ABSTRACT
Scripted lessons, colloquially thought of as DI, is a variation of direct in-• struction. Scripted lessons follow all the same basic phases and events in the general • (universal) model, but diff er in the specifi city of the teacher statements and student responses. Scripted lessons do not provide as much new information in each lesson; • instead, the new information is distributed among several lessons so that it represents only about 10 to 15% of a lesson. Concepts to be learned in scripted lessons are broken into logically arranged • small pieces and follow a “question Æanswer” format. Aft er scripted demonstration of initial understandings, students complete a • workbook assignment individually or in small groups. Scripted instruction is fast-paced and repetitive, but can be tiresome to in-• structors and learners alike if continued for longer than about 20 minutes. Chained behaviors (math word problems, step-by-step procedures) are excel-• lent candidates for scripted lessons.
