Concept of Direct Interaction Strategy
1.
Definition
of Direct Interaction Strategy
Carmin & Traub in miller (2004: 3) Direct
Instruction is an approach to teaching. It is skills-oriented, and the teaching
practices it implies are teacher-directed. It emphasizes the use of
small-group, face-to-face instruction by teachers and aides using carefully articulated
lessons in which cognitive skills are broken down into small units, sequenced
deliberately, and taught explicitly
Center on Innovation &
Improvement (2008: 1) defines Direct
instruction refers to instruction led by the teacher, as in “the teacher
provided direct instruction in solving these problems.” Direct
Instruction is an explicit, intensive instructional method that allows students
of all abilities to become confident, capable learners
According to Sutton and Sutton
(1997), direct instruction is a teaching method that can be used successfully
to teach almost any subject in which the student is required to master certain
academic skills
Direct instruction” is described as
teacher-directed and fast-paced, using a highly structured presentation of
antecedents and consequences (Gersten, Woodward, & Darch, 1986: 17). This meticulously
developed, highly scripted method allows constant interactions between the student
and the teacher. The responsibility for student learning rests directly with
the teacher’s design and delivery of instruction.
Valiathan. P (2009: 3) Direct
Instruction (DI) is used to describe
learning material in which the teacher or expert transmits information directly
to learners structuring learning time to reach a clearly defined set of
objectives as efficiently as possible
2.
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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