1. Teacher Directed Instruction

2. Use for teaching basic facts, knowledge, and skills (examples): New tasks Alphabetizing Unfamiliar material Science equations Math procedures Periodic table Grammatical rules Multiplication

3. 1. Review previously learned material.  Short, makes connections, moves from one step to the next  Works with information students already have  Helps students be successful

4. 2. State objectives  Use “kid” terms – be clear

5. 3. Present new material – preparation, knowledge, and skills are the key to this step.  Break down into steps, building on what they know  Sequence  Clear and detailed instruction  Frequent and varied examples  Visuals, questions, demonstrations

6. Present new material – preparation, knowledge, and skills are the key to this step.  Student participation supports teacher’s verbal presentation  Highly structured  Well organized  Limited in scope  Not all at once  Small, organized steps  Analyze

7. 4. Guided practice.  Small steps  Ample opportunity for practice  Process controlled by teacher  Monitoring of both individuals and large group  When working with an individual student, stop after 30 seconds and scan the room

8. 5. Independent practice with corrective feedback. Teach and monitor Teach and monitor Practice is positive (no one should be practicing making errors) Practice is positive (no one should be practicing making errors) Students can check their results (checkpoints, i.e., look at answers at back of book) Students can check their results (checkpoints, i.e., look at answers at back of book)

9. 6. Review.  Give time for students to ask questions