Procedure of Direct Interaction Strategy
Becker, Englemann, and Thomas in
Sutton & Sutton (1997: 124) provide a model of the direct instruction
procedure used to teach skills to students. The nine steps are as follows:
a)
Attention Signal ⎯
The teacher secures the child’s
attention through a verbal cue.
b)
Task Stimulus ⎯
The teacher presents (models) the task
to be performed.
c)
Stimulus-Direction ⎯
The teacher instructs the student to
attend to the task by saying words like “Look here” or “Listen, please.”
d)
Stimulus-Prompt ⎯
The teacher maintains the student’s attention to one or more specific
characteristics about the task by describing, expanding or illustrating.
e)
Response-Prompt ⎯
The teacher tells or shows the student exactly what she expects the student to
know.
f)
Response-Direction ⎯
The teacher questions the student about the skill that was taught and instructs
the student to respond is a specific way (e.g., say, write, point, etc.).
g)
Do-It Signal ⎯
The teacher gives the student a verbal
(“Start, now.”) or physical (hand drop) signal as to when to perform the
specific task.
h)
Task Response ⎯
The student performs the task as per the teacher’s instructions.
i)
Reinforcer ⎯
The teacher corrects or rewards the student and provides a word of
encouragement
Related to the Center on Innovation
& Improvement (2008: 2) the teachers used the following pattern:
a)
begin a lesson with a short review of
previous learning.
b)
Begin a lesson with a short statement of
goals.
c)
Present new material in small steps,
providing for student practice after each step.
d)
Give clear and detailed instructions and
explanations. Provide a high level of active practice for all students.
e)
Ask a large number of questions,
f)
check for student understanding, and
obtain responses from all students.
g)
Guide students during initial practice.
h)
Provide systematic feedback and
corrections.
i)
Provide explicit instruction and
practice for seatwork exercises and monitor students during seatwork.
In Addition Valiathan. P (2009: 3)
some factors that you should keep in mind to ensure that the learning material
that you design using the DI approach is effective.
a)
Ensure that the concept or topic can be
rendered well using the DI approach.
b)
Create a clear structure for presenting
information
c)
Help the learners know what is coming -
provide an advance organizer - what they will be learning, and in what order.
d)
Use supplementary materials such as
cases and stories, where possible
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