Gary D.

Borich
Effective Teaching Methods
6th Edition
Chapter 7
Teaching Strategies for Direct
Instruction

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Chapter Overview
Categories of Teaching
and Learning
Introduction to Direct
Instruction Strategies
When is Direct
Instruction Appropriate?
An Example of Direct
Instruction
Daily Review and
Checking the Previous
Days Work

GaryD.Borich
EffectiveTeachingMethods,6e

Presenting and
Structuring
Guided Student Practice
Feedback and
Correctives
Independent Practice
Weekly and Monthly
Reviews
Direct Instruction in the
Culturally Diverse
Classroom

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Categories of Teaching and Learning

Two categories of learning outcomes are:
Type 1: Facts, rules, and action sequences.
Type 2: Concepts, patterns, and abstractions.
Type 1: Represent behaviors at lower levels of complexity
in the cognitive, affective, and psychomotor domains.
Type 2: Behaviors at the higher levels of complexity in the
cognitive, affective, and psychomotor domains.
Processes used to learn facts, rules, and action
sequences are different from those used to learn
concepts, patterns, and abstractions.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Categories of Teaching and Learning

(continued)
Effective strategies for teaching the Type 1 and Type 2
categories of learning outcomes differ.
Direct Instruction is a group of effective strategies for
teaching Type 1 outcomes (facts, rules, and action
sequences).
Indirect Instruction is a group of effective strategies for
teaching Type 2 outcomes (concepts, patterns, and
abstractions).
Strategies for both types of learning, taken together and
used appropriately, can provide a menu of teaching
strategies that help learners solve problems, think critically,
and work cooperatively.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Introduction to Direct Instruction Strategies

Direct instruction is a teacher-centered strategy in
which you (the teacher) are the major information
provider.
The direct instruction model includes presentation and
recitation, as well as teacher-student interactions.
Aspects of the direct instruction model will vary
depending on the audiencea lecture presented to
younger learners will differ from one presented in a
college classroom, taking into account the audiences
differing attention spans, interest levels, and
motivation.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
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An Example of Direct
Instruction (1)
1. You clearly present goals and main
points.
a. State goals or objectives of the
presentation beforehand
b. Focus on one thought (point, direction)
at a time.
c. Avoid digressions.
d. Avoid ambiguous phrases and
pronouns.
GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

An Example of Direct
Instruction (2)
2. You present content sequentially.
a. Present materials in small steps.
b. Organize and present material so
learners master one point before you
go to the next point.
c. Give explicit, step-by-step directions.
d. Present an outline when the material is
complex.
GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

An Example of Direct
Instruction (3)
3. You are specific and concrete.
a. Model the skill or process (when
appropriate).
b. Give detailed and redundant
explanations for difficult points.
c. Provide students with concrete and
varied examples.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

An Example of Direct
Instruction (4)
4. You check for students understanding.
a. Make sure that students understand one point
before you proceed to the next.
b. Ask students questions to monitor their
comprehension of what has been presented.
c. Have students summarize the main points in
their own words.
d. Reteach the parts that students have difficulty
comprehendingeither through further
teaching or explanation or by having students
tutoring each other.
GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

When is Direct Instruction

Appropriate?
When content in texts and workbooks does not
appear in appropriately sized pieces.
When you wish to arouse or heighten student
interest.
When content mastery or overlearning of
fundamental facts, rules, and action sequences
may be essential to subsequent learning and
remembering what was learned long afterwards.
Note: Review and active student practice are
important ingredients of mastery learning.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

How to Instruct for Mastery (1)

1. Clearly state the objective of the unit.
2. Divide the unit objective into lessons,
each with its own objectives and
assessment.
3. Identify the most effective combination
of learning material and instructional
strategies for each lesson, such as
presentation, recitation, modeling,
questioning, discussion, etc.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

How to Instruct for Mastery (2)

4. Each unit or lesson starts with a brief diagnostic
test or formative assessment of what students
know or dont know about the topic.
5. The results of the diagnostic tests are used to
provide instruction and corrective activities in a
review, present content, practice, and feedback
order.
6. This cycle is used first with the whole class and
repeated, as needed, with the whole class or
individuals. No student proceeds to new
material until basic material is mastered.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Figure 7.3. The direct instructional sequence for

mastery learning

Insertfigure7.3here:
Thedirectinstructionalsequencefor
masterylearning

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
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When Direct Instruction Is

Inappropriate
Teaching situations that need strategies
other than direct instruction include:
1. Presenting complex material having
objectives at the analysis, synthesis,
and evaluation levels of the cognitive
domain.
2. Presenting content that must be
learned gradually over a long period.
GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Figure 7.2. Strategies for Direct Instruction

InsertFigure7.2here:

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Daily Review and Checking the

Previous Days Work
The first strategy in the direct instruction model is daily
review and checking of work. Techniques include the
following:
1. Having students correct each others homework at the beginning
of class.
2. Having students identify difficult homework problems in a
question-and-answer format.
3. Sampling the understanding of a few students who are good
indicators of the range of knowledge possessed by the entire
class.
4. Explicitly reviewing the task-relevant information that is required
for the day's lesson.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Presenting and Structuring New

Content
The second strategy in the direct instruction
model consists of presenting and structuring
new content. Ways to structure content
include:
Establishing partwhole relationships.
Identifying sequential relationships.
Finding combinations of relationships.
Drawing comparative relationships.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Presenting and Structuring Methods

Whether you use one method or a
combination to organize a lesson, divide the
content into bite-sized pieces.
When combining rules and examples, note
that rule-example-rule order is usually more
effective than rule-example order.
In rule-example-rule order the teacher
gives the rule, followed by an example of
the rule, and then repeating the rule.
GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Guided Student Practice

The third strategy in the direct instruction model is
guided student practice. Techniques for guiding
student practice include the following:
Elicit a response in as nonevaluative an atmosphere
as possible (freeing students to take risks with
answers).
Use covert responses (students write answers prior
to seeing the correct response on the overhead).
Check for student understanding, and prompt to
convert wrong answers to right ones.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Prompting
One guided student practice is providing prompts,
hints, and other stimuli to help learners make the
correct response. Types of prompts include:
Verbal prompts, including cues, reminders, or
instructions.
Gestural prompts which model or demonstrate a
skill.
Physical prompts (such as hand-over-hand
assistance in helping a learner form the letter a
correctly).

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Prompting (2)
Many educators recommend using leastto-most intrusive prompting.
Full class prompting includes: eliciting
responses from all students privately, then
asking encouraging them to ask for
individual help; calling on students
whether they raise their hands or not;
calling on them randomly; or in ordered
turns.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Modeling
Modeling is a teaching activity that involves demonstrating to
learners what you want them to do or think. Four psychological
processes need to occur for learners to benefit from modeling:
Attention (demonstrations are only of value if learners are
looking/listening to them).
Retention (The learner should repeat the action when the
teacher is not present).
Production (Learners should do what the teacher
demonstrates).
Motivation (Learners should experience desirable outcomes
following their performance).

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Feedback and Correctives

The fourth strategy for direct instruction
involves providing appropriate feedback
and correctives. This strategy involves
knowing how to respond to answers that
are:
1. correct, quick, and firm
2. correct but hesitant
3. incorrect but careless
4. incorrect due to lack of knowledge.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Feedback and Correctives Techniques

For a correct, quick, and firm response: Acknowledge the
correct response and either ask another question of the same
student or quickly move on to another student.
For a correct but hesitant response: Provide a reinforcing
statement and quickly restate the facts, rules, or steps needed
for the right answer.
For a correct but careless response: Indicate that the response
is incorrect and quickly move to the next student without further
comment.
For an incorrect response that is not due to carelessness but to
a lack of knowledge: Engage the student in finding the correct
response with hints, probes, or a related but simpler question.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Feedback and Correctives (continued)

For most learning involving knowledge acquisition,
the steps between successive portions of your
lesson should be made small enough to produce
approximately 60% to 80% correct answers in a
practice and feedback session.
Reviewing, re-explaining, and prompting are
effective until approximately 80% of your students
respond correctly, after which correctives should
be made briefer or students should be guided to
individualized learning materials.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Independent Practice
The fifth strategy for direct instruction is independent practice. It
provides the opportunity to make a meaningful whole out of bits and
pieces.
Facts and rules should come together under the teachers guidance
in ways that:
Force simultaneous consideration of all of the individual units of
a problem (unitization).
Connect the units into a single harmonious sequence of action
(automaticity).
Design independent practice so the learner puts together facts and
rules to form action sequences that increasingly resemble
applications in the real world. Make opportunities for independent
practice as soon after the time of learning as possible.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Weekly and Monthly Reviews

The sixth direct instruction strategy is conducting weekly
and monthly reviewsthese ensure that instruction has
been successful in teaching the required facts, rules, and
sequences.
Reviews should be conducted until student responses are
quick, correct, and firm approximately 95% of the time.
An advantage of reviews is that they strengthen correct
but hesitant responses.
It is important that reviews be conducted regularly, and not
every so often.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.

Other Forms of Direct Instruction in

the Culturally Diverse Classroom
Student engagement in the culturally diverse
classroom is promoted by accepting unique learner
responses, reducing competitiveness, promoting peer
interaction, and conveying a sense of nurturance and
caring.
In classrooms where the range of individual and
cultural differences is great, there are often
differences in fluency and oral expression during
presentation-recitation. Teacher metacommunication
(body posture, eye contact, etc.) may be very
influential on learner hesitancy in responding.

GaryD.Borich
EffectiveTeachingMethods,6e

Copyright2007byPearsonEducation,Inc.
UpperSaddleRiver,NewJersey07458
Allrightsreserved.