You Have the Big Idea, Concept, and Some Examples ... Now What?

Abstract

Conducting a concept or content analysis is essential in planning efficient effective instruction. Sequencing instruction when teaching a concept is equally essential. Through instructional sequencing, the upfront analysis of identifying critical and variable attributes comes to life and makes for a successful teaching arrangement. Learning concepts can be made easier or more difficult based on the order in which instructional stimuli are introduced and described. In this article we will describe Direct Instruction's emphasis on clear instruction (faultless communication) and its method for sequencing and arranging positive and negative examples (juxtaposition). We will demonstrate how Direct Instruction's five principles of juxtaposition inform examples should be presented to maximize student learning.