Using Direct Instruction is not so easy. There's a lot to coordinate--what your hands are doing, eyes are seeing, and mouth is saying; different corrections for different errors; different materials. And you have to keep a brisk pace. It's important for teachers to see their own progress--both to identify areas in which they are becoming proficient and areas to firm up.

Following are the scoring codes for rating your profiency with each feature of Direct Instruction teaching. Please circle the number beneath each item that best describes changes in your proficiency.

1 = I 'm much more proficient now. I almost have this feature down.

2 = I 'm more proficient now, but I need some work on this before I'm satisfied.

3 = I'm a little more proficient, but I've much work to do on this before I'm satisfied.

4 = I'm not really more proficient on this item than I was. I need a lot of work on this.

NA = Not applicable. For example, Teacher did not use this item in teaching.

OK = Teacher was proficient on this item to begin with.

1. Managing teaching materials; i.e., organized, within easy reach, distributed quickly (e.g., take homes).

1 2 3 4 NA OK

2. Judging whether a child is properly placed in lessons in the DI curriculum being used. For example, realizing that a child is not getting the material because she lacks certain skills, and therefore placing the child in earlier lessons.

1 2 3 4 NA OK

3. Noticing those children who need extra help, and seating them in the front of the group so they can be carefully observed and helped.

1 2 3 4 NA OK

4. Presenting tasks so that all students can see and hear materials. For example, holding the presentation book so that everyone in the group can see letters, words or pictures; modeling sounds so that all students can see your mouth.

1 2 3 4 NA OK

5. Gaining students' attention before presenting tasks; e.g., "Everybody. Listen."

1 2 3 4 NA OK

6. Watching all students in the group while presenting a task; i.e., scanning the group frequently.

1 2 3 4 NA OK

7. Using the correct wording specified in the presentation book. That is, saying all of the words; not using extra words; keeping to the script.

1 2 3 4 NA OK

8. Delivering signals (e.g., hand drop, point-touch, hand clap) correctly with appropriate pauses. For example, "You're going to say some sounds. When I hold up my finger, say (pause) sss. Get ready. Hold up one finger.

Or, "We're going to talk about a dog. When I touch it, you tell me about it. (point to the dog.) Everybody, what is this?" (Touch).

1 2 3 4 NA OK

9. Correcting students when they make signal errors; e.g, answer before a signal or too late after a signal. For example, "You didn't say it when I touched it. Watch my finger. Get ready. Touch. Now let's try it again."

1 2 3 4 NA OK

10. Correcting students when they make response errors (on a task). For example, "I have to hear everybody."

Or, "Do what the picture shows. My turn. Watch.... Your turn to do what the picture shows. Get ready."

1 2 3 4 NA OK

11. Insuring that all students respond firmly before going to the next task. For example, "Let's do those actions again. Everybody, stand up"

Or "Again. Get ready...(signal)."

1 2 3 4 NA OK

12. Returning to a task on which students erred, to give delayed test (firming up or correction if needed).

1 2 3 4 NA OK

13. Maintaining a brisk pace; e.g., talking at a perky rate; quickly beginning the next task [or correcting errors] after students respond on the last task.

1 2 3 4 NA OK

14. Pausing for a longer time before giving signals on a difficult task--so that students have time to think.

1 2 3 4 NA OK

15. Taking brief breaks to sustain attention during long lessons.

1 2 3 4 NA OK

16. Requiring students to respond in normal voices; that is, correcting overly loud voices.

1 2 3 4 NA OK

17. Giving genuine and timely praise for following rules and for productive participation; e.g., responding on signal.

1 2 3 4 NA OK

19. Giving genuine and timely praise for task responses. For example, "Good. You did the same thing I did."

Or, "Now you said it fast."

1 2 3 4 NA OK

[Questions 1, 4, 6, 7, and 16 were adapted from Michael Vitale (1998). Direct Instruction Teaching Skills: Diagnostic Checklist. East Carolina University. Greenville, NC.