Citation: Huitt, W. (2005). Direct instruction: Robert Slavin's model. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/instruct/dirinst.html
Return to | Designing Direct Instruction | Overview of Instruction | EdPsyc Interactive: Courses |
One of the components of Slavin's QAIT model of effective classroom practice is Quality of Instruction. The following is a brief overview of the instructional events that he includes in his version of a model of direct or explicit instruction (see Slavin, 2006).
1. State learning objectives and orient students to lesson
Tell students what they will be learning and why it is important (the more personal, the better.) Relate current lesson to previous and future lessons.
2. Review prerequisites
Be certain students have the prerequisite knowledge or skills for the current lesson. This is one of the most important components of the overview or orientation phase of the lesson.
3. Present new material
Presentation should have an organizational structure with many concrete examples and demonstrations
- component relationships
- sequential relationships
- relevance relationships
- transitional relationships
4. Conduct learning probes
Ask relevant questions (consider wait-time and level of questions)
- First subskill
- Conduct learning probes on first subskill
- Second subskill
- Conduct learning probes on second subskill
- Third subskill
- Conduct learning probes on third subskill
- Etc.
5. Provide independent practice
Give students an opportunity to work alone; students should have done some supervised or guided practice before they attempt to work independently.
6. Assess performance and provide feedback
Review independent work or perhaps give a quiz, providing corrective feedback for all work. At this point it may be necessary to reteach some of the lesson.
7. Provide distributed practice and review
Assign homework or otherwise allow students to work on material previously covered. Give assignments that require students to use the content and skills in different circumstances.
References
Slavin, R. (2006). Educational psychology (8th ed.). Boston: Pearson/Allyn & Bacon.
Return to:
All materials on this website [http://www.edpsycinteractive.org] are, unless otherwise stated, the property of William G. Huitt. Copyright and other intellectual property laws protect these materials. Reproduction or retransmission of the materials, in whole or in part, in any manner, without the prior written consent of the copyright holder, is a violation of copyright law.