9.4.1. Direct-Interactive Teaching Lesson Plan Guide

The elements of a lesson based on direct-interactive teaching are shown in the box below. A sample lesson based on the direct/interactive lesson plan model follows.

Lesson Plan Guide: Direct/Interactive Teaching

Stage of the Direct/Interactive Lesson Plan
Focus and Purpose

1. Anticipatory Set
  • Focus students
  • State objectives
  • Establish purpose of the lesson
  • Establish transfer

2. Instruction
  • a. Provide information
    • Explain concepts
    • State definitions
    • Provide examples
    • Model
  • b. Check for understadning
    • Pose key questions
    • Ask students to explain concepts, definitions, attributes in their own words\
    • have studetns discriminate between examples and nonexamples
    • Encourage students to generate thier own examples
    • Use participation

3. Guided Practice
  • Initiate practice activities under direct teacher supervision
  • Elicit overt responses from students that demonstrate behavior in objectives
  • Continue to check for understanding
  • Providee specific knowledge of results
  • Provide close monitoring

4. Closure
  • Make final assessment to determine if students have met objectives
  • Have each student perform behavior

5. Independent Practice
  • Have students continue to practice on their own
  • Provide knowledge of results

Direct/Interactive Lesson Plan

Sample Lesson: Natural/Processed Foods.

1. Anticipatory set

a. Focus

Teacher holds up both a carrot and frosting filled cake. The teacher says, "You are what you eat."

b. Objectives

Today you will learn to understand food. You will learn the difference between natural and processed foods.

c. Purpose

This lesson will help you understand the foods you eat, and perhaps influence the foods that you eat in the future.

2. Instruction

a. Provide information
1. Explanation: Teacher gives a mini-lecture on relevant facts concerning vitamins, calories, minerals, preservatives, package labels.

2. Model: Teacher uses the school lunch menu and lists the foods into two categories on the chalkboard: natural foods and processed foods. Teacher explains why each is placed in the appropriate category.

b. Check for understanding

1. Key questions: "What is the difference between a natural food and a processed food? "What is a preservative?" "What is an example of a natural food?" "What is an example of a processed food?" "What can you learn from the label on an item you buy in the store?"

2. Active participation: Teacher holds up real food items. Students indicate whether item is natural or processed by means of finger signals or colored cards.

3. Guided Practice

a. Activity

Students work in small teams. Each group is provided with a stack of pictures of food items. Students divide pictures into two categories, natural foods and processed foods. Teacher monitors, assists, and provides feedback.

b. Feedback

Teacher moves from group to group and asks key questions to check for understanding. Also provides specific information as needed.

4. Closure

Teacher designates one side of the room as "Natural Food" side, the other as the "Processed Food" side. Both kinds of foods are written individually on 3 x 5 cards. Students draw a card and line up on the appropriate side of the room.

5. Independent Practice

Students assess food in refrigerator and/or cupboards at home. Students make list with two categories (natural and processed) based on food in refrigerator/cupboard. Lists are analyzed in small groups the next day.