"There is order in what we wish to teach, just as there is order in the pattern observed in clouds, sea shells, or traffic moving down a freeway. Our task is to discover it and to communicate this order. If we do it properly, the development of the skills will seem so easy that it … Continue reading Planning Scripted Instruction: A ‘Sort-Of’ Guide…
My last blog considered some of the things that I have learned to whilst trying to plan Direct Instruction style scripts. This post will look to consider some of the things that I have learnt whilst trying to deliver these scripts to classes of 32 students. For added context, a broader guide to the each sub … Continue reading Delivering Scripted Instruction: A ‘Sort-Of’ Guide…
When is direct instruction not Direct Instruction? Can we use evidence from Direct Instruction as evidence for direct instruction? I think these are pertinent questions for advocates of 'traditional' teaching methods, direct instruction, explicit instruction and Engelmann's DI. In this post I'm going to make the argument that Engelmann's Direct Instruction has distinct and important … Continue reading DI ≠ di, and why that matters.
Application This is the fourth and final part of a series in how I have tried to use an Engelmann inspired method of teaching in my classroom. After the review, input and test comes the application (thanks again to Mark Enser for distilling a lesson down into its constituent parts). At this point in the … Continue reading Classroom ‘Direct Instruction’ Part IV – The Application
This section will look at the two principles of Mark Enser’s lean teaching: application and testing. Simply, I would like to suggest how classroom Direct Instruction has brought about a neat and uncomplicated inversion between the two. I apologise to Mark if I have unfairly treated his categorisation of application and testing to be chronological, … Continue reading Classroom ‘Direct Instruction’ Part III – The Inversion
This is the second post in a series about how I have tried to apply a scripted Direct Instruction inspired model of teaching in the classroom. My first post covered the ‘review’ section of the lesson. As I previously discussed, the review usually consists of eight to fourteen quiz questions which students do in the back … Continue reading Classroom ‘Direct Instruction’ Part II – Input
I was really interested to read this article on the essential simplicity of teaching by Mark Enser. Mark breaks a lesson down into four constituent parts: review, input, application and test. So far, I have found this to be a really complementary way of trying to teach using a Siegfried Engelmann inspired ‘Direct Instruction’ model … Continue reading Classroom ‘Direct Instruction’ Part I – The Review