TRANSACTIONAL MODEL OF

DIRECT INSTRUCTION IN
TEACHING FILIPINO II
RICHELLE R. NAONAO
Researcher

Stage 1 - ASSESS
Introduction
Filipino is expected to be one of
the easiest subjects to understand
since this is our national language. But
based from the periodical test results
with mastery level of for first to third
grading, I can say that pupils still show
poor performance even if the subject
taught uses our national language.

One of the factors to be considered

is the type of instruction used in teaching
the subject. The competencies are skill
based, thus the type of instruction to be
used must also focused on the skill
reflected in the competency. The first
step I did, was to write lesson plans using
DII (Direct Interactive Instruction) as the
model and following the K to 12
competency
(Competency
+
Assessment + Activity)

Models based this approach are

based on a combination of operant
conditioning and information learning
theories and is called The Transactional
Model.
The
primary
purpose
of
Transactional Model is to focus on the
repeated interaction of teachers and
students throughout the lesson. This is
based in research showing that the
increase teacher/student interaction is
correlated
with
increase
student
achievement (Roseshine, 1979).

Research Questions
Will the Transactional Model of
Direct Instruction improve the:

Teachers teaching competence?

Pupils classroom interaction?
Pupils study skills?
Pupils test scores?
Pupils involvement to classroom/ school
activities?

Stage 2 - ANALYZE
The researcher used the TMDI
(Transactional Model of Direct
Instruction) with the DII (Direct
Interactive Instruction) as the
method in making lesson plans.

The researcher used the TMDI

(Transactional
Model
of
Direct
Instruction) with the DII (Direct Interactive
Instruction) as the method in making
lesson plans.
The term Direct Instruction refers to
a rigorously developed, highly scripted
method for teaching that is fast paced
and
provides
constant
interaction
between the student and the teacher
(Seigfried Engelmann, 1968).

Direct Instruction is probably

the
most
popular
teaching
strategy that is used by teachers
to facilitate learning. It is a
teacher directed and follows a
definite structure with specific
steps to guide pupils toward
achieving clearly defined learning
outcomes.

The teacher maintains the focus of

control over the instructional process
and
monitors
pupils
learning
throughout the process. Benefits of
direct instruction include delivering
large amounts of information in a timely
manner. Also, because this model is
teacher directed, it lends itself to
designing
instruction
that
is
developmentally appropriate to pupils
ages and stages (Zig Engelmann).

Guiding principles of DI include every

child can learn if we teach him/her carefully
and all teachers can be successful when
given effective programs and instructional
delivery techniques. Thus, ultimately it is the
teacher who is responsible for student
learning; students are not blamed for their
failure to learn. One often hears the
statement, If the learner hasnt learned,
the teacher hasnt taught in reference to
DI programs and instructional delivery
(Tarver, 1999).

The goal of DI is to do more in

less time accelerating learning by
carefully controlling the features of
curriculum design and instructional
delivery. There are three main
components to the design and
delivery of DI programs. These include:
(a) program design, (b) organization
of instruction, and (c) teacher/student
interactions
(Marchand-Martella,
Slocum, & Martella, 2004).

Program design relates to:

(a) careful content analysis that

promotes generalizations (teaching
the big ideas of instruction);
(b) clear communication (the wording
of instruction as well as how
instruction is sequenced and
examples are introduced);

(c) sequencing of skills (prerequisites

are taught before a strategy is
taught, easy skills are taught before
more difficult skills;
strategies/information likely to be
confused are separated; instances
consistent with a rule are taught
before exceptions

(d) track organization (activity

sequences are targeted that each
skills over multiple lessons to ensure
firm responding).

Organization of instruction centers

on:
(a) instructional grouping (using
flexible skill grouping as
compared to tracking);
(b) instructional time (increasing
academic learning time the
time students are engaged
with high success rates); and

(c) continuous assessment (providing

ongoing in-program assessments
to inform instructional practice).

Teacher-student interactions include:

(a) active student participation
(increasing opportunities for
students to respond and receive
feedback);
(b) unison responding (increasing
students responding by having
them chorally respond);
(c) signals (providing a cue to evoke
unison oral responses);

(d) pacing (promoting active student

engagement with brisk teacher
pacing);
(e) teaching to mastery ( ensuring firm
responding over time);

(f) error corrections (minimizing

student errors by carefully
sequencing instructions; when
errors do occur, using careful error
correction procedures model,
lead, test, retest); and
(g) motivation (enhancing motivation
through high levels of student
success).

A typical DI lesson includes

explicit and carefully sequenced
instruction provided by the teacher
(model)
along
the
frequent
opportunities for students to practice
their skills with teacher delivered
feedback (guided practice) and
then on their own (independent
practice) over time (distributed
practice/review).

Four decades of teaching and

learning research have proven that
coherent unit/lesson design strategies,
systematic instruction, pre corrective and
corrective
routines,
high
level
of
engagement,
ongoing
formative
assessment, re teaching, acceleration
and re testing routines in combination
predictably and positively impact student
achievement. Action Learning Systems has
designed and developed a proven system
for instructional design and delivery.

Called Direct Interactive Instruction, or

DII, this is the single most efficient, effective,
and research based approach to closing
the achievement gap. DII strategies guide
the teachers to disaggregate and
sequence even the most difficult concepts
at the highest levels of cognition and
achieve a high success rate with all
students. DII delivers a comprehensive
schema for teachers, coaches and
principals to ensure every student is
interacting with content from bell to bell.

Direct
Interactive
Instruction
involves consistent, persistent, and
creative
application
of
four
competencies:
(1) Standards and Measurable
Objectives;
(2) Lesson Structure and Sequence;
(3) Student Engagement, Feedback,
and Correctives;
(4) Proactive Classroom Management.

In 1970s a study was conducted with

Direct Instruction as the model the Project
Follow Through. This was the largest
educational study ever done, costing over
$600 million, and covering 79,000 children in
180 communities. This project examined a
variety of programs and educational
philosophies to learn how to improve
education of disadvantaged children in
grades K-3. (It was launched in response to
the observation that Head Start children
were losing the advantages from Head Start
by third grade).

Desired
positive
outcomes
included basic skills, cognitive skills,
(higher order thinking)and affective
gains
(self-esteem).
The
various
programs studied could be grouped
into the three classes described above
(Basic Skill, Cognitive-Conceptual, and
Affective-Cognitive).

The program that gave the best

results in general was true Direct
Instruction, a subset of Basic Skills. The other
program types, which closely resemble
todays educational strategies (having
labels like holistic, student-centered
learning, learning to learn, active
learning, cooperative education, and
whole language) were inferior. Students
receiving Direct Instruction did better than
those in all programs when tested in
reading,
arithmetic,
spelling,
and
language.

Contrary
to
common
assumptions, Direct Instruction
improved
cognitive
skills
dramatically
relative
to the
control groups and also showed
the highest improvement in selfesteem scores compared to
control groups.

Darch (1984) conducted a study to

examine the effectiveness of a method that
teaches fourth graders to translate word
story problems into mathematical equation
form in a step-by-step explicit manner that
closely paralleled the Direct Instruction
Follow Through programs. This method was
compared to a method developed from a
composite of four basal arithmetic texts
adopted for use in the Site of Oregon. Post
test results indicated a significant positive
effect for the explicit model.

Stage 3 - ACT
Before writing a plan, a teacher must
first understand fully what the competency
is all about. He must analyze and visualize
what he wants his pupils to do after the
discussion. If he clearly sees what the pupils
are expected to do after, then, lesson plan
writing comes in. The teacher must not
deviate from what is expected to do so
pupils will not be confused and feel bored.
That was the first step.

The second step was to make lesson

plans using DII (Direct Interactive Instruction)
as the model and following the K to 12
competency (Competency + Assessment +
Activity). It has four learning episodes which
emphasizes on the use of small-group, face to
face instruction by teachers using are fully
articulated lessons in which the skills are
broken down into small units, sequenced
deliberately, and taught explicitly. And then,
the Filipino Supervisor checked the lesson
plans which were further evaluated and
checked by the SDS.

After the thorough evaluation of

my lesson plans, I taught it in my
Grade II GT/SSES class with the
presence of my principal and Filipino
Supervisor. I monitored and evaluated
the pupils performance by giving
them daily quizzes, summative and
periodic tests recorded their scores
and computed the mastery levels.

I
also
observed
and
monitored their behaviors and
wrote it in my daily reflections. I
measured the learning changes
of my pupils before and after TMDI
was through a survey.

Result
To determine the development of
the pupils performance is the increase
of their mastery levels in the fourth
periodic test and daily quizzes.

The graph shows that in the First

Grading Period, the mastery level was
81%, Second Grading Period, the
mastery level was 82%, Third Grading
Period, and the mastery level was 86%,
although all scores is above the
standard mastery level which is 75%,
but for my section which is considered
the first section in Grade II in our
school, those scores were still low.

And in the Fourth Grading

Period, when TMDI was used in
their class, the mastery level was
92% which is above the standard
mastery level and above 90%. A
vivid evidence that TMDI was
really an effective strategy in
teaching Filipino.

Summary of the Teachers Observation of the

Pupils Behavior Before and After TMDI was
used in Teaching Filipino II.

Before TMDI was used, I was

undecided and did not strongly
agree if my pupils show some of
the behaviors expressed in the
indicators. But, after using the
TMDI, I strongly agree that my
pupils are motivated to learn.

They worked happily and

efficiently with other pupils during
the Guided Practice and in all
activities in the class. They showed a
healthy
competition
in
their
formative test since they knew
already on how they will be
evaluated
because
I
always
informed them on how they will be
tested before the class starts.

Everybody was enthusiastic to

present their ideas to the class. They
reflect on their process of achieving their
goals, use feedback from me and from
their peers. They also changed and
adapted
strategies
that
are
unsuccessful, monitored their goals, they
can articulate of what is expected from
them. They also give constructive
feedback to their peers and change
versions of their work to improve them.

Based on the result of the study, I

concluded
that
the
use
of
Transactional
Model
of
Direct
Instruction in teaching Filipino II has
increased the pupils test scores and
mastery level in the periodic test and
has enhanced the behavior and skills
of the pupils in the teaching-learning
process, and in their whole being.

Reflection:
Education is a process of bringing
desirable changes in the behavior of
human beings. It can also be defined as
the process of imparting or acquiring
knowledge
and
habits
through
instruction. The most important objective
of educational process is to transfer
knowledge to the next generation
(Gedler,2001).

It is now widely recognized that

the most important factors in
teaching effectiveness are the
interaction
with
students,
the
knowledge and personality of the
teacher. It is the job of teachers to
understand and identify barriers to
learning, to remove those barriers and
to bring the best output of those they
educate (Bloom,1998).

In order to teach effectively, the

teacher must have sufficient knowledge
about the students, in addition to the
knowledge about the subject and
appropriate methods of teaching. Modern
research indicates that if proper and
suitable methods and techniques are used,
even the students of normal intelligence
can easily learn. It is the teachers
responsibility to see that the lessons get
taught in such a manner that the childrelated goals are met.

For the solution of these individual

differences and for the better results
from the learners, four teaching model
have been developed, namely direct
instruction,
cooperative
learning,
mastery learning and problem-based
instruction. One of which was examined
thoroughly and introduced to us by our
sharp-witted leader, Dr. Agustines E.
Cepe; Transactional Model of Direct
Instruction.

Comparison between TMDI and the

Different Approaches used by the
teachers before:
Lively and stimulating approach
Teacher directed, as needed.
Setting objectives, informing
learners of the objectives
Activating prior knowledge.
Activating motivation, directing
attention.

 Sequenced instruction
Dependent and independent
practice, providing learning
guidance, more practices and
homework if necessary.
Activities that focus on specific skills.
Providing feedback, reinforcing,
eliciting performance, using pauses
and praise strategy.

Next Step
Use Transactional Model of Direct
Instruction in designing for another
subject area in the first, second and
third grading periods.

Bibliography
(Educational Philosophies; A Primer for Parents, Milwaukee:
PRESS(Parents Raising Educational Standards in Schools),
1995
Stebbins, L/B., St. Pierre, E.C. Proper Education as
Experimentation: A Plannede Variation Model, Volume
IV-A, an Evaluation of Follow Through. Abt. Associates,
Cambridge, MA, 1977.
Meyer, L.A. Long Term academic effects of the Direct
Instruction Project Follow Through. Elementary School
Journal. 84:380-304 (1984)
Research on Direct Instruction by Gary Adams and
Siegfried Engelmann, 1995

Thank you for listening

and
May God bless us all!