1. ESL and DirectInstruction Brianne Nigro By PresenterMedia.com

3. Students can check homework and ask questions where they didn’t understand.

5. Organize learning objectives clearly for the lessons and activities

8. Students can check homework and ask questions where they didn’t understand.

10. Organize learning objectives clearly for the lessons and activities

12. ESL students want to know “why should I be involved?” (Reigluth & Carr-Challman, 2009, p. 83)By PresenterMedia.com

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

15. Using visual aids (pictures, models, videos etc) aids in comprehensionShow visual aid to students demonstrating hello. Teacher: *waving* Hello. *motions to repeat* Students: Hello. Teacher-Student1: Hello. Student1-Teacher: Hello Teacher-Student2: Hello Student2-Teacher: Hello Teacher-Student3: Hey *motions to repeat* Student3-Teacher: Hey By PresenterMedia.com

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

18. Using visual aids (pictures, models, videos etc) aids in comprehensionTeacher: *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 Brianne Teacher: Your name is Brianne? Student1: My name is Jose Teacher: Good. Teacher-Student2: Hey. My name is Brianne Student2-Teacher: Hey. My name is Johanna Teacher-Student3: Hello. My name is Brianne. Student3-Teacher: Hello. My name is Oliver. By PresenterMedia.com

20. 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. By PresenterMedia.com

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

23. Allow for self-correctingStudent1-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? By PresenterMedia.com

25. Teacher makes notes, and corrects students afterwards

26. 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* By PresenterMedia.com

29. Assessment should be based upon what was learned in class

31. This can be done through teacher-student questioning, or independent practiceFeedback Throughout 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. By PresenterMedia.com

32. 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.

33. Below is a link for a Berlitz class learning German. Think about the following questions while watching it? 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? Berlitz Deutsch mit Dana Teutsch

34. Thank You and Happy Teaching! Brianne Nigro.