Direct Instruction Procedure for Teaching Skills

1. Introduction:

• Select a social skill.
• Ask the students what they know about the skill.
• Write all of the students' ideas.
• Ask questions to help clarify what the students have suggested. This is an introduction to clarify what students know. Don't teach yet, that's coming.

2. Mini lecture:

• Define the skill.
• Explain it.
• Present a written list or procedure of steps, to use as a guide during the mini lecture, and for students to use to implement and review during feedback.
• Tell how to implement the skill.
• Give rationale for its effective use.

3. Model:

• Give a clear detailed presentation (live, video, or film) of the skill.
• Use self talk.
• Note how the model fits with the procedure or list of steps.
• Present a chart with what it looks like, what it sounds like, and what it feels like.
• Quiz students over presentation and procedure.
• Review as necessary.

4. Role play:

• Use groups of two, or groups of three with one group observer.
• Increase the size of the group and have students offer suggestions.
• Have students demonstrate for the class and critique their actions.
• Move from self talk to self thought.
• Consider age appropriate.
• Continually review until students internalize the skill.

5. Feed back:

• Total peer participation.
• Have the groups list what was good, what could be improved (tips and hints), and what questions they have about the skill.
• Step by step analysis and edit procedure as necessary.
• Give honest encouragement.
• Consider alternative approaches.

6. Reinforcement:

• Specific praise, encouragement, and feedforward.
• Visual cues and prompting or re instruct.
• Weekly review to expand and connect previous skills.
• Review in class use and can expand to have students report appropriate out of class or school use of the skill.

Final suggestions

• Incorporate into a local system: in class, homework, reports, practice outside of the classroom, task cards
• Write remarks in a notebook, journal, scrapbook, write about who am I, individual conferences to encourage and evaluate personal growth
• Write a discharge packet with some of the same activities but reduce the time the teacher is involved.

Related Resources

• Social skill procedures
• Other teaching models

Dr. Robert Sweetland's notes
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