Rolf Kristen R, Slocum Timothy A
Department of Special Education and Rehabilitation Counseling, Utah State University, 2865 Old Main Hill, Logan, UT 84322-2865 USA.
Behav Anal Pract. 2021 Jul 12;14(3):793-801. doi: 10.1007/s40617-021-00613-4. eCollection 2021 Sep.
Direct Instruction (DI) teaches challenging academic content to a range of diverse learners. In order to do so, DI includes a complex system for organizing and directing teacher-student interactions to maximize learning. This system includes: instructional formats that specify the interactions between teacher and student, flexible skills-based groupings, active student responding, responsive interactions between students and teachers, ongoing data-based decision making, and mastery teaching. In this article, we describe each of these main features of the system, define their functions, reveal how they are interwoven throughout all DI lessons, and provide specific examples of their application during instruction. Our goal is to describe and clarify critical features of DI lesson presentation and teacher-student interaction so that instructional designers, teachers, and other practitioners can use existing DI programs effectively and include these features in newly developed programs.
直接教学法（DI）向各类不同的学习者传授具有挑战性的学术内容。为了做到这一点，直接教学法包括一个复杂的系统，用于组织和指导师生互动，以实现学习效果最大化。该系统包括：规定师生互动的教学形式、基于技能的灵活分组、学生积极回应、师生之间的响应式互动、持续的基于数据的决策以及掌握式教学。在本文中，我们描述了该系统的每个主要特征，定义了它们的功能，揭示了它们在所有直接教学法课程中是如何相互交织的，并提供了它们在教学过程中应用的具体示例。我们的目标是描述和阐明直接教学法课程呈现和师生互动的关键特征，以便教学设计人员、教师和其他从业者能够有效地使用现有的直接教学法课程，并将这些特征纳入新开发的课程中。
