Which makes sense, because instead of focusing on the material, or on the child's innate ability, you are focused entirely on performance.

Has the child mastered the material?

Can he or she 'perform' it?

-- CatherineJohnson - 17 Nov 2005

Moreover, even though the DI programs are carefully tested and scripted, successful use of them requires training in the special techniques of delivery. Teachers must make many decisions in response to the children's performance. Some of the most important decisions involve placing each child appropriately and moving the children through the lessons at a pace that maximizes their learning potential.

To me, this sounds a lot like what a coach does in sports.

Or a music teacher.

-- CatherineJohnson - 17 Nov 2005

ANOTHER TOUR DE FORCE!

-- CatherineJohnson - 17 Nov 2005

EXCELLENT!

-- CatherineJohnson - 17 Nov 2005

Two links on scripted teaching:

Carol Gambill's method of teaching algebra

-- CatherineJohnson - 17 Nov 2005

So Why Is Scripting Used in Direct Instruction?

Before we jump in, let’s first look at some sample scripts. Here’s a sample script on Writing Fraction. Here’s one on Subtraction. And, here’s another.

In DI, teachers use pre-designed scripts when teaching. The scripts are based on extensive research regarding student retention, and every aspect of every script is based upon results that were demonstrated through research. The great advantage of this approach is that every teacher using the script becomes the beneficiary of that research and will probably teach much more effectively than if left to her own devices.

DI designers test the programs carefully before publishing them and each DI program is extensively revised based on specific student error data from the field test. Scripting the lessons allows sharing of these “polished stones” across teachers. Also scripting helps reduce the amount of teacher talk. Children learn by working through the sequence of tasks with carefully timed comments from the teacher. Children learn little from straight teacher talk. Too much teacher talk decreases pupil-motivation, draws out the lesson length unnecessarily, and often causes confusion by changing the focus of the tasks, disrupting the development of the larger generalization, of which a teacher the first time through is usually unaware.

Also, without guidance, teachers may use language that students do not understand or that distracts students’ attention from examples. Scripts also allow aides, parents, and other paraprofessionals to assume teaching responsibilities, resulting in increased quality instructional time.

Moreover, even though the DI programs are carefully tested and scripted, successful use of them requires training in the special techniques of delivery. Teachers must make many decisions in response to the children's performance. Some of the most important decisions involve placing each child appropriately and moving the children through the lessons at a pace that maximizes their learning potential.

Lastly, the scripted presentations do not comprise the whole lesson, and the lessons do not comprise the whole school day. There are opportunities for group and independent work. A good DI teacher also creates additional activities that allow students to make use of their learning in various situations. So, there is a great deal of teacher creativity involved in the interpretation and presentation of the script, in attending to the needs and progress of all students and in designing expansion activities.

-- KDeRosa - 17 Nov 2005

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