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Contents 1 Other Possible Discussions 2 Current Discussions 2.1 Naming Convention 2.2 Prioritize! 2.3 Curriculum Development 2.4 Simplify and redesign DI Rubric

[edit] Other Possible Discussions

• Talk:Free_Direct_Instruction_Curriculum_and_Training/Contributing
• Talk:Free_Direct_Instruction_Curriculum_and_Training/Contributing/Discussion
• Talk:Free_Direct_Instruction_Curriculum_and_Training/Contributors lounge

[edit] Current Discussions

[edit] Naming Convention

1. Naming convention for products to be developed. Suggestions:

• Free DI Reading K, Free DI Reading 1, Free DI Reading 2
• Free DI Learning 1, Free DI Learning 2 (prepare to learn, pre-k, kinder)
• Free DI Prepare K, Free DI Prepare 1, Free DI Prepare 2 (prepare to learn, pre-k, kinder)
• Free DI Math K, Free DI Math 1, Free DI Math 2
• Free DI Writing 1, Free DI Writing 2
• Free DI Spelling 1, Free DI Spelling 2
• other possible subject names: vocabulary, expression, communication

[edit] Prioritize!

1. Decide which module to start with:

• Reading curriculum because greating need - will probably take much longer due to need in creation of stories and workbooks
• How to do Direct Instruction - make DI rubric-like wikibook

[edit] Curriculum Development

Some interesting thoughts are from SA_NC_Doing_Investigations

Mathematics and science curriculum development has three domains: the cognitive, the so-called conative and the affective. Cognitive development is concerned with knowledge and understanding. In mathematics and science this means key concepts and factual knowledge and these are identified and described in the Revise National Curriculum Statements as Learning Outcomes . Conative development is concerned with the practical and procedural knowledge found in science process skills and mathematical problem solving abilities, also described in the RNCS. Affective development is concerned with emotional, social, cultural and moral development. This is an important, although often forgotten, aspect of learning - and hence teaching. Its importance is recognized by the learning outcomes in various Department of Education policy documents and, importantly, the critical and developmental outcomes that underpin our whole education effort. What, in the new curriculum, should be taught and learnt in school mathematics and science? Here are some answers to the question, in one possible direction. The kind of mathematics and science that needs to be taught in schools must give learners a confident grasp of content knowledge and understanding the procedural skills to know how mathematicians and scientists work and appropriate attitudes to mathematics and science and their value and use in society and economy. This resource book illustrates the curricular relevance of independent investigation in achieving these teaching and learning goals.

[edit] Simplify and redesign DI Rubric

Why? Because currently it is copyrighted and we need to copyleft it. Also, it is full of jargon and very long. As a historical document, the rubric is great but I think it can be improved upon with better examples (let's use science!), and de-jargoned a little. Also, cut out historical and immediately non-pertinent parts - make them links or refer to the actual rubric.

This version will have a different name because it will be different:

1. DI Approach
2. DI Conventions
3. DI Designs
4. DI Formula
5. DI Methods
6. DI Principles
7. DI Rules
8. DI Schema
9. DI Specifications
10. DI System

Here are the various definitions of each word:

• approach - method used or steps taken in setting about a task, problem - method used in dealing with or accomplishing
• conventions - A practice or procedure widely observed in a group -A widely used and accepted device or technique
• designs - To formulate a plan for; devise - To plan out in systematic, usually graphic form - To create or contrive for a particular purpose or effect - To have as a goal or purpose; intend - To create or execute in an artistic or highly skilled manner
• forumla - a set form of words, as for stating or declaring something definitely or authoritatively, for indicating procedure to be followed
• methods - A means or manner of procedure, especially a regular and systematic way of accomplishing something - Orderly arrangement of parts or steps to accomplish an end - The procedures and techniques characteristic of a particular discipline or field of knowledge
• principles - A basic or essential qualities or elements determining intrinsic nature or characteristic behavior: the principle of self-preservation - rules or laws concerning the functioning of natural phenomena or mechanical processes: the principle of jet propulsion.
• rules - A usual, customary, or generalized course of action or behavior
• schema - a diagram, plan, or scheme - an underlying organizational pattern or structure; conceptual framework
• specifications - a detailed description or assessment of requirements, dimensions, materials, etc., as of a proposed building, machine, bridge, etc.
• system - an assemblage or combination of things or parts forming a complex or unitary whole - an ordered and comprehensive assemblage of facts, principles, doctrines, or the like in a particular field of knowledge or thought - due method or orderly manner of arrangement or procedure

Here are opinions on each:

• Approach - I like this one. It is a little vague but all encompassing
• Conventions - DI isn't necessarily widely accepted but the parts and pieces that make up DI is pretty widely accepted within the DI community
• Designs - more for various ways to implement, not a general overview of what makes a DI program a DI program
• Formula - kind of neat because it sounds "sciencey" - but I'm not an authority so I don't want to represent all of DI with my words
• Methods - systematic, orderly, procedures and technics - I like this
• Principles - essential qualities of a natural phenomena - hmmm, learning to read is not done "naturally." If anything, it needs to be taught systematically, discretely.
• Rules - hmm, a general way to do things - just doesn't sound good
• Schema - don't really have a diagram overall but there are many parts and peices that are diagramed - such as error correction procedures
• Specifications - description of requirements - usually used for buildings and machines but hey, we're building thinking people, right?
• System - combination of things that make a comprehensive thing. Hmmm.

Here my top 3:

1. Approach
2. Methods
3. Specifications

Compare to the definitions:

• approach - method used or steps taken in setting about a task, problem - method used in dealing with or accomplishing
• methods - A means or manner of procedure, especially a regular and systematic way of accomplishing something - Orderly arrangement of parts or steps to accomplish an end - The procedures and techniques characteristic of a particular discipline or field of knowledge
• specifications - a detailed description or assessment of requirements, dimensions, materials, etc., as of a proposed building, machine, bridge, etc.