The direct instruction essential delivery components outline five components that are essential for successful instructional delivery.
These five components form a system that should guide instructional delivery.
- The first component is to solicit frequent student responses. This is essential in a special education class where it is difficult to hold student attention. I think of it as the constant and consistent wake-up call.
- The second is appropriate pacing. This can be a bit tricky depending on your curriculum. The first time I used the curriculum I tried to get mastery before moving to the next lesson. This was a big mistake because the curriculum is set-up with repetitive iterations of the same content. Now I follow the pacing guide and use my differentiation strategies to help those who do not keep up.
- The third component was adequate processing time. This is essential when working with students with processing delays and disorders. This can be a bit tricky when you have quick processing kids with slow processing kids. The kids who get it quick start having behavior issues because they want to move on, the kids who need more time to process are content with copying the faster kids responses. The frequent feedback and allowing think time don’t always work well together.
- The fourth, monitoring response states that student should receive immediate feedback, but I usually delay the feedback slightly to give all the kids a chance to process the information. “John says this is true, do you agree with his answer…”
- The last component is corrective feedback. The article states that it should be instructional and not accommodating. I think it must be both. You must accommodate in order to teach thinking strategies. Sometimes we must lead students to the correct answers.