AN OUTLINE OF DIRECT INSTRUCTION — Hunter Direct Instruction Model

   1. anticipatory set
   2. objectives standards
   3. input
   4. modeling
   5. check for understanding
   6. guided practice/monitoring
   7. closure
  
Assessment is based on observable evidence that the student can perform the behavioural objectives (may be formative or summative). The teacher needs to know what standards of performance are to be expected and when pupils will be held accountable for what is expected. The pupils should be informed about the standards of performance.

1. Anticipatory set or Set Induction: sometimes called a "hook" to grab the student's attention: actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind.
The “hook”
– Contradiction, inconsistency, diagram, joke, riddle, story, film, model
– Links objectives with past learning
– Focuses students’ minds on today’s lesson
– Create an organizing framework for the ideas, principles, or information that is to follow (c.f., the teaching strategy called "advance organizers").

2. Sharing Objectives and Purposes
– Share objectives in everyday language
– Explains why lesson is important

3. Input
– Content is delivered to students
– Delivery strategies vary by objectives

4. Modeling
– Teacher gives examples or “works thorough” a problem based on the input

5. Checking for Understanding
– Teacher asks students to demonstrate that they understand the input and the teacher provides feedback
– If there is any doubt that the class has not understood, the concept/skill should be retaught before practice begins.

6. Practice
– Includes guided practice and independent practice
– The teacher moves around the room to determine the level of mastery and to provide individual remediation as needed.

7. Closure
– Input is summarized/generalized/internalized
– Used to help students bring things together in their own minds, to make sense out of what has just been taught. "Any questions? No. OK, let's move on" is not closure.
 

 
You can see the full page — which continues with comments & examples — in this word document.

also:  This page is linked-to in Active Learning Theories (constructivism,...) and Teaching Strategies.