marybeth croft's List: Instructional Strategies

• The goal   of DI is to "do more in less time"—accelerating student   learning by carefully controlling the features of curriculum design and   instructional delivery
• (a) program design, (b) organization   of instruction, and (c) teacher/student interactions
• Program   design relates to (a) careful content analysis that promotes generalization   (teaching the "big ideas" of instruction); (b) clear communication   (the "wording of instruction" as well as how instruction is   sequenced and examples are introduced); (c) clear instructional formats   (specifies what teachers are to do/say and what responses students should   produce); (d) sequencing of skills (prerequisites are taught before a   strategy is taught; easy skills are taught before more difficult skills;   strategies/information likely to be confused are separated; instances   consistent with a rule are taught before exceptions); and (e) track organization   (activity sequences are targeted that teach skills over multiple lessons   to ensure firm responding).
• • Programme Design
• Organization   of instruction centers on (a) instructional grouping (using flexible skill   grouping as compared to "tracking"); (b) instructional time   (increasing academic learning time—the time students are engaged   with high success rates); and (c) continuous assessment (providing ongoing   in-program assessments to inform instructional practice).
• • Instruction Organization
• Teacher-student   interactions include (a) active student participation (increasing opportunities   for students to respond and receive feedback); (b) unison responding (increasing   students' responding by having them chorally respond); (c) signals   (providing a cue to evoke unison oral responses); (d) pacing (promoting   active student engagement with brisk teacher pacing); (e) teaching to   mastery (ensuring firm responding over time); (f) error corrections (minimizing   student errors by carefully sequencing instruction; when errors do occur,   using careful error correction procedures—model, lead, test, retest);   and (g) motivation (enhancing motivation through high levels of student   success).

  • Teacher-student interaction
• • Teacher-student interaction

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