DIRECT INSTRUCTION
Learning Objectives:
At the end of the week, the pre- service teachers (PST) should be able to:
a. discuss the effective ways of using direct instruction as a strategy
b. differentiated punctuated lecture from interactive lecture
c. formulate appropriate questions to be asked during lecture and/or discussion
d. discuss what is blended classroom learning
e. discuss how blended classroom instruction ca be effective in teaching and learning
Mathematics
LEARNING CONTENT
INTRODUCTION
Direct instruction is a teaching model which is aimed at helping students master basic skills and
knowledge that can be taught in a step- by-step fashion. Often times it is described as “straight
forward and can be mastered in a relatively short”. How to solve problems using mathematical
equations, how to write a research paper or how to drive a car employ this instruction model. It is
best employed in performance- oriented subjects as in Science, Mathematics, Physical
Education, Music, as well as for the skill components of other subjects.
FEATURES OF DIRECT INSTRUCTION
1. Direct Instruction Model is designed to assist students to learn procedural knowledge
(knowledge about how to do something) on how to perform single and complex skills.
2. It promotes learning of declarative knowledge (knowledge learners have about something)
that can be taught in a step-by-step fashion.
3. It emphasizes the teaching of skills. A student may know the entire procedure but may not
know how to execute the steps.
STEPS TO BE FOLLOWED:
1. provide rationale,
2. demonstrate the skill,
3. provide guided practice,
4. check for understanding and provide feedback, and
5. provide extended practice and transfer.
4. The model requires careful structuring and attention to every detail of the skill or content
to be taught.
5. This model is primarily teacher directed and during the demonstration phase, the students
must be given ample time for practice. Schedules must be planned jointly since the model is
highly task-oriented.
PROCEDURE
1. Preinstructional Tasks
1.1 The first task is preparing lesson objectives. Since the lessons are skill- oriented, the
objectives must be student- based. Describe the testing situation and specify the level of
performance expected. These type of objectives include easily observed behaviors that can be
measured accurately. If the lesson is to develop skill in performing five steps of a folk dance, such
skill can be observed and measured and the level of performance can be assessed from the
number of steps performed correctly.
1.2 Performing the taks anlysis. As a preinstructural task this simply requires that the teacher
divides complex skills and understandings into subskills or into its component parts. Using the
principle of system analysis (a study of various relationships that exists between interdependent
parts that constitute a whole) the teacher should know how to separate complex skills and ideas
into their component parts so they can be taught with precision and be learned more effectively.
She should be able to design strategies to teach each of the subskills and eventually how they
can contribute to the whole.
2. Conducting the Lesson
2.1 Explain rationale and objective of the lesson. Inform the students about the flow and how
much time the lesson will take. This phase serves to motivate and draw commitments from them.
2.2 Conduct the demonstration. Much of the learning will come from observing others. This is a
form of learning through imitation, more appropriately termed “behavioral modeling”, thus saving
them from doing trial and error. Prior to the demonstration, the teacher must have a thorough
mastery of the skill or concept. She must carefully rehearse all steps before the actual
demonstration. She must attend o exactly what goes on to be sure that the students are observing
the correct steps. Guided practice can increase retention and facilitate transfer to new learning
situations. Assign practice for short periods of time. Continue practice to the point of overlearning
for complete mastery. Provide them with feedback or knowledge of results. This can be in the
form of verbal feedback, videotaping of performance, tests, or written comments. Feedback must
be specific in order to provide the much needed assistance. Praise and other positive means will
be encouraging. Deal properly with incorrect performance.
3. Postinstrucional Tasks
3.1 This comes in the form of independent practice which is commonly through requiring
homework. This will enable them to perform the newly acquired skill on their time without
instruction.
3.2 Testing. Sine this model emphasizes the learning of skills and knowledge through a step- by-
step fashion, evaluation should focus on performance evaluation rather than on pencil- and –
paper test. The student should be able to exhibit the skill mastered. Expertise in constructing good
performance- based tests is a must for teachers.
CONCLUSION
Structured instruction on developing basic skills produce stronger learning than classroom using
more informal approaches. Much of the learning could be associated with social learning theories,
one of which is termed behavioral modeling. Much of what is learned is though observing how
others do a particular task. The student forms an idea of how new behaviors are performed which
serves as a guide in future actions. Hence, demonstration is the most practical strategy for
employing direct instruction.
Additional Readings:
Please refer to the eBook entitled “Learning to Teach” by Arends, Richard I. 9 th Edition
pages 294-320.
