NIFDI recognizes the high demand for time placed on school officials and, for this reason, has structured the tutorial so users may stop at any time and later resume where they left off. Users should allow approximately three hours to watch the videos and complete the questions. IMPORTANT: This tutorial is an intensive video series comprised of 18 segments, each followed by a series of questions. Part I provides an overview of the steps schools need to take in preparation for a DI implementation before school starts, while Part II provides an overview of the steps schools need to take after school has started. The following two-part tutorial guides administrators, teachers, and coaches through the key features of a successful DI implementation. In order to implement DI effectively, much more is required than simply purchasing instructional materials. Implementing Direct Instruction Successfully When implemented fully, Direct Instruction (DI) is unparalleled in its ability to improve student performance and enhance students’ self-esteem. When I see you working, you can get a point." The teacher can say something like, "Gee, I'm sorry you're not working, I get a point. The teacher can take a point as part of the Teacher-Student game. The teacher needs to provide consequences for students who are not on task. Here's the rule: The teacher should reward good behavior at least four times as frequently as s/he corrects inappropriate behavior. It is critical for the teacher to have a system in place where s/he can frequently reinforce students for following classroom expectations. The correction should be worded exactly as in the original instruction. If three or more students have the same error, the teacher should immediately stop the class and provide a whole-group correction. If the teacher teaches students individually, students will learn that they don't have to pay attention in class during instruction because the teacher will help them individually. The teacher can be sympathetic but should NOT stop to teach a student who has made an error. Look carefully and try it again." Do not re-teach individuals The teacher should make a mark on the student's paper next to the incorrect item and tell the child something like, "Oops. Point out errorsĪn equally important component of active monitoring is to indicate when items are wrong. The teacher should spend no more than 30 seconds with each student. Those items won't have to be reviewed later. The teacher can put a star next to every correct item s/he has looked at on a student's paper. The teacher can complete a lot of correcting while walking around the room. Giving recognition to students with correct answers motivates students to care about their work. Active monitoring is most effective when the teacher appears to be excited about students getting correct answers. The teacher should show that s/he cares whether or not students are getting the material right. Desks and chairs should be arranged so the teacher has easy access to each student. The teacher must get close enough to read what students have written. It is not possible to scan student work from one position. The teacher should not be seated at a desk. When students are working independently on written assignments, the teachers should move around the classroom looking closely at students' work. Through proper active monitoring a teacher can keep students on-task and just as importantly, keep them accurate in their responses.
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