Direct Instruction Procedure for Teaching Social Skills
- Select a social skill
- Ask the students what they know about the skill
- Write all of the students' ideas
- Ask questions to help clarify what the students have suggested. Be careful of giving students too much too soon. They can role play some and add detail as they practice.
- Have the students role play in small groups with an observer.
- Have the groups list what was good, what could be improved, and what questions they have about the skill.
- Have the groups report their findings to the class.
- Discuss and write a procedure for the skill.
- A chart with what it looks like, what it sounds like, and what it feels like can be made completed.
1. Mini lecture:
- Define the skill.
- Explain it.
- Tell how to apply it.
- Give a rationale.
- Give a clear detailed presentation (live, video, or film) of the skill.
- Repeat it until the students over learn.
- Use self talk.
3. Role play:
- Use groups of two.
- Increase the size of the group and have students offer suggestions.
- Have a student demonstrate for the class and critique their actions.
- Move from self talk to self thought.
- Consider age appropriate.
- Continually review until students internalize the skill.
4. Feed back:
- Total peer participation.
- Step by step analysis.
- Give honest encouragement.
- Consider alternative approaches.
- Specific praise, encouragement, and feedforward.
- Visual cues and prompting or re instruct.
- Weekly review to expand and connect previous skills.
- Incorporate into a local system: in class, homework, reports, practice outside of the classroom, task cards
- Write remarks in a notebook, journal, scrapbook, write about who am I, individual conferences to encourage and evaluate personal growth
- Write a discharge packet with some of the same activities but reduce the time the teacher is involved.
Dr. Robert Sweetland's Notes ©