There are many different approaches to Precision Teaching. One common pitfall that can be easy to fall into is the administration of Precision Teaching without teaching input. We must remember that Precision Teaching is the assessment of a teaching approach, and if we are not delivering the teaching element it is unlikely that we will see much progress! One way around this is to combine two powerhouse methods: Direct Instruction and Precision Teaching.
What Is Direct Instruction?
Direct Instruction is a teacher-led approach that was first outlined by Bereiter and Engleman (1966). Carnine et al. (2004) defined Direct Instruction as:
“…an approach to teaching… that emphasises the use of small group, face to face instruction by teachers and aides using carefully articulated lessons in which cognitive skills are broken down into small units, sequenced deliberately and taught explicitly”
Direct Instruction is a teaching method underpinned instructional psychology. The main aims of this style of teaching input are:
- To teach more in less time
- To teach an explicit and specific target
- To ensure mastery in a pupil’s learning by allowing them time to practise their skills
Direct Instruction is backed by decades of research showing its impact on student achievement, especially for learners who struggle with traditional methods. The core principles of Direct Instruction are:
- All children can be taught
- All children can improve
- Low performers and disadvantaged learners must be taught at a faster rate than typically occurs if they are to catch up to their higher-performing peers
- All details of instruction must be controlled to minimise the chance of student’s misinterpreting the information being taught and to maximise the reinforcing effect of instruction
What Does Direct Instruction Look Like?
The Basic Teaching Procedure is:
Model – the teacher demonstrates – “MY TURN”
Lead – the teacher guides or leads the students to complete together – “OUR TURN”
Test – the teacher requires the pupil to perform the skills independently – “YOUR TURN”
Review – the teacher retests the student after varying lengths of time
This sequence is fairly straightforward in a one-to-one situation. However, it needs to be adapted to different formats when teaching small groups, to ensure that all pupils are attending and all are equally engaged in learning. This is most often achieved through the use of unison responding. Try to aim for errorless learning – always correct mistakes (gently and using encouragement!) by repeating the correct teaching and asking the child to repeat it back to you.
What About Precision Teaching?
Precision Teaching involves making daily assessments of progress and providing immediate feedback to both learners and teachers.
When used in tandem, Direct Instruction and Precision Teaching create a dynamic teaching system:
- DI provides the content and structure ensuring students are taught correctly the first time.
- PT ensures mastery and retention by measuring fluency and guiding instructional decisions.
Together, they help teachers and teaching assistants to answer the most important question: “Is my teaching working?”
Want to Learn More?
If you’re ready to dive deeper into Precision Teaching and how it can elevate your classroom practice, check out our highly rated course on Precision Teaching here. It has been developed and designed by Educational Psychologist Dr. Gary Lavan and includes quizzes, videos, workbooks and resources designed for educators who want to make data-driven decisions and see real results.
