DirectInstruction-Diana

8/7/2019 DirectInstruction-Diana

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D ian a Hatfield

Direc t Ins t ruc t ionWhat is Direct Instru ct io n? ^D i r e c t I n s t r u c t i o n ( PI : E n s e l m a n n , S R A p r o g r a m s ) MAitery

is a h i g h l y s t r u c t u r e d t e a c h i n g s t r a t e g y t h a t b r e a k s down s k il ls i n t o s p e c i f i c c o m p o n e n t sa n d t e a c h e s t h e m i n a c o n t r o l l e d a n d s c r i p t e d s e q u e n c e . D l m e t h o d o l o g y i n v o l v e s : s c r i p t e d l e s s o n p l a n s ' r a p i d - p a c e ' i n t e r a c t i o n with s t u d e n t s ' c o r r e c t s m i s t a k e s i m m e d i a t e l y h o m o g e n e o u s s ki l l g r o u p i n g f r eq u e n t a s s e s s m e n t s " t e a c h e s t o m a s t e r y .

D i r e c t I n s t r u c t i o n : A T r a n s a c t i o n a l Mode l ( R o s e n s h i n e , d i r e c t o r e x p l i c i t i n s t r u c t i o n )Is b a s e d o n a c o m b i n a t i o n o f o p e r a n t c o n d i t i o n i n g a n d i n f o r m a t i o n p r o c e s s i n g l e a r n i n g

t h e o r i e s . T h e p r i m a r y p u r p o s e o f t h e t r a n s a c t i o n a l m o d e l i s t o f o c u s o n t h e r e p e a t e di n t e r a c t i o n o f t e a c h e r s a n d s t u d e n t s t h r o u g h t h e l e s s o n .

d i r e c t i n s t r u c t i o n ( D o d d s , A r c h e r p r o g r a m s A d v e n t u r e s i n L a n g u a g e , P h o n i c s f o r R e a d i n g )( T e m p l a t e s o r O v e r l a y s th a t s u p p o r t c l a s s r o o m r e a d i n g p r o g r a m )

It i n c l u d e s t h e m a j o r i t y o f t h e e l e m e n t s o f e x p l i c i t i n s t r u c t i o n a n d i s b a s e d o n s u c hp r i n c i p l e s a s i n c r e a s i n g o n - t a s k b e h a v i o r , h i g h l e v e l o f s u c c e s s , a n d c o n t e n t c o v e r a g e . It i sd i s t i n g u i s h e d f r o m e x p l i c i t i n s t r u c t i o n b y i ts e m p h a s i s o n c u r r i c u l u m d e s i g n . It c o n s i s t e n t l ye n g a g e s t h e m i n d s o f A L L l e a r n e r s t h r o u g h a c t i v e p a r t i c i p a t i o n with t h e s k i l ls a n d s t r a t e g i e sb e i n g t a u g h t .

Bene f i t s : A s t ru c t u re d , e x p l ic i t , an d s ca f f o lde d a pp r o ac h to i n s t ru c t i o n t h a t h a s be e n r e se a r ch e d an dfo u n d t o h av e a po s i t i ve im pac t o n s t u d e n t a cad e m i c a ch i e v e m e n t - Active p a r t ic i p a t io n 8 5 % g r o u p a n d 1 5 % I n d i v i d u al T au g h t t o m as t e r y F r e q u e n t m o n i t o r i n g an d f e e db ack u s i n g po s i t i v e r e i n fo r ce m e n t ( 3 / 1 ) . C o r r e c t i o n p r o c e d u r e s


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direct instruct iont e a c h e r - d i r e c t e dexp l i c i t t e a c h i n gsk i l l s-or ientedsma l l -g r ou p i n s t ru c t i o nca r e fu l l y a r t i cu l a t ed ands e q u e n c e d l e s sonst e a c h i n g in s m a l l s t e p sp r ac t i ce a f t e r each s t epa p p r o p r i a t e r e i n f o r c e m e n tfo r c o r r e c t r e s p o n s e s

GENERIC MODEL

CURRICULUM NEUTRAL

Direc t Ins t ruc t ion (Dl)t e a c h e r - d i r e c t e de x p l i c i t t e a c h i n gsk i l l s-o r i en t edsma l l -g r ou p i n s t r u c t i o nc a r e f u l ly a r t i c u l a t e d ands e q u e n c e d l e s sonst e a c h i n g in s m a l l s t e p sp r a c t i c e a f t e r e a c h s t e pa p p r o p r i a t e r e i n f o r c e m e n tfo r c o r r e c t r e s p o n s e sSPECIFIC APPLICATIONSDESIGNED TO ENSUREGENERALIZATIONCURRICULUM SPECIFIC

Direc t Ins t ruc t ion : !us,*?ac:}?>tvA T r a n s a c t i o n a l ModelP r e s e n t a t i o nO v e r v i e w1. R ev i ew2. W h a t . '-J- 3. Why

4 . E x p l a n a t i o n5. P r o b e & R e s p o n d P r a c t i c e ;J6 . G u i d e d P r a c t ic e

7. I n d e p e n d e n t P rac t i ce

8. P e r i o d i c R e v ie w A s s e s s m e n t & E v a l u a t i o n9. Fo r m at i ve (Da i l y Su ccess )10 . S u m m a t i ve ( M a s t e r y )

H o w to : C o m p o n e n t s of di rec t ins t ruc t ionF o r m a t s : A f o r m a t is an e x e r c i s e s t r u c t u r e t h a t is r e p e a t e d t h r o u g h o u t s e v e r a l l e s s o n s . Thee x e r c i s e is p r e s e n t e d in the s a m e way e v e r y t i m e so t h a t s t u d e n t s k n o w w h a t is e x p e c t e d andh o w to r e s p o n d . . , - j i ^ - . ; . . - o?-!: ?;'Focus ( A t t e n t i o n ) : ^T h i s d i r e c t s the s t u d e n t s ' a t t e n t i o n . E x a m p l e s : " e y e s on m e " , " t o u c h th e first w o r d "

Cu e ( Q u e s t i o n ) : ; ; 'E n s u r e s s t u d e n t a t t e n t io n and p a r t i c i p a t i o n as w e l l as p r o v i d e s all s t u d e n t s with a c l e a r e ru n d e r s t a n d i n g of the q u e s t i o n . E x a m p l e s : " E v e r y b o d y , why d i d . . . " , " What is an a u t h o r ? S t a r twith a p e r s o n . . . "


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SignalA si g n al is u s e d to c r e a t e a u n i s o n r e s p o n s e . E x a m p l e : s n a p , c l a p , t a p , h a n d s d r o p , p o i n t t o

Ve r i f y ; . : v . - - ; , r ; ' i ^ . - ^ -V e r i f i c a t i o n r e p e a t s a n d r e i n f o r c e s . E x a m p l e : " Y e s , m e a n s " , " Y e s , t h etitle is t h e n a m e o f a b o o k . "

C o r r e c t i o n Pr o ce du re ' ' ' . 'R e s p o n d t o s t u d e n t e r r o r s with i m m e d i a t e f e e d b a c k ^ - i --.'; ; .

I do - W e do - Y o u do , Mode l - Le ad - T es t 0/^ ; ; '

/"^ Pac ing .Quick a n d l i ve ly pace is e s s en t i a l t o keep i ng a l l s t u d e n t s f o c u s e d . A t e a c h e r c ancove r m o r e i n f o r m a t i o n by l im i t i n g y o u r t e a c h e r t a l k .

w h e n w o u l d y o u u s e d i r e c t i n s t r u c t i o n When wo u ld y o u N O T u s d i r e c t i n s t ru c t i o n


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DIRECT INSTRU CTION PRESENTATION 3

References

Archer, A . L. , & Hughes, C. A. (2011). Explicit instruction: Effective and efficient ieacliing.New York, NY: Guilford Press.

Carnine. 13. W., Silbeil ..!. , Kame'enui, E. . 1 . , & Tarver, S. G. (2004). Direct instruction reading

( 4 l h cd.). Upper Saddle River, NJ: Pearson.Carnine. D. W.. SiU^crl. . 1 . . Kame'enui. E. .!., Tarver, S. G.. & .lungjohann, K. (2006). Teaching

struggling and ui-risk readers. Upper Saddle River, NJ: Pearson.Dircc l in.slruction. (n.d.). Retrieved February 24, 2011, from

hllp://www.cec.sped.org/AM/Template.cfm?Seclion=Direct_lnslruclion&Template=/Tag

gedPage/TaggedPageDisplay.cli-n&TPLlD=24&ContentID=4696 . v

Estes, T. H., Min t z , S. L., & Gunter, M. A. (2011). Instruction: A models approach (6lh ed.).Boston, MA: Pear.son Education.

Hu i t l , W. (2008). Direct instruction: A transactional mod&l. Educational Psychology Interactive.Valdosla, GA: Valdosta Stale University. Retrieved fromhltp://www.edpsycinteractive.org/lopics/instruct/instevnt.html

Marchand-Martella, N. (Ed.). (2008). Journal of direct instruction [Entire i?,sut]. .Journal ofDirect Instruction,

Tierney, R. J., & Readence, J. E. (2005). Reading strategies and practices (6th ed.). New York,N Y : Pearson Education.

www.explicitinstruction.org. (n.d.). http://www.explicitinstruction.org


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Direct Instruction: A Transactional ModelEvent Teacher Behavior Student Behavior

P R E S E N T A T I O N

Overview

Review

provides anopportunity forstudents to recalland/or examine whatthey have alreadylearned inpreparation for thecurrent lesson

focus on prerequisiteskills and concepts

check homework anddiscuss d i f f i cu l tquestions

l i n k the lesson toprevious ones

work a problemsimilar to those donealready

review the previouslesson explainingwhat they did andwhy

Overview

. What presents the specific

concept(s) and s k i l l(s)to be learned

read a statedobjective for thelesson

hear what the topic ofthe lesson is

see what they w i l l beable to do at the endo f a lesson

Overview

. Why states a reason or a

need for learning theskill(s) or concept(s)

see how the lesson isrelated to the realw o r ld relate thelesson to their owninterests

discuss how the s k i l lor concept can beapplied to othersubject areas

see how the lessonrelates to theirdeficiencies

hear an explanation use manipulative


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Probe & Respond probes students as to

their i n i t i a lunderstanding ofconcepts and skills

answer teacherquestions

verbalizeunderstandings

model demonstratedprocesses

generate examplesand non-examples ofa concept

P R A C T I C E

Guided Practice

closely supervisesthe students as theybegin to developincreasedproficiency bycompleting one ortw o short tasks at atime

read a paragraphaloud in a readinggroup

complete one or twomath problems in anassignment, while theteacher monitors theirwork

complete an activityon the board, whileothers do the same

activity at their seats,an d the teachermonitors the work

use structural analysisskills to orally decodenew vocabularywords

Independent Practice

allows students towork independently,wi t h l i t t l e or noteacher interaction,to reinforceindividualproficiency w i t hconcepts and skills

complete seatworkassignments

d r i l l on basicarithmetic facts

begin or completehomeworkassignments

play games related tospecific skills orconcepts

Periodic Review

provides studentsopportunity to havedistributed practiceon previouslycovered content andskills

demonstrate retentiono f previously learnedconcepts and skills


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M O(Provic

S T O R I N G AND F E E D B A C Ked throughout the lesson as needed)

Cues and Prompts

provides studentsw i t h signals andreminders designedto sustain thelearning activity andto hold studentsaccountable

attend to signalsand/or reminderscontinue work ing onassigned activity

Corrective Feedbacls;

tells studentswhether theiranswers are correct,see or hear thecorrect answers, andare to ld why thoseanswers are correct

read correct answersaloud

write correctsolutions to mathproblems on board

check spelling bycomparing theiranswers to those on atransparency

support their answersquestions by readingaloud f r om the text

Putting this all together the model looks l ike this:

Transactional Model of Direct InstructionPresentation

Overview1. Review2. What .--.v- - . . . . . .3. Why ^

4. Explanation5. Probe & Respond

Practice

Monitoring and FeedbackJ l I L Cues & Prompts7 12. Corrective Feedback

6. Guided Practice #7. Independent Practice J8. Periodic Review ^


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C/VRD7S teps E x p l a n a t i o n / S c r i p t

TASK Sound/spe l l i n g r e v i ew

PREPARATION

SIGNALING PROCEDUREUse appropr i a te s i gn a l s t oe l i c it un iso n s tu de nt responses.

W r i t e s pe l l i n g s f r o m t h e Lesson M a p o n t h e b o a r d .D o Sa y

Focus Po in t jus t to le f t o fspe l l ing . Sound?

Wait time 2 secondsSignal f o rs t u d e n t r e s p o n s e

T a p u n d e r s pe l l i n g .

1. EXPLAIN TASKB r i e f l y n ame and exp l a i nthe t a sk to s tuden ts p r i o rto s t a r t i n g the a c t i v i t y

Say; You're going to pract ice saying the sounds fo r some spell ings.When I point to the left of a spell ing, figure out the sound in yourhead. When I tap under the spelling say the sound.

2. MODEL RESPONSEM od e l des i r ed responset o t h e t a sk w i th seve r a lexamples u s i ng s i gn a l i n gp r o c e d u r e a b o v e .

(M o d e l o n l y t h e f i r s t c o u p l e o f t i me s y o u d o t h i s t e mp l a t e . )Say: /'// model for you how to say the sounds of the first tw o

spell ings when I tap under them . My turn.M o d e l f o r s t u d e n t s , u si n g t h e s i g n a l i n g p r o c e d u r e a b o v e , w i t h o n l y t e a c h e rr e s p o n d i n g .

3. PROVIDE P R A C T I C E USINGWHOLE-GROUP RESPONSESUNTIL KNOWLEDGEAPPEARS TO B E SOLIDU se e f f e c t i v e s i g n a l i n g , m o n i t o r i n g ,a nd pa c i ng p rocedu res .

Say; Each t ime I tap under a spel ling, you say the sound i t makes.Your turn. -. ^ . ' [''

'ff P r o v i d e pra c t i c e u s i ng the a b o v e s i g n a l i n g p r o c e d u r e w i t h o n l y s tu d e n t sh r e sp o n d i n g . . . .

4 . C O R R E C T I O NPROCEDURE

TD c o r r e c t s t u d e n t s ; ;- ' v- . ;^ ' ; ' ; . . - ,


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L E S S O N 31P r e p a r a t i o n ;F o r t h i s l e s s o n , y o u ' l l n e e d t h e f o l l o w i n gm a t e r i a l s ;a s h e e t of l i n e d c h a r t p a p e r a n d a l a r g e m a r k e r .

T e l l me a d e ta il s e n t e n c e a b o u t s p l a s h i n g inp u d d l e s . ( C a l l on a s t u d e n t . A c c e p t ana p p r o p r i a t e r e s p o n s e . R e p e a t t h e s t u d e n t ' ss e n t e n c e . If it is n o t a c o m p l e t e s e n t e n c e ,c h a n g e it as l ittle as p o s s i b l e to m a k e it ac o m p l e t e s e n t e n c e . W r i t e t h e s e n t e n c e on thec h a r t p a p e r , r e m e m b e r i n g to l e a v e a s m a l ls p a c e a f t e r t h e e n d o f t h e f i r s t s e n t e n c e . )E v e r y b o d y , r e a d the s e n t e n c e . ( T o u c h u n d e rt h e w o r d s as t h e s t u d e n t s r e a d t h e m a l o u d . )T h i s s e n t e n c e is c a l l e d a " d e t a i l . " What's t h i ss e n t e n c e c a l l e d ? ( S i g n a l . ) A detail.( R e p e a t t h i s p r o c e s s u n t i l t h e r e are 3-5 d e t a i ls e n t e n c e s w r i t t e n on t h e c h a r t . )

T a s k A: D e v e l o p i n g W r i t e r sE x e r c i s e 1: (Writing a C l a s s P a r a g r a p h )L e t ' s get r e a d y to write a p a r a g r a p h . Ap a r a g r a p h is a g r o u p of s e n t e n c e s t h a t te lla b o u t the s a m e t h i n g . What's a p a r a g r a p h ?( S i gn a l . ) A group of sentences that tell about thesame thing. ( R e p e a t u n t i l f i r m . )T h e f i rs t s e n t e n c e in a p a r a g r a p h is o f t e n thet o p i c s e n t e n c e . What is o f t e n the f i r s ts e n t e n c e in a p a r a g r a p h ? ( S i g n a l . ) The topicsentence. ( R e p e a t u n t i l f i r m . )I'll s ay a t o p i c s e n t e n c e . L i s t e n : (Pause.)S p l a s h i n g in p u d d l e s is f u n . ( W r i t e t h e 's e n t e n c e on t h e c h a r t p a p e r , s h o w i n g thes t u d e n t s h o w t o i n d e n t t h e f i r s t w o r d o f t h es e n t e n c e . ) E v e r y b o d y , r e a d the t o p i cs e n t e n c e . ( T o u c h u n d e r t h e w o r d s as thes t u d e n t s r e a d t h e m a l o u d . ) Splashing in puddlesis fun.E v e r y s e n t e n c e in t h i s p a r a g r a p h m u s t t e lla b o u t the s a m e th i n g as the t o p i c s e n t e n c e .S o e v e r y s e n t e n c e in t h i s p a r a g r a p h m u s t t e l la b o u t "the fun of s p l a s h i n g in p u d d l e s . "What m u s t e v e r y s e n t e n c e in t h i s p a r a g r a p ht e l l a b o u t ? ( S i g n a l . ) The fun of splashing inpuddles.L e t ' s t h i n k of all the t h i n g s t h a t m a k es p l a s h i n g in p u d d l e s f un . ( C a l l on i n d i v i d u a ls t u d e n t s . A c c e p t 3-5 i d e a s . R e c o r d s t u d e n tr e s p o n s e s on t h e b o a r d , u s i n g t w o or t h r e e keyw o r d s f o r e a c h i d e a . ) I d e a s ; The water is cold.Your clothes get wet. You can get your friends

T h e l a st s e n t e n c e in a p a r a g r a p h is the" c l o s i n g s e n t e n c e . " What do we c a l l the l a s ts e n t e n c e in a p a r a g r a p h ? ( S i g n a l . ) The closingsentence. ( R e p e a t un t i l f i r m . ) The c l o s i n gs e n t e n c e b r i n g s the p a r a g r a p h to as a t i s f y i n g e n d . What d o e s the c l o s i n gs e n t e n c e do? ( S i g n a l . ) It brings the paragraphto a satisfying end.T e l l me a c l o s i n g s e n t e n c e ab o u t s p l a s h i n gi n p u d d l e s t h a t w o u l d b r i n g our p a r a g r a p h toa s a t i s f y i n g e n d . ( C a l l on i n d i v i d u a l s t u d e n t s .A c c e p t a p p r o p r i a t e r e s p o n s e s . R e p e a t t h es t u d e n t s ' s e n t e n c e s . If t h e y are n o t c o m p l e t es e n t e n c e s , c h a n g e t h e m as l i t t l e as p o s s i b l e tom a k e t h e m c o m p l e t e s e n t e n c e s . H a ve thes t u d e n t s d e c i d e , by a s h o w of h a n d s , w h i c hc l o s i n g s e n t e n c e t h e y w o u l d l i k e f o r t h e c l a s sp a r a g r a p h . W r i t e t h e c l o s i n g s e n t e n c e on thec h a r t p a p e r , r e m e m b e r i n g to l e a v e a s m a l ls p a c e a f t e r t h e e n d of t h e p r e v i o u s s e n t e n c e . )E v e r y b o d y , r e a d the s e n t e n c e . ( T o uc h u n de rt h e w o r d s as t h e s t u d e n t s r e a d t h e m a l o u d . )T h i s s e n t e n c e is c a l l e d a " c l o s i n g s e n t e n c e . "What's t h i s s e n t e n c e c a l l e d ? ( S i g n a l . ) Aclosing sentence.N o w , I'll r e a d the w h o l e p a r a g r a p h . L i s t e n :(Read t h e p a r a g r a p h a l o u d to t h e c l a s s ,t o u c h i n g u n d e r t h e w o r d s as y o u say t h e m . )


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C (

Vocabulary Rout ine/Amazing WordsRo u t i n e f or Co n c e p t Vo c a b u la r y ,I n t r o d u c e t h e W o r d :"E ye s on m e. T he f ir s t w ord is . W ha t w ord ?"" Th e wo rd me a n s ?

W h a t wo rd m e a n s ? "" Ye s , me a n sD e m o n s t r a t e ( P r o v i d e s e n t e n c e w i t h e x a m p l e f r o m t h e i r li fe . )

A p p l y Vo c a b u la r y Ro u t i n e '" T T Y P . Te l l your par tner oneInd iv idua l Tu rn . . . te l l m e your pa r tne r ' s resp ons e to (ca ll on s tude n t ) o r"I h e a rd s o m e g re a t r e s p o n s e s . On e a n s w e r w a s . . . . "(Con f i rm w i th com p le te sen tenc e . ) : ,

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