Direct Instruction

Direct Instructional Model

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The direct instructional model will be used anytime I plan to do a teacher-led lesson for my 1st grade students. Image 1 highlights the main steps of direct instruction.

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Image 2 provides a list of instances where direct instruction could be used.

There are six basic steps in the direct instruction model. These steps are organized so 1 2

https://www.structural-learning.com/post/direct-instruction-a-teachers-guide https://helpfulprofessor.com/direct-instruction-examples/

that the teacher and students can concentrate on the targeted knowledge and skills through a logical and public sequence, using small instructional moves.3 Example: Teaching standard 1.OA.A.2 “Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 18, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.”

Step1: Review previously learned material related to the new lesson - Ask students to think about a time when they needed to use addition, or answer an addition question, in their everyday lives. Students may suggest times they have counted something, spent money, or cooked food.

(The direct instructional strategy is effectively allowing my students to connect skills with real-life situations.)

- Ask students how they knew that they needed to use addition in these situations.

Make sure to discuss and guide students to the fact that addition is used when you combine things together.

Step 2: I will state the objective for the new lesson.

Objective: Students will be able to solve addition word problems with three whole numbers whose sum is less than or equal to 18.

Step 3: I will present the new material to my students.

- Tell students that you had a problem getting to school today. 3 cars broke down in front of your bus, 2 kids were riding on the sidewalk and fell in front of you, and 3 cats blocked your way. Your friend has asked you how many problems you had getting to school today, and you’re wondering if they know how to give her an answer. Students should realize that this will involve adding up all the problems that occurred. If not, guide them to this conclusion.

- Ask students for suggestions of different ways they could find the answer to your friend’s question. List any suggestions students provide and then include any additional ones necessary so that the list mentions using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

- Demonstrate each of these methods for students. Use manipulatives to represent the buses, 3

Estes, T. H., & Mintz, S. L. (2016). Instruction: A Models Approach. Pearson Education, Inc.

bikes, and dogs, draw a picture of all the buses, bikes, and dogs, or write an equation that shows 3+2+3=?

- Show students images of three cats, three cars and two kids to support comprehension of the story problem.

- Ask students to tell you which math symbol means "to add". You can provide visuals of different math symbols and have students pick out which one stands for addition.

3 cats 3 cars (This is a visual representation of what should be shown to students)

2 kids

Step 4: Students will work on guided practice.

- Pass out a practice sheet to students.

- Tell students that they have the option to work on the practice sheet alone, or in partners if you prefer. Let them know that you are going to do the first problem together as a class.

- Read the first problem aloud to students. Ask students what they will need to do to find the solution.

- Ask student volunteers to demonstrate solving the problem using manipulatives, a drawing, and by writing an equation with a symbol for the unknown number.

- Help students to solve the problem in three different ways and come up with an answer to the question.

- Ask students if they have any questions before they begin working on their own. Remind students to use the problem solving methods they have seen demonstrated in class.

Step 5: Assign students independent practice.

- Students will work on the rest of the worksheet independently, or in groups.

- As students work, any adult should be circulating, answering questions and correcting

misconceptions.

- It may be helpful to designate portions of the classroom for different problem solving techniques and have students rotate between these sections as they solve their word problems.

- Depending on the student’s reading ability, it may also be necessary to read all of the problems aloud as a class.

Step 6: Evaluation - Students can be assessed based on the accuracy of their work during independent work time.

Student work should not only be correct but demonstrate a variety of problem solving methods.

- For homework, students can be assigned additional word problems. Once again, accuracy in solving the problems and the ability to apply a variety of problem solving methods should be evident.

(Work during independent time as well as homework, should allow me to evaluate if my students are understanding the lesson. Then I can provide feedback by being specific on what they did wrong and try to find a solution together.)

The direct instructional model strategies serve as the guiding principles that shape the foundation of class rules and procedures, laying the groundwork for a purposeful and effective learning environment. With a commitment to clarity and consistency, these strategies would enable me to articulate clear expectations for student behavior, fostering a structured and predictable atmosphere. By leveraging explicit teaching methods, I would not only be reinforcing positive behaviors but also promptly address any deviations, maintaining a focused and positive learning environment. The principles of direct instruction are seamlessly woven into the fabric of class rules, allowing for the explicit teaching and modeling of desired behaviors. This approach emphasizes clear communication, immediate feedback, and differentiation of instruction, ensuring that every student's unique needs are met within the framework of a cohesive and inclusive classroom culture.