1. Direct Instruction Chapter Eighteen

2. Short Units, Clear Objectives, Regular Assessment Direct Instruction is straightforward. Instruction is organized in relatively short units, each with highly- focused objectives that are made clear to the students and assessment that occurs regularly within the units. Instructor and student are involved in a formative- evaluation process. If an objective is not achieved a unit can be repeated with the same process or an alternative one.

3. Teaching/Learning Process Sometimes the student or students select a process and work to achieve their goals individually or in pairs or trios. Or, teachers may select the process and model it for the students, then presenting them with tasks using the process.

4. Much mlitary training employs a classic “training” approach where *The overall objective is stated, usually a procedure. *The rational for the procedure is provided through a variety of means ranging from lectures to multimedia presentations. *The procedure is demonstrated. *The students practice the procedure and their performance is observed and additional demonstrations and practice employed as needed.

5. Peer Coaching To facilitate implementation of the procedure in the work setting, the students are often organized into pairs who practice together as they try to become proficient.

6. CHAPTER SEVENTEEN Direct Instruction 375 Instructional and nurturant effects of the direct instruction model. DD Mastery of academic content and skills Student motivation Self-pacing ability Direct Instructional Model Self-esteem NURTURANu NT UCTIONAL FI