"an instructional model used to explicitly teach targeted knowledge, skills, or both. At the beginning of direct instruction, the teacher models what is to be learned. Then through clear, timely, and accurate feedback during guided and independent practice sessions, students are gradually able to demonstrate successfully the targeted knowledge and skills" (Estes & Mintz, p.43, 2016). Direct instruction model is based from the Cognitive learning theory and social learning theory. In the direct instruction model there are 6 steps:
1. Review previously learned material
2. state objectives for lesson
3. present new material
4. guide practice, assess performance, and provide corrective feedback
5. Assign independent practice, assess performance, and provide corrective feedback
6. Review Periodically, offering corrective feedback if necessary
Under what circumstances is this model appropriate?
It can be used to teach knowledge level objectives and skills. Typically beginning with already learned material and adding upon what we already know. 

Benefits:

direct instruction allows for feedback which would help with cognitive thinking and development while the information and knowledge is still fresh. It is also relates to student achievement by providing an opportunity for students to learn clearly defined skills and knowledge. It can be used as a template for other models or instructional strategies and approaches. As stated in the text another benefit is that it "Links to background knowledge, the small chunks of information, and guided and independent practice, all with corrective feedback" (Estes & Mintz, p.54, 2016). 

Drawbacks:
Based on the idea that you must learn simple tasks before you can learn complex ones. Does not allow teachers to access prior knowledge. And could only work for a small percentage of students  depending on students' learning styles.

Specifically, how would you assess student understanding with this model?
To assess student understanding during Direct Instruction teachers can walk around the room, ask individual questions to students about the material to see if there is understanding. The independent practice that students are doing could be the data and formative assessment when using a rubric.

Specifically, how would you differentiate instruction for this model?

To differentiate instruction teachers can use a variety of models and strategies to meet the needs of all students. The best differentiation techniques to fit the Direct Instruction Model would be flexible grouping and varying questions. "Flexible grouping allows students to practice new knowledge and skills with a group of peers of similar interests, skills, or background knowledge, so that peers can share insights and skills". Before students do group work teachers should always set out clear guidelines and instructions. Varying questions is where teachers adjust questions based on learner readiness, experiences, interests, and preferred approaches to learning. During instruction you can look around at the different levels of learning and then target questions to specific learners during review.

Specifically, how would you integrate technology for this model?

In this model you could integrate technology into the "instructional" aspect, when all the students are learning the new material. You could also have the independent practice set up through an app as well as creating assessments through technology. 

“The concept attainment process is most appropriate for teaching concepts that have clear criterial attributes so that students can observe what the concept examples have in common and think logically about a definition” (p. 64). "Concept attainment is designed for students to learn the definition of a concept by  identifying the concept’s name, the larger category or superordinate concept, and  the essential characteristics of the concept that make it what it is" (Estes & Mintz, p.70, 2016).
"The concept attainment model is an instructional model that supports student  inductive thinking. Positive and negative examples are presented to the class until  the students can identify the essential attributes and state a concept definition (Estes & Mintz, p.75, 2016) 

There are 8 steps:
(1) select and define a concept,
(2) develop positive and negative examples
 (3) remind the class of the concept  attainment process
 (4) present positive and negative illustrations of the concept  and identify essential attributes
 (5) develop and refine hypotheses
(6) construct a  concept label and definition 
(7) provide test examples, and (
8) reflect on the process  with the class. 

Teachers can use this model when learning a concept that has clear attributes, properties, and characteristics. For example, rhyming words, shapes, mammals.
clear definitions with identified essential attributes that help students construct a personal understanding of a  concept. Students are active participants in the lesson


What are the potential benefits and drawbacks of the model?
Benefits:
mirrors the way that we learn concepts in the real  world, allowing students to develop even greater concept analysis tools
addition, "the concept attainment model requires clear definitions with identified essential attributes that help students construct a personal understanding of a  concept. Students are active participants in the lesson and are encouraged to develop  conceptual flexibility, inductive reasoning skills, and a tolerance for ambiguity" (Estes & Mintz, p. 72, 2016). 

Drawbacks:
Some students do not like to take risks, so they may not participate in the group work. - Students may “shut down” if the concept is too difficult for them to conceive. -Students may not be socially able to work with others collaboratively.

To assess students understanding with the concept attainment model teachers could use formative assessments. Questions to ask: Can students identify the concept label? Can they explain how the concept is related to larger concepts? Can they list the criterial attributes of the concepts? For assessment teachers could also give students short answer questions to identify a definition or draw a concept, students could write the similarities and differences in a paragraph or illustrations. Students could also evaluate their own participate.

Specifically, how would you differentiate instruction for this model?
Teachers can manipulate this model to fit the needs and interests of all students. They can manipulate the complexity and abstraction to meet learners needs. They can also provide students with a variety of activities for the group work and individual work. "Differentiation opportunities are abundant once  the model of instruction is complete and students are applying the new conceptual  knowledge they have acquired" (Estes & Mintz, p. 71, 2016)
Specifically, how would you integrate technology for this model?
I would incorporate technology into this model by using the categories and having students "drag and drop" using a smart board in the class. We could use a variety of interactive games or kahoot!