Diana Hatfield

Direct Instruction

What is Direct Instruction? ^

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 ) M A i t e r y

is a highly 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 d o w n skills i n t o s p e c i f i c c o m p o n e n t s
a n d t e a c h e s t h e m in 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 . Dl m e t h o d o l o g y i n v o l v e s :

•scripted lesson plans 'rapid-pace ' i n t e r a c t i o n with students ' c o r r e c t s mistakes immediately
• h o m o g e n e o u s skill g r o u p i n g • f r e q u e n t a s s e s s m e n t s " t e a c h e s to 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 M o d e l ( R o s e n s h i n e , d i r e c t or explicit 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 of 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
theories. The primary p u r p o s e of t h e t r a n s a c t i o n a l m o d e l is t o f o c u s o n t h e r e p e a t e d
i n t e r a c t i o n of 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 in 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 or O v e r l a y s t h 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 of 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 is b a s e d o n s u c h
p r i n c i p l e s as i n c r e a s i n g on-task b e h a v i o r , high 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 is
d i s t i n g u i s h e d f r o m explicit i n s t r u c t i o n by its 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 y
e n g a g e s t h e m i n d s of ALL 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 w i t h t h e skills a n d s t r a t e g i e s
being taught.

Benefits:

• A structured, explicit, and scaffolded approach to instruction that has been r e s e a r c h e d and
found to have a positive impact on student a c a d e m i c a c h i e v e m e n t •-
• Active participation 8 5 % group and 1 5 % Individual
• Taught to mastery
• Frequent monitoring and feedback using positive reinforcement (3/1) .
• Correction procedures

When to use Dl: w h e n teaching skills, facts, and knowledge

direct instruction Direct Instruction (Dl) Direct Instruction: !us,*?ac:}?>tv
A Transactional Model
teacher-directed teacher-directed Presentation
explicit teaching explicit teaching Overview
skills-oriented skills-oriented 1. Review
small-group instruction small-group instruction 2. What . '-J- •
carefully articulated and carefully articulated and 3. Why
sequenced lessons sequenced lessons

teaching in small steps teaching in small steps 4. Explanation

practice after each step practice after each step 5. Probe & Respond Practice ;J
appropriate reinforcement appropriate reinforcement 6. Guided Practice
for correct responses for correct responses

SPECIFIC APPLICATIONS 7. Independent Practice

DESIGNED TO ENSURE
GENERIC MODEL
GENERALIZATION

CURRICULUM SPECIFIC 8. Periodic Review Assessment & Evaluation

CURRICULUM NEUTRAL 9. Formative (Daily Success)

10. Summative (Mastery)

How to: Components of direct instruction

Formats: A f o r m a t is a n 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 . T h e
e x e r c i s e is p r e s e n t e d in t h e s a m e w a y e v e r y t i m e s o 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 a n d
h o w to respond. . • , - ji^-.;..- o?-!:^?;'

Focus (Attention): ^

This directs t h e s t u d e n t s ' attention. E x a m p l e s : " e y e s on m e " , " t o u c h the first word"

Cue (Question): ; ;'

E n s u r e s s t u d e n t a t t e n t i o n a n d p a r t i c i p a t i o n a s w e l l a s p r o v i d e s all s t u d e n t s w i t h a c l e a r e r
u n d e r s t a n d i n g of t h e 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 , w h y d i d . . . " , " W h a t is a n a u t h o r ? S t a r t
with a person..."

Think Time (Wait time)

W a i t t i m e is a n o t h e r w a y of s a y i n g t o t h e s t u d e n t "I w a n t y o u to p r o c e s s . " W a i t t i m e s h o u l d b e
t h r e e t o five s e c o n d s . E x a m p l e : t e a c h e r h a s h i s / h e r h a n d s in t h e air.
 Signal

A signal 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

Verify ;.:v.--;,r ; 'i^.-^-

Verification r e p e a t s and reinforces. E x a m p l e : "Yes, means ", " Y e s , the

title is t h e n a m e of a b o o k . "

Correction Procedure ' ' ' • . '

R e s p o n d to s t u d e n t e r r o r s w i t h 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 d o , M o d e l - L e a d - T e s t 0/^;;'

/"^ Pacing .

Quick and lively pace is essential t o keeping all students focused. A teacher can
cover more information by limiting your teacher talk.

w h e n would you use direct instruction W h e n w o u l d you NOT us direct instruction

if t h e s t u d e n t h a s n ' t l e a r n e d t h e t e a c h e r h a s n ' t t a u g h t

S. E n g e l m a n n
DIRECT INSTRUCTION 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

(4lh 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.

Dirccl 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 . , Mintz, S. L., & Gunter, M . A. (2011). Instruction: A models approach (6lh ed.).

Boston, M A : Pear.son Education.

Huitl, W . (2008). Direct instruction: A transactional mod&l. Educational Psychology Interactive.

Valdosla, GA: Valdosta Stale University. Retrieved from

hltp://www.edpsycinteractive.org/lopics/instruct/instevnt.html

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

Direct 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

Direct Instruction: A Transactional Model

Event Teacher Behavior Student Behavior

PRESENTATION
• focus on prerequisite
skills and concepts
• check homework and
• provides an discuss difficult
opportunity for questions
students to recall • link the lesson to
Overview
and/or examine what previous ones
they have already • work a problem
• Review
learned in similar to those done
preparation for the already
current lesson • review the previous
lesson — explaining
what they did and
why
• read a stated
objective for the
lesson
Overview • presents the specific
• hear what the topic of
concept(s) and skill
the lesson is
. What • (s)to be learned
• see what they w i l l be
able to do at the end
of a lesson

• see how the lesson is

related to the real
world relate the
lesson to their own
interests
• discuss how the skill
Overview • states a reason or a or concept can be
need for learning the applied to other
. Why skill(s) or concept(s) subject areas
• see how the lesson
relates to their
deficiencies
• hear an explanation
• use manipulative
materials to develop
concepts and/or skills
• have class
discussions
• develops or explains • see concrete
Explanation the concepts and examples
skills to be learned • watch films or
filmstrips
• read explanations in
textbooks
• interact with
Computer Assisted
Instruction program
 • answer teacher
questions
• verbalize
• probes students as to
understandings
their initial
Probe & Respond • model demonstrated
understanding of
processes
concepts and skills
• generate examples
and non-examples of
a concept
PRACTICE
• read a paragraph
aloud in a reading
group
• complete one or two
math problems in an
• closely supervises
assignment, while the
the students as they
teacher monitors their
begin to develop
work
increased
Guided Practice • complete an activity
proficiency by
on the board, while
completing one or
others do the same
two short tasks at a
• activity at their seats,
time
and the teacher
monitors the work
• use structural analysis
skills to orally decode
new vocabulary
words
• complete seatwork
• allows students to assignments
work independently, • drill on basic
with little or no arithmetic facts
teacher interaction, • begin or complete
Independent Practice
to reinforce homework
individual assignments
proficiency with • play games related to
concepts and skills specific skills or
concepts
• provides students
opportunity to have
• demonstrate retention
distributed practice
Periodic Review of previously learned
on previously
concepts and skills
covered content and
skills
ASSESSMENT AND E V A L U A T I O N
• checks students
• complete independent
work each day and
Formative work at or above a
offers corrective
(Daily Success) given level of
instruction as
proficiency
necessary
• demonstrate
• checks students knowledge and
Summative work at the end of application of
(Mastery) each unit of concepts and skills at
instruction or above a given level
of oroficiencY
 MO S T O R I N G AND F E E D B A C K
(Provic ed throughout the lesson as needed)
• provides students
with signals and
• attend to signals
reminders designed
and/or reminders
Cues and Prompts to sustain the
continue w o r k i n g on
learning activity and
assigned activity
to hold students
accountable

• read correct answers

• tells students
Corrective Feedbacls;
aloud
• write correct
whether their solutions to math
answers are correct, problems on board
see or hear the • check spelling by
correct answers, and comparing their
are told why those answers to those on a
answers are correct transparency
• support their answers
questions by reading
aloud from the text

Putting this all together the model looks like this:

Transactional Model of Direct Instruction

Presentation
Overview
1. Review
2. What .--.v- - . . . . . .

3. Why ^ Monitoring and Feedback

4. Explanation
Jl I L Cues & Prompts
5. Probe & Respond
7 12. Corrective Feedback
Practice
6. Guided Practice #
7. Independent Practice J
8. Periodic Review ^
Assessment & Evaluation
9. Formative (Daily Success)
10, Summative (Mastery)

References

• Rosenshine, B. (1971). Teaching behaviors and student achievement. London: National

Foundation for Educational Research in England and Wales.
• Rosenshine. B. (1995). Advances in research on instruction. The Journal of Educational
Research, 88(5), 262-268.
C/VRD7

Steps Explanation/Script

TASK Sound/spelling review

PREPARATION Write spellings f r o m the Lesson Map o n t h e b o a r d .

Do Say

SIGNALING P R O C E D U R E Focus Point just t o left of Sound?

Use appropriate signals t o spelling.
elicit unison student responses.
Wait t i m e 2 seconds

Signal for Tap under spelling.

student response

1. EXPLAIN T A S K Say; You're going to practice saying the sounds for some spellings.
Briefly name and explain When I point to the left of a spelling, figure out the sound in your
the task t o students prior head. When I tap under the spelling say the sound.
to starting the activity

2. M O D E L R E S P O N S E (Model only the first couple of times you d o this t e m p l a t e . )

Model desired response Say: /'// model for you how to say the sounds of the first two
t o the task w i t h several spellings when I tap under them. My turn.
examples using signaling Model for students, using the signaling p r o c e d u r e above, w i t h only teacher
procedure above. responding.

3. PROVIDE PRACTICE USING Say; Each time I tap under a spelling, you say the sound it makes.
WHOLE-GROUP RESPONSES Your turn. -. ^ . ' ••['••'
UNTIL K N O W L E D G E 'ff Provide practice using the above signaling procedure w i t h only students
A P P E A R S T O BE SOLID h responding. ...
Use effective signaling, m o n i t o r i n g ,
and pacing procedures.

4. C O R R E C T I O N TD correct students; ••;••- ' v-.;^';';..-,<K;

PROCEDURE Say; M y t u r n .
Use signaling procedure above w i t h o n l y teacher responding t o correct
students f o r missed item.
Say; Y o u r f u r n . / - ? - ; ;
Use signaling procedure above w i t h o n l y students responding t o have t h e m
repeat correct response f o r missed i t e m .
Back up t w o spellings and continue.

5. INDIVIDUAL TURNS VA/hen it appears that the group is consistently answering all items correctly
provide individual turns as a check. Call o n several students f o r one sound
each. Call o n students in an unpredictable o r d e r Call more frequently on
students w h o made errors.

L E S S O N 31
Preparation;
For this l e s s o n , you'll n e e d the following
materials;
a s h e e t o f lined chart p a p e r a n d a large m a r k e r .
Task A: Developing Writers
E 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 . A
p 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 that tell
about t h e s a m e t h i n g . W h a t ' s a p a r a g r a p h ?
(Signal.) A group of sentences that tell about the
same thing. ( R e p e a t until firm.)
T h e first s e n t e n c e in a p a r a g r a p h is often t h e
t o p i c s e n t e n c e . W h a t is often the first
s e n t e n c e in a p a r a g r a p h ? (Signal.) The topic
sentence. ( R e p e a t until firm.)
I'll s a y a t o p i c s e n t e n c e . L i s t e n : ( P a u s e . )
S p l a s h i n g in p u d d l e s i s f u n . (Write t h e
s e n t e n c e o n the chart p a p e r , s h o w i n g t h e
s t u d e n t s h o w to i n d e n t t h e first w o r d of t h e
s 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 c
s e n t e n c e . ( T o u c h u n d e r the w o r d s a s t h e
s t u d e n t s r e a d t h e m a l o u d . ) Splashing in puddles
is 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 tell
a b o u t the s a m e thing a s the topic 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 tell
a b o u t " t h e f u n of s p l a s h i n g in p u d d l e s . "
W h a t m u s t e v e r y s e n t e n c e in this p a r a g r a p h
tell a b o u t ? (Signal.) The fun of splashing in
puddles.
L e t ' s think of all t h e t h i n g s that m a k e
s p l a s h i n g in p u d d l e s f u n . (Call on individual
s t u d e n t s . A c c e p t 3-5 i d e a s . Record s t u d e n t
r e s p o n s e s o n the b o a r d , using t w o or three k e y
w o r d s for e a c h idea.) Ideas; The water is cold.
Your clothes get wet. You can get your friends
wet. You can empty the puddles out if you work
fast enough. If it's a hot day, you can get cool.
It's like going swimming without worrying about
the water getting over your head.
( K e y W o r d s for I d e a s ; water, cold, c l o t h e s w e t ,
f r i e n d s w e t , e m p t y p u d d l e s , hot day, get cool,
like s w i m m i n g no w a t e r over head.)
Copyright 2005, NOVRI Ideas, Inc.
T e l l m e a detail s e n t e n c e a b o u t s p l a s h i n g in
p u d d l e s . (Call o n a s t u d e n t . A c c e p t a n
appropriate response. R e p e a t the student's
s e n t e n c e . If it is not 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 little as p o s s i b l e t o m a k e it a
complete sentence. Write t h e sentence on the
c h a r t p a p e r , r e m e m b e r i n g t o l e a v e a small
s p a c e after the e n d of 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 , read the s 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 the 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 called a " d e t a i l . " W h a t ' s this
s e n t e n c e c a l l e d ? (Signal.) A detail.
( R e p e a t this p r o c e s s until t h e r e a r e 3-5 detail
s e n t e n c e s written o n t h e c h a r t . )
T h e last s e n t e n c e in a p a r a g r a p h i s t h e
" c l o s i n g s e n t e n c e . " W h a t d o w e call t h e l a s t
s 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 closing
sentence. ( R e p e a t until f i r m . ) T h e c l o s i n g
s e n t e n c e b r i n g s the p a r a g r a p h to a
satisfying end. What d o e s the c l o s i n g
s e n t e n c e d o ? (Signal.) It brings the paragraph
to a satisfying end.
'
Tell me a closing s e n t e n c e about s p l a s h i n g
in p u d d l e s that w o u l d b r i n g o u r p a r a g r a p h to
a s a t i s f y i n g e n d . (Call o n 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 the
s t u d e n t s ' s e n t e n c e s . If t h e y a r e not c o m p l e t e
s e n t e n c e s , c h a n g e t h e m a s little as p o s s i b l e to
m 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 v e the
students decide, by a s h o w o f hands, which
c l o s i n g s e n t e n c e they w o u l d like for t h e class
p a r a g r a p h . W r i t e the c l o s i n g s e n t e n c e o n t h e
c h a r t paper, r e m e m b e r i n g t o l e a v e a s m a l l
s p a c e after the 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 , read the s e n t e n c e . (Touch under
t h e w o r d s as the 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 called a " c l o s i n g s e n t e n c e . "
W h a t ' s t h i s s e n t e n c e c a l l e d ? (Signal.) A
closing sentence.
Now, I'll read the w h o l e p a r a g r a p h . L i s t e n :
(Read the paragraph aloud to the class,
t o u c h i n g under t h e w o r d s a s y o u s a y t h e m . )
E v e r y b o d y , let's read t h e w h o l e p a r a g r a p h
t o g e t h e r . ( T o u c h under t h e w o r d s as you a n d
t h e s t u d e n t s read t h e m a l o u d . )
Y o u did an e x c e l l e n t j o b w o r k i n g t o g e t h e r to
write a p a r a g r a p h .
(''Note to the teacher; Y o u ' l l u s e this p a r a g r a p h
again in L e s s o n 32.)
167
 C (

Vocabulary Routine/Amazing Words

Routine for Concept Vocabulary ,
Introduce the W o r d :
"Eyes on me. The first word is . What word?"
"The word means ?
What word means ?"
"Yes, means

D e m o n s t r a t e (Provide 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 life.)

A p p l y Vocabulary Routine '

"TTYP. Tell your partner one
Individual Turn...tell me your partner's response to (call on student) or
"I heard some great responses. One answer was...."
(Confirm with complete sentence.) ^: ,