive Theory
Vygotsky (1978)
Verbal interaction (language) helps
students learn
Direct Instruction is effective because it
adopted two concepts from the work of
Vygotsky
Social Cognitive Theory Cont.
First concept--SCAFFOLDING
Scaffolding is the instructional support teachers
provide as students learn
Breaking skills into subskills
Asking questions, with increasing difficulty level
Modeling the steps
Presenting examples
Providing prompts and cues
Social Cognitive Theory Cont.
Second concept--ZONE OF PROXIMAL
DEVELOPMENT (ZPD)
State of learning in which a student
cannot solve a problem or perform a skill
alone and needs the help of a teacher
Outside of ZPD, students either don’t
need any help or lack the prerequisite
skills or background knowledge
Planning Lessons using DI
Four steps
Identifying topics (concepts and procedural
skills
Specifying objectives (automaticity and
transfer)
Identifying prerequisite knowledge
Selecting problems and examples
Implementing Lessons with DI
Phase 1: Introduction and review
Students are drawn into the lesson
Teacher attracts students’ attention
Teacher activates background knowledge
through a thorough review of prerequisite
knowledge or skills
Implementing Lessons with DI
Phase 2: Presentation
New content is presented and explained
Teacher begins schema production by
explaining and illustrating the concept or
explaining and modeling the skill being
taught
Teacher promotes involvement by modeling,
providing examples, and actively questioning
students to guide their understanding
Implementing Lessons with DI
Phase 3--Guided practice
Students practice the concept or skill under the
teacher’s guidance with high levels of interaction
Teacher helps students develop perceptions of
competence
Teacher ensures success
Teacher monitors progress
Role of teacher changes. Teacher moves from
information provider and modeler to COACH,
withdrawing instructional support as students master
skill.
Implementing Lessons with DI
Phase 4--Independent practice
Students practice using the concept or skill on their
own
Students develop automaticity
Students develop the ability to transfer their
understanding to new contexts
Two stages: (1) students practice on their own under
teacher supervision and (2) students work on their
own on a homework assignment
Increasing Motivation with DI
The guided practice of DI develops
perceptions of competence. Perception
of competence is highly motivating. As
students become more competent in
using the concept or skill, they equate
their hard work with success.
Applications of DI
Direct Instruction can be used to teach
generalizations, principles and rules.
(We will discuss generalization, principles
and rules later in the semester)
DI and Diverse Learners
DI has been shown to be especially
effective with learners from diverse
backgrounds
Explicit approach to teaching (with modeling)
Interactive nature, constant monitoring
Structured approach, extensive practice
All contribute to greater success for diverse
learners