DOING DI THE RIGHT WAY

John Lloyd
Photo Additions by Cheryl Wissick

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Although there are many subtleties to using pretty much any instructional program, those that are embedded in Direct Instruction programs are particularly demanding. The skill of the teacher in implementing DI programs is one of two crucial factors in their effectiveness.

DI lessons were developed through a pains-taking process of writing scripts, trying them out with students, revising the scripts, trying them out again, and revising them again. They have been more extensively field-tested than any teacher has the time to test them. Thus, it is important to know the scripts and how to follow them carefully.

These are some of the skills involved in presenting lessons the right way.

Set up
  • All materials at hand?
  • Seats arranged?
    • So that everyone can see
    • Students with problems near you
  • Other students gainfully employed?
 

Asking questions

  • Follow the script (memorize as needed)
  • Use pauses before important words to provide emphasis
    • "This is the right way to do it"
    • "This is the (pause) right way to do it."
  • Treat each question like a miniature test
    • Did they get it? Good, go on.
    • Did they miss it? Correct it and repeat.
 
 

Signals

What are signals?

  • A cue that follows a direction about what the students are to do
  • Can be a drop of the hand, a tap on the board, a snap of the fingers
  • An indication to "Answer now"

Why use signals?

  • To control the time that students have to think rather than letting the swift students give away the answers.
  • To have students respond together so that you can hear mistakes.
  • To hold the students' interest.

How to use signals?

  • Require students to answer on signal (not before or after)
  • Make the signals clear (exaggerate them)
  • Provide time for students to think
Types of Signals
  • Pointing (when there's a place to look)
    • Point to the material
    • Ask the question
    • Pause (1 second)
    • Pull away and then touch
 

Types of Signals

Dropping (when there's information to hear) 

  • Hold out your hand, palm away from you
  • Ask the question
  • Pause (1 second)
  • Raise and drop the hand
Corrections
  • Evaluate the answers
    • Look and
    • Listen as students respond
  • Praise if everyone answers correctly
  • If student doesn't respond to signal 
    • Repeat task with model
    • Model oneself
    • Use peer model
    • Model with student
  • Test (repeat task or task part for child)
  • Practice (repeat entire segment with no help)

If student doesn't know answer

  • Give answer
  • Test (repeat task or task part for child)
  • Practice (repeat entire segment with no help)

If student cannot give complete response

  • Give answer
  • Lead (respond along with student)
  • Test (repeat task or task part for child)
  • Practice (repeat entire segment with no help)

Discrimination corrections

  • Determine question to which student replied mistakenly
  • Identify mistake
  • Identify correct response
  • Test (repeat correct task part for child)
  • Test (repeat the mistaken task for the child)
  • Practice (repeatedly switch between items irregularly)
  • Practice (repeat entire segment with no help)
  • Firming
    1. Repeat task until they can do it perfectly, then
    2. Repeat it again, one more time
  • Make it fun
  • Make 'em smart