MUED 376: Choral Music, Materials & Techniques

(M2 & T)
Direct Instruction: Self-Assessment
Instructions: Select a 4 - 7 minute clip from one of your practicum teaching rehearsals
and review your direct instruction through answering the following questions. Please
write 3- 7 sentence answers for each question. Be thorough and specific.

1. Had I written out my script in a direct instruction model? Would it have

helped my lesson delivery and success if I had done so?

I had written out my script in the direct instruction model from class. Using this
model helped my lesson delivery by giving myself the steps for each activity, what to
listen for, and how to wind the lesson forward and back for the ensemble. The
rehearsal was successful because the way the script was laid out achieved the goals
for the rehearsal in a timely manner.

2. What was my ratio of 1, 2 and 3’s?

My 1-2 ratio was about even across about 90% of the rehearsal time. This is including
non-verbal cues for 1 actions. 3s were rare and were generally positive, most of the
corrections I made were quickly changed into another round of 1 to 2 and were
written into my script.

3. Were my students doing lots of 2’s the entire time? Were they on task?

My students stayed on task from the very beginning of the rehearsal time. This is
because I gave them plenty of time to do 2’s. If they were not singing, they were
listening to other voice parts or otherwise learning information that would pertain to
them. But in general, they were singing as their level 2.

4. Did I talk too much between every 2 and back to a 1?

In general, I planned my script to get to the point. This meant that during rehearsal
time, I was able to go from a 2 back to a 1 either without speaking or using far fewer
words. The only time I spoke more was during the “golden mean” ratio portion of the
rehearsal, where I explained my conducting pattern to the singer, creating a 1o that
could also be incorporated into a 1a.

5. What kind of 3’s did I use in this clip? Do I need to improve my use of 3’s
and if so, in what way?

The 3’s I used in this clip were primarily positive. I gave specific approval of their
tone and their diction. I also gave indirect approval of their performance if that
performance would be followed by a related instruction.
6. Were there any DI errors in this script?

There was confusion on introductions for each chunk. I did not label my script as the
specific DI each introduction represented. Identifying them would have led me to
brainstorm how I could incorporate the different levels into these introductions.

7. Did I turn any 1o’s into a 1a?

In the rehearsal, I was able to turn one 1o into a 1a. This was when I was explaining
how the conducting pattern changed for the whole piece. This 1o was not written into
my script so I knew I needed to change its role as a 1o into a 1a.

8. What was the ‘pattern’ of the best ‘chunk’ in this teaching sequence? (For
example, 1a, 2p, 1a, 1d, 2v, 1o, 1a , 2p, 3sra)

The pattern that I found to be the best “chunk” of this learning sequence was “1a, 2p,
1a, 2p, 3sra”. This was when the ensemble sang through the whole piece for the first
time on lyrics. I believe this one was best because all three levels of the direct
instruction were used and included verbal and non-verbal cues.

9. To summarize, what were the strengths of my Direct Instruction Model in

this lesson?

The strengths of my Direct Instruction Model in this lesson were that I was able to
speak to the ensemble clearly and also sequence the lesson in a way that would
continue to engage the singers. Overall, I was far more confident as an instructor
because of the strengths from the DI Model and could keep a relaxed tone and
posture. The DI Model served as an excellent planning tool to use in the classroom.

10. To summarize, what were the weaknesses of my Direct Instruction Model in

this lesson?

The weaknesses of the direct instruction model were that the ability to wind a specific
activity chunk forward or back couldn’t be specifically incorporated into the script.
Even though I was able to incorporate those actions as needed due to practice, I
would have liked to know ahead of time when they would potentially be used
(whether or not I used them). Doing so in the lesson plan, possibly in the different
colored font, would have helped me quickly adjust the lesson plan and avoid
stumbling over my words.

11. What are my next steps?

My next steps as an educator are to create my own method of incorporating the acts
of winding forward and back into the DI Model. This way, I will be able to move
smoothly through a lesson, despite there being moments those optional steps would
be used. I would also like to practice identifying these different levels in my own
classrooms.