Hierarchic: 4 Main Ideas

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2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

Darsey Wegrzyn

Date:

Direct Instruction Model (D-I)

1/22/15

Is about

The lesson will consist of demonstrating and explaining combined with practice and feedback which will in turn produce helpful skills and
knowledge needed for later learning.
Main idea

Theory

-Lots of research has been

put into DI and it has been
found that this method is
very effective in low
achievers and students with
exceptionalities.
-DI is a social cognitive
theory of Bandura, which is
the effectiveness of
modeling on learning skills.
- DI is also the influence of
interactions on learning
which cognitive theory by
Vygotsky.

Main idea

Planning

-The first step is to identify the

topics. The topic should be
concepts and procedural skills.
-Next, the teacher needs to
have specific learning
objectives so they will stay on
track. These include
automaticity (ability to perform
essential skills without
thinking about it) and
transfer(applying knowledge
acquired in one context to a
new context)
-The final step is preparing and
selecting problems and
examples. Most are simple and
straightforward.

Main idea

Implementing

When implementing the DI

model, you move through
four sequential phases.
1. The teacher introduces
the lesson and reviews
prior knowledge needed
to understand and
perform skills.
2. The teacher presents,
explains, and illustrates
the new concept with
clear examples.
3. The teacher leads the
students through guided
practice problems.
4. Students practice the
problems independently.

Main idea

Adaption, Assessment
and Motivation
-It can be used at all grade levels
when teaching procedural skills is the
goal or with learners who are
culturally and linguistically diverse.
-Students given problems they can
solve on their own.
- It teaches procedural skills, so when
tested students must understand what
causes what and when certain things
happen during time.
-This would be great for word
problems in math.
-Particularly effective with students of
diverse backgrounds because of
structure and opportunities for
interaction.
-Promotes student success by the
motivating effects of a challenge in
problem solving
-Needs a high level of involvement to
be successful, more motivated when
involved.

So what? What is important to understand about this?

This method focuses on procedural skills so it is important for the teacher to remember when considering which topics
would fit this model the best.