Direct Interactive Instruction Analysis

1436 Words 6 Pages
This paper evaluates the curriculum initiative of Direct Interactive Instruction (DII) and its effectiveness in attaining higher scores on state level assessments in math and English. Clement Middle School took on this challenge in hindsight of the No Child Left Behind Initiative in which closing the gap in levels of student performance was seen as the ultimate tool in combating successful academic outcomes. “Educators are always called to consider something new, something that enables students to participate completely in an evolving world dynamic” (Ornstein & Hunkins, 2013, p. 231). The enactment of DII involved a curriculum design, development, and implementation stage to ensure it was well executed. Moreover, DII has positive and negative …show more content…
Therefore, “through modeling, students can learn to perform at sophisticated levels” (Ornstein & Hunkins, 2013, p. 96). Moreover, interaction is achieved through a variety of tasks such as choral reading, pair-share, or filling in sentence frames that correspond to notes produced through an overhead projector. While the guided practice portion of the lessons ensue, the teacher is frequently checking for students understanding through means such as short answers on response boards held up at the teacher’s request, thumbs-up/thumbs-down to questions prompted by the teacher, or through manipulatives such as graphic organizers in sheet protectors that may by erased, or word sorts. Lastly, independent practice requires students to complete an assignment autonomously while the teacher navigates the room to offer assistance to students in …show more content…
190). Thus, the goal of DII curriculum is to master specific state standards in English and math in a limited amount of time (usually one class period). Furthermore, DII lessons are taught on a need’s basis; teachers will use the standard specific lessons to introduce or re-teach underperformed progress on district-wide Common Assessments to further ensure goal attainment is achieved at state level at the end of the year. Lastly, objectives in the curricular development of DII directly link to state wide standards. Therefore, when introducing the objectives to students during each lesson, teachers “define the procedural knowledge that must be demonstrated” (Ornstein & Hunkins, 2013, p. 192). Hence, this is achieved by defining the academic language found in state standards and explaining the vocabulary to students in their grade level

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