The School Principal – DI: Proven Method of Instruction in High-Performance School

I have written about the effectiveness of DI in the past, and now I feel it is appropriate to bring this method of instruction before us again. The method is Direct Instruction (DI), and it is simple in structure and process with remarkable effects for both teaching and learning. Simple approaches are so often the most effective.

Direct Instruction (DI): Structure & Process

The DI structure follows this simple process: TEACH TEST CORRECT TEACH TEST

Method for Engaging Students with Texts and Formative Assessment

Steps in the DI method would proceed as follows:

• Identify what is to be learned, e.g., a state standard such as Central Idea
  _Central idea of a nonfiction text
• Present the standard by defining it
  _The central idea of a nonfiction text is the main point or message the author wants to convey about a topic. It may be expressed in a single sentence. It is the foundation for the text, with supporting details, facts, and examples provided to explain and develop it.
• Explain/illustrate examples of how it works
  _Work with a short, nonfiction text using a structured approach examining text features like titles, headings, and the table of contents reflecting the text’s organization and purpose. Other features such as visual aids and special print (bold, italics) highlighting important elements.
• Model the process using think-alouds and graphic organizers to show students how to clarify the topic and what the author’s main point is about the topic.
• Test students with at least two similar situations to complete: identifying the central idea.
• Engage students with the first text with questions regarding their approach and finding with explanations that display their approach and thinking. Do the same with the second text.
• Show students what a correct response for each situation would look like and how the central idea evolved from within the text.
• Engage students as they self-correct their approaches where needed to arrive at an appropriate central idea.
• Test students with at least three similar situations to complete and engage them. This may be a final check for understanding, and in most instances it is.

Clarity, Intent, and Questioning

Success of DI is directly related to student understanding of the task. Next is the importance of the intent of what is to be accomplished. In this case identifying a central idea of a nonfiction text. However, the heart of the method is questioning for conceptual understanding that maintains a clear focus on understanding and intent. Questioning is an ancient and true teaching method. It unlocks what may be hidden to improve it where needed.

Finally, avoid a failed practice of assuming what is being learned. That is dangerous and supports the notion of accumulated ignorance. Be direct!

Those interested in learning more about EdVistas ways to harness technology to support formative
assessment may do so by contacting Pete Cooper at 518-925-6021 or pcooper@edvistas.com.