The document describes the Direct Instruction model of teaching. It is a teacher-directed approach where the teacher introduces new content to all students in a systematic way. It uses the "I do, we do, you do" approach of gradual release of responsibility. Key aspects include behavioral modeling by the teacher, whole and small group instruction, and individualizing for each student. The steps involve introduction, presentation by the teacher, guided practice with students participating, and independent practice. Benefits include developing thinking skills, automaticity of skills, fostering independent learning, and promoting self-knowledge. Technology tools and differentiation strategies can be used to meet individual student needs. An example for teaching time telling to 1st graders is provided.

1. Direct Instruction model
Lindsay Bunker

2. What is Direct Instruction model?
To clarify this is not the same thing as the Lecture Method. According to
Chapter five in the textbook, the Direct Instruction Model is a popular, teacher-
directed approach for addressing factual, procedural, and conceptual
knowledge in all content areas and in all grades. In this model it is the teacher’s
role to understand and introduce new content in a prospective way to all
students. In the direct instruction model, teachers are using the gradual release
of responsibility (I do, we do, you do).
There is a difference between the direct instructional model and the direct
instructional method.

3. Direct Instruction Model
● Behaviorist approach (B.F. Skinner):
Students are listening and interacting in
developmentally appropriate instruction.
● I do, We do, You do
● Whole group and/or small group
instruction
● Educator is modeling expectations of
students through developmentally
appropriate planning for each student to
individualize instruction
● Big ID or DISTAAR are another name for
this method
● This is an instructional method that
involves systematic curriculum and
implementation of a prescribed verbal
and behavioral script.
Direct Instruction Method

4. When should educators use the Direct Instruction model?
● Introducing a new conceptual, procedural, and/or factual knowledge to the
class across all content areas (art, physical education, language arts,
mathematics, social studies, and science)
● Interacting and engaging with students in developmentally appropriate
practices to gain knowledge on a topic
● Whole group demonstrating the Gradual Release of Responsibility (I do, We do,
You do)
● Small group for individualized instruction to reteach and/or use other practices
to best benefit each student in the learning environment
● One-on-one for students who need more time grasping a concept, learners
who have a disability, learners in English Language Learning programs, etc.
● Reinforce foundations and knowledge skills

5. the steps in using the Direct Instruction model
Introduction - I can statements, clearly defining expectations of student
learning, clear goals
Presentation - presenting new concept, reteaching in small group to
individualize instruction, teacher is modeling expectations of students, asking
and answering open ended questions to check for understanding
Guided Practice - more participation from students, still checking for
understanding, teacher is modeling and students are demonstrating their
understanding of the concept in any subject/content area
Independent Practice - facilitator, monitor student’s progress, and circulate the
room, assisting students when needed

6. Direct Instruction
model steps: TEACHER
AND STUDENT ROLES
This information is on page 93 in the
textbook. It is an easy read on what
is expected of the teacher and
student in each step of the I do, We
do, You do in the Direct Instruction
Model.
I do: Introduction and Presentation
We do: Guided Practice
You do: Independent Practice

7. benefits in using the Direct Instruction model
● Helps to develop thinking skills: students are using critical thinking skills to process
information and answer open-ended questions. Students are observing and
interacting with the way the teacher models the expectations throughout the
learning process. This foster skills for students to work independently and learn
more logical patterns as they develop higher order thinking skills.
● Develops Automaticity: Gives the students the skills to apply and complete a task
automatically through guided practice and independent practice.
● Fosters Independent Learning: Students are gain skills to demonstrate mastery of
a concept through all content areas.
● Promotes Knowledge of Self: As students apply themselves in the learning process,
students gain knowledge about themselves as well as the content being presented.
Students are receiving positive feedback in the learning environment.

8. Technology integration in
the Direct Instruction
model
The technology tools can be found on page 104 in the
textbook. Here is a great example the text gives us of
technology tools to us in the direct instruction model.
Other tools to use are:
Kahoot!: Students are answering questions and
demonstrating their understanding of the concept
across multiple content areas
Get Epic!: Checks students comprehension skills of a
text
Todo Math: Students demonstrates their development
of math skills and earn coins and unlock maps
Flip Grid: Students can demonstrate their
understanding using this tool through creating a video
and elaborating on a certain topic.

9. Differentiation of instruction using the Direct Instruction model
This model can be individualized to meet each student’s need in the learning
environment by
● Using different materials to present different concepts (person, student,
video, manipulatives, handouts, etc.)
● Small group instruction
● Give students options on demonstrating their learning. Some students
might need paper and pencil, while others may demonstrate their
knowledge by videoing themselves privately. Allowing students multiple
ways to demonstrate their knowledge provides appropriate data on
student’s progress in the classroom and allows the learning process to
better drive instructional planning for each student.

10. Differentiation of instruction using the Direct Instruction model
continued
● ELL: I would use the direct instructional model one-on-one to make sure they are articulating
words correctly in any content area and allow other students to work with them as well. I would
provide manipulatives for them to reference if needed while they are applying their knowledge
and understanding in guided practices and independent practices.
● ADHD: The student can sit in the front to focus better on the lesson in the introduction and
presentation. The student can sit close to me to focus on how I am modeling the material. The
student can use fidget manipulatives if necessary to focus better on the instruction. I would also
work with them in small groups and one-on-one for the student to best demonstrate they have
reached mastery on the concept presented.
● Gifted: Students would apply their skills in independent practice then continue working in
developmentally appropriate centers applying their skills and knowledge to deepen their
understanding of the concept. Students would use technology to support their thinking and
send videos to the educator, like Fipgrid, to continuing demonstrating their mastery as the skill
level is raised to benefit each student’s learning. This is help students not get bored and keep
them engaged in the learning process.

11. Direct Instruction model Example (1st Grade)
Goal: Students will tell and write time in hours and half-hours using analog
and digital clocks.
“I can” statement: I can tell time in hours and half hours using any clock.
(digital/analog)
Prerequisite skill: The students need the know that the hour hand is
between the numbers for the half hour and not on the hour.
Introduction: Goal will be presented and students will repeat the I can
statement to demonstrate understanding of what is expected of them.

12. Direct Instruction model Example (1st Grade) continued
Presentation: The teacher will model that each number represents a
group of 5. The teacher will demonstrate the big hand is the minute hand
and the hour hand is the smaller hand. Together, the teacher and students
will create an anchor chart to demonstrate an analog clock and digital
clock. The time and words will be written out to demonstrate how to spell
it, read it on both clocks, and write it correctly. The teacher will use a
technology tool of a clock on the promethean board and change the time
asking students to demonstrate their understanding by telling the time.
The teacher will also model how to tell time to benefit students who are
still needing more attention on developing in telling time on an analog
clock and digital clock. Students will then complete an exit ticket as a
formative assessment to pull students in small groups for reteaching.

13. Direct Instruction model Example (1st Grade) continued
Guided Practice: Small groups going over the anchor chart asking students to tell time
with the teacher modeling on both an analog clock and digital clock. Repetition of
questions of different times to develop more of an understanding on how to tell time on
both an analog clock and digital clock. Students can work with other students to hear how
to tell time from peers to receive another type of delivery method.
Independent Practice: Students who demonstrated understanding of telling time will use
math centers to demonstrate their independent knowledge of telling time using, analog
clocks, digital clock, expo markers and whiteboard to write the time from different clocks
presented by the teacher to continue practicing their knowledge of telling time and
developing mastery of the concept.
The Summative Assessment will consist of five clocks. Two clocks to the hour and two
clocks to the half hour both on analog clocks and digital clocks. The fifth questions will be
a time to the quarter hour on a analog clock.

14. Direct Instruction model Twitter Handles
@gcouros
@directinstructionhub
@ESC13IDEA
Direct Instruction model Scholarly Article Links
http://arthurreadingworkshop.com/wp-content/uploads/2018/04/DIReading.pdf
https://pepper.oise.utoronto.ca/~jhewitt/pepper/UploadedFiles/289/4/7407/Swanson%201999.pdf
https://andymatuschak.org/files/1988-Engelmann.pdf