Procedure of Direct Interaction Strategy

 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


HUB 085398507498


Postingan terkait: