Direct Instruction:
Robert Slavin's Model

Citation: Huitt, W. (2005). Direct instruction: Robert Slavin's model. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from

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One of the components of Slavin's QAIT model of effective classroom practice is Quality of Instruction. The following is a brief overview of the instructional events that he includes in his version of a model of direct or explicit instruction (see Slavin, 2006).

1. State learning objectives and orient students to lesson

Tell students what they will be learning and why it is important (the more personal, the better.) Relate current lesson to previous and future lessons.

2. Review prerequisites

Be certain students have the prerequisite knowledge or skills for the current lesson. This is one of the most important components of the overview or orientation phase of the lesson.

3. Present new material

Presentation should have an organizational structure with many concrete examples and demonstrations

4. Conduct learning probes

Ask relevant questions (consider wait-time and level of questions)

5. Provide independent practice

Give students an opportunity to work alone; students should have done some supervised or guided practice before they attempt to work independently.

6. Assess performance and provide feedback

Review independent work or perhaps give a quiz, providing corrective feedback for all work. At this point it may be necessary to reteach some of the lesson.

7. Provide distributed practice and review

Assign homework or otherwise allow students to work on material previously covered. Give assignments that require students to use the content and skills in different circumstances.


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