Group 1

DIRECT INSTRUCTION
MODEL
 Direct Instruction Model
 Also called expository learning or
explicit teaching
 “Highly-structured, teacher-centered
strategy that capitalizes on such
behavioural techniques as modelling,
feedback, and reinforcement to
promote basic skills acquisition”
(Morrison, 2000)
How is it usually done?
 Conveying facts and details to
students
 Demonstrate skills and learning
 Provide immediate feedback
 Guided and independent practices to
test student learning
Strategies under the direct instruction model
 Lectures
- Educational talk to an audience especially to students.
 Class discussions
- Á practice where the instruction and students share views on a particular topic being
lectured.
 Demonstration
- A practical exhibition and explanation of how something works or performed.
Direct instruction model is commonly applied in Social Studies when
transmitting content information about communities, history, government,
culture and other bodies of knowledge. This is usually because these bodies of
knowledge contain various concepts abundant of factual information that must
be efficiently taught to the students because these may be hard to grasp without
someone explaining it. It is also done to avoid misinterpretations of facts and
information.
Advantages of Direct Instruction Model
 Efficient
- It lets the teacher finish the scope and sequence of the curriculum.
 Promotes mastery
- Students are given time to observe demonstrations and practice their skills through guided and independent
practice.
 Vital in presenting basic facts and information that will serve as a foundation for lessons that emphasize critical-
thinking and problem-solving.
Disadvantages of Direct Instruction Model
 Devotes majority of the time to the teacher speaking in front of the class
May hamper the teacher’s creativity and students’ higher order thinking skills
Seven-step Model
 Developed by Madeline Hunter, this model is an example of direct instruction model and can be adopted by any grade level and
subject.
 The steps of the Seven-step Model
1. Anticipatory set – The teacher motivates the student by directing their attention to the lesson. He/she may pose a question, show a video or
picture, or tell a story.
Example: Play Hangman
* Choose a meaningful word or two from the lesson, and play hangman with your students. After they determine the words,
tell them that at the end of the lesson, you will be asking them what the two words mean, so they should be sure to watch and listen for
these words.
 
2. Objective and purpose – The teacher states the purpose and objectives of the lesson so that students will know what they learn and why it is
useful.
3. Input – The teacher presents the lesson content through lecture, discussion, reading, observing, and other possible means.
Example:
4. Modelling – The teacher, an invited resource person, or a member of the class demonstrates what all the students should be able to do.

Example:

5. Checking for understanding – The teacher asks questions or requests demonstrations from students to ensure that they understood the lesson.

Example: Using Whiteboard

- At the end of class, encourage students to write what they learned on a whiteboard. This is a great way to review all of the
material at once, and students can work together to write things on the board. You can also see which students are struggling and might
need some extra help. Once your students finished, go over the information on the board as a class and correct any misinformation or
resolve any misunderstandings.
6. Guided practice – Students are asked to perform individual tasks while the teacher roams around the classroom to ensure that they are
doing it correctly.

Example:

7. Independent practice – Once all students demonstrate their knowledge, the teacher gives them tasks which they should perform
completely without the aid of the teacher.
Example:
How is it applied in a real classroom setting?
Topic: “Ang Aking Kwento”
Learning competency: “Nakikilala ang timeline at ang gamit nito sa pag-aaral ng mahalagang pangyayari sa buhay hanggang sa kanyang
kasalukuyang edad.”
PROCESS APPLICATION
Anticipatory set The teacher presents 5 pictures that show the different stages in the life of a pet. He
or she asks the class to arrange them chronologically and provide captions that will
describe each picture.

Objective and Purpose The teacher states the objective of the lesson: to know what a timeline is and how
it is used in presenting important events in one’s life.

Input The teacher presents the lesson through discussion or storytelling.

Modelling The teacher presents his or her own timeline which contains five important events
in his or her life.
Checking for Understanding The teacher asks the class:
1) What is a timeline?
2) What does it look like?
3) How can it be used to present one’s story?

Guided Practice The teacher provides a worksheet with a timeline already drawn and students have
to supply it with five events that happened to them in the past week or month. He
or she roams around the classroom to check the student’s work and provide
immediate feedback.

Independent Practice The teacher gives an assignment instructing students to create their own timeline
which features eight important events in their life from birth to present. He or she
may require students to be more creative in the construction of their timeline.
Thank you!