1. CVUHSD Linked Learning Summer Institute 2015 Direct Interactive Instruction (DII) and Behaviors of learning and Teaching (BLT)

3.  1. What is Direct Interactive Instruction (DII)?  2. What is the primary purpose?

4.  DII is an instructional strategy that benefits ALL children because it is direct and explicit and because it visits and revisits lesson objectives and vocabulary.  DII strategies guide teachers to disaggregate and sequence even the most difficult concepts at the highest levels of cognition.

5. ☐ Standards and Objectives are clearly and explicitly stated for every exercise for both teacher and students. ☐ Instructional communication is predetermined. ☐ Students participate in a sequence of short, quick-paced interactive exercises. ☐ Throughout the lesson, there is a high level of intensity and a high level of orientation for success. ☐ There is continuous and intensive interaction and communication between teacher and student. ☐ During the structured/scripted dialogue teacher wordings and demonstrations are unambiguous. ☐ Students receive immediate correctives and feedback from teacher. ☐ Teacher reinforces student learning with explicit procedures. Teacher:Date:Period: I saw evidence of the following key DII characteristics: ?

7. Input and Model  Visual and Verbal  Talk about the thinking (Metacognitive Demonstration)

8. Structured Practice  Teacher paced  Lock‐step  Walk through an example  Lead through the steps, the process, the order, and the rule  Demonstration of “self‐correction”  Pre‐Correctives  Questions—“Next step?”

9. Guided Practice  More examples (student-­‐paced, teacher monitored)  Praise-­‐Prompt-­‐Leave strategy  Pre-­‐Correctives and Correctives  Build accuracy  Change one or more components, more complexity

10. Independent Practice  Delayed feedback  Correctives should be minor  Distributed over time—Build retention  Increase speed and accuracy (fluency)

11. I Do It & You Watch We Do It Together You Do It. I Support. You Do It. Standard(s)/Objective(s): Explicitly Stated Connecting to Prior Knowledge Input and Model ➢ Visual and Verbal ➢ Talk about the thinking (Metacognitive Demonstration) Structured Practice ➢ Teacher paced ➢ Lock-step ➢ Walk through an example ➢ Lead through the steps, the process, the order, and the rule ➢ Demonstration of “ self-correction ” ➢ Pre-Correctives ➢ Questions —“ Next step? ” Guided Practice ➢ More examples (student-paced, teacher monitored) ➢ Praise ­ Prompt ­ Leave strategy ➢ Pre- ­ Correctives and Correctives ➢ Build accuracy ➢ Change one or more components, more complexity Independent Practice ➢ Delayed feedback ➢ Correctives should be minor ➢ Distributed over time — Build retention ➢ Increase speed and accuracy (fluency) Standard(s)/Objective(s): Revisited Model Test Lead

12.  1. What are the Behaviors of Learning and Teaching (BLT)?  2. What is the primary purpose?

13.  Linked learning is….  Collaborative - Working with others  Student Directed - Work students lead  Outcome Focused – Work with a goal  Relevant - Work that matters  Rigorous and Integrated - Work that challenges

14.  The Behaviors of Learning and Teaching (BLT) Continuum describes the progress of students, teachers and industry and community partners in developing the Linked Learning behaviors for learning and teaching (BLTs) that dramatically improve student motivation, engagement and empowerment, understanding, and achievement.

15.  Task: Compare and contrast the use of Direct Interactive Instruction (DII) and The Behaviors of learning and Teaching (BLT).  Activity: Venn Diagram  Sources: The 8 characteristics of DII  The BLT Continuum

16.  1. Academy DII Sample Lesson  2. Academy DII Sample Lesson Template (Blank)  Web Resource: BLT Framework and Continuum http://casn.berkeley.edu/resource_files/blt_o verview_continuum_gsg_121712.pdf