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Makes Sense
Sense Strategies
Strategies
Makes
Name: Rebekah Bridges

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

Date:1/22/15

DirectInstructionModel

Is about

Helpingstudentsreceiveandretainclearcut,foundationalknowledgeonconceptsorskillsusingteachermodelingandexplanations,aswell
asstudentpracticeandteachercommentsandcriticismsforstudentsimprovement.
TheoreticalFoundation

A.DeepRootedinThoroughResearch
Especiallyeffectiveforexceptionalchildrenandlowachievers
B.BandurasSocialCognitiveTheory
Emphasizestheimportanceofmodelinginthelearningprocess
C.VygotskysSocialDevelopmentTheory
Scaffoldinginstructionalsupportfromteachersisstressed.
Zoneofproximaldevelopment,whichistheideathatstudentscannot
performacertaintaskalonesotheyneedthehelpofteachers,isalso
incorporated.

Assessment

A.Formulateassessmentsthatstudentscompleteontheir
ownwhichaccuratelygaugestudentsunderstandingofa
topicorskill.
Useslightlydifferentwordingintheassessmentthanyou
didinpracticeproblemstoensurestudentsarenotsimply
memorizingsteps.

Plan

A.Identifyatopic
Thismodelisbestforteachingproceduralskills,whicharethought
operationswithasetofspecificsteps,explainedwithexamples,and
improvedwithpractice.
B.SpecifyLearningObjectives
Incorporatelearningconceptsthenapplicationskillstopromote
usingfoundationalknowledgeinactivitiesandprocedures.
C.PrepareExamplesandProblems
Examplesaidinunderstandingaskill.Problemsprovidepracticeto
promoteautomaticityandtransfer.

Motivations

A.Thismodelincreasesstudentmotivationstolearn
Encouragesstudentachievementthroughteacher
guidanceandsupportivefeedback
Presentschallengestoovercomeincriticalthinking
andsolvingproblems
Incorporatesalotofstudentparticipationthathelps
engagestudents

Implementing

A.Phase1:IntroductionandReview
Grabthepupilsattentionaboutanewtopicandsubtlygaugetheirprior
knowledgeinregardtothenewtopic.
B.Phase2:Presentation
Explaininformationinanunderstandablemanner.Modeltheskillor
procedure.Guidepupilsunderstandingoftheprocessthrough
questioning.
C.Phase3:GuidedPractice
Havestudentspracticetheskill,providingguidanceforthosewhoare
stillunsure.Discussresultstogether.
D.Phase4:Independentpractice
Studentspracticeaskillorprocedurealone.

Modifications

A.Canbemodifiedtoaidinlearningforallages
Allagesneedconcreteexamplesandstudentteacherinteractions
fordeepunderstanding
B.Effectiveformulticulturalstudents
Providesmuchneededlearningstructure
Discussionsandinteractionsbringdownculturalbarriersbetween
studentsandteacher
Connectsnewideastopupilsdiversebackgrounds
C.Computertutorialsareespeciallywellsuitedforthismodel.
Provideguidance,corrections,andfeedback,muchlikeateacher
would

So what? What is important to understand about this?

TheDirectInstructionModelisaflexibleandeffectivewaytohelpstudentsunderstandnewconceptsandskillsbyincorporatingteachermodelling,guidedpracticeforstudents,andindependentproblemsand
assessmentsthatstudentscompleteontheirown.Themodelstressesstudentteacherinteractionsandteacherguidance,bothofwhichmotivatestudentsengagement,success,anddeeprootedcomprehensioninthe
classroom.Thismodelcanbemodifiedforallagegroupsandculturallydiversestudents.Itisalsoeffectivethroughtheimplementationoftechnology,especiallytutorials.