Direct Method in ESL Demonstration

ESL and DirectInstructionBrianne Nigro

By PresenterMedia.com

http://www.presentermedia.com/mspp.html


Overview: Review: • Review key language concepts from previous

lesson,• Students can check homework and ask

questions where they didn’t understand. • What is being taught in current lesson builds

upon previous lessonWhat:• Present what new vocabulary will be discussed

in lesson• Organize learning objectives clearly for the

lessons and activities• Inform students how they will be able to use

new language outside of classWhy:• Explain why this new language is useful in the

real world• ESL students want to know “why should I be

involved?” (Reigluth & Carr-Challman, 2009, p. 83)

Transactional ModelScripted Lesson

Overview: Review: • Review key language concepts from previous

lesson,• Students can check homework and ask

questions where they didn’t understand. • What is being taught in current lesson builds

upon previous lessonWhat:• Present what new vocabulary will be discussed

in lesson• Organize learning objectives clearly for the

lessons and activities• Inform students how they will be able to use

new language outside of classWhy:• Explain why this new language is useful in the

real world• ESL students want to know “why should I be

involved?” (Reigluth & Carr-Challman, 2009, p. 83)



Explanation (Demonstration Principle):

• Teacher explains in simple sentences what the students are learning.

• Each subtopic should sequence to the next subtopic so student sees step by step building

• Using visual aids (pictures, models, videos etc) aids in comprehension


Show visual aid to students demonstrating hello.

Teacher: *waving* Hello. *motions to repeat*Students: Hello.Teacher-Student1: Hello.Student1-Teacher: HelloTeacher-Student2: HelloStudent2-Teacher: HelloTeacher-Student3: Hey *motions to repeat*Student3-Teacher: Hey



Explanation (Demonstration Principle):

• Teacher explains in simple sentences what the students are learning.

• Each subtopic should sequence to the next subtopic so student sees step by step building

• Using visual aids (pictures, models, videos etc) aids in comprehension


Teacher: *pointing to self* My name is ____ *motions to repeat*

Students: My name is ____Teacher-Student1: Hello. My name is Brianne.

Student1-Teacher: Hello. My name is BrianneTeacher: Your name is Brianne? Student1: My name is JoseTeacher: Good.

Teacher-Student2: Hey. My name is BrianneStudent2-Teacher: Hey. My name is JohannaTeacher-Student3: Hello. My name is Brianne. Student3-Teacher: Hello. My name is Oliver.



Probe and Respond:

• Teacher asks simple close ended questions to assess student comprehension (Teacher-Student Questioning).

• Please note: although the speed of the teacher might be quick, that does not mean the student response time must be quick.


Teacher-Student1: Hello. My name is Brianne. What’s your name?

Student1-Teacher: My name is Jose.



Practice (Application Principle):

• Guided Practice

• Questioning moves from Teacher-Student, to Student-student with teacher guidance

• Allow for self-correcting


Student1-Student 2: Hello. My name is Jose. What’s your name?

*If student struggles, teacher can help*

Student2-Student1: My name is Johanna.

Student2-Student3: Hey. My name is Johanna. What’s your

name?



Independent Practice• Questioning moves from Student-

Student with teacher guidance to practicing independently.

• Teacher makes notes, and corrects students afterwards

• Independent practice can also mean encouraging students to use language outside of classroom


*teacher can pair students off to practice dialogue with each other, or do an icebreaker or game activity*

*continue process for learning his/her/our/they names and Goodbye*



Transactional Model cont’d

Periodic Review (Activation Principle): • Students add this new language to

previously learned concepts

• This demonstrates retention of learned words.

Assessment and Evaluation Phase (Integration Principle):

Formative Assessment• Teachers make notes about student

progress daily• This can be done through teacher-student

questioning, or independent practice

Summative Assessment• To proceed to the next level of English,

teachers give students a summative assessment

• Assessment should be based upon what was learned in class

• This can be completed through written tests, conversation and listening tasks

FeedbackThroughout this whole process, the teacher will monitor student’s progress and provide continuous feedback afterwards. They should never point out a particular mistake by a student, but address the class as a whole. This allows for that student making the mistake not to feel pointed out or lose motivation.


One of the myths about the Direct Instruction is that it is centered around the teacher. When teaching in ESl, the role of the instructor is to gradually fade in to the background, and allow learners to do the task at hand completely on their own, as can be seen from the above demonstration.

What direct teaching techniques is the teacher using with her class?

Do you find this method useful? Did you learn any German?

What was not helpful about this method?

Below is a link for a Berlitz class learning German.Think about the following questions while watching it?

Berlitz Deutsch mit Dana Teutsch

http://www.youtube.com/watch?v=cpuxFXZJ4tM

Thank You and Happy Teaching!Brianne Nigro.

Direct Method in ESL Demonstration

Education

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