Direct Instruction and Explicit Teaching

One of the things I have been busy with since recovering from COVID-19 was co-facilitating a DepEd Teacher Training organized by Center for Educational Measurement, Inc. The past four session leaned heavily on theories on language and literacy teaching, especially the psychology and nature of reading. Tonight, we had a session on Direct and Explicit Instruction. I have a group of teachers I monitor, supervise and learn from. Most of them are very new to the ideas we are discussing in the training. Speaking for myself, I am also learning new things and re-learning strategies to teach literacy for students in the K-12 levels.

Here are my five takeaways from the session tonight.

1. Teachers are instructional designers. The framework known as Gradual Release of Responsibility is useful in designing instruction geared towards student agency. In this framework, the teacher is leader, model, guide and companion in the student's learning journey.

2.  Language forms a key role in discourse. Discourse has two kinds namely, Primary and Secondary. The former is discourse that happens at home and in the immediate environment of the child while the later is discourse that occurs in school and in formal instruction. Already, the difference in language acquisition exist between the two. Teachers need to recognize these two kinds of discourse to be able to design instruction that is appropriate and helpful to the child and his/her family.

3. Predicting. Questioning. Clarifying. Summarizing. These are the Fab 4 in strategic learning. These strategies can be taught in isolation or through integration. 

4. There are five principles of Direct Instruction namely, Conspicuous Strategies; Mediated Scaffolding; Strategic Integration; Primed Background Knowledge; and Judicious Review. Of the five, I am most challenged to apply Judicious Review in my teaching practice. I think I need to do more research and to try this our in my tutorial sessions.

5. Learning and re-learning takes a while. The first step is to try. The second step is to continuously do. The third step is to document. The fourth step is to reflect. Last is to take action.

Next session, we will be looking at lesson plans and how these principles can be applied.