OPDC
(Overview, Prime, Drill, Check)

In the days of ALM, Constance Knop developed a model for setting up and carrying out classroom activities. This model applies to exercises as basic as mechanical grammar drills and as complex as small-group role-plays, and listening and reading activities using authentic texts. Some twenty years later, this paradigm is still very useful for setting up activities, giving clear instructions, getting students "on task" right away, following through without wasting time, and checking to see that students actually understood and learned.

There are more elaborate paradigms available for using authentic texts and for setting up group work (see our web site), but the general philosophy is the same. What is special about  the OPDC (Overview, Prime, Drill, Check) model, is that it applies to even the most basic activities.

If the activities/exercises you set up in class seem to drag, fizzle, or flop, check to see that you are following these four basic steps and revise them accordingly.

Overview:

Teacher explains what students are going to do, why they are going to do it, what will be expected of them afterwards. In other words, the teacher states the purpose and outcome of the activity. Students are reminded of what they already know and how this applies to the activity at hand. (cf. Preview stage in schema approach to using authentic texts). Of course, students should be involved in this stage. They brainstorm pertinent vocabulary, practice the conjugation of a key verb, for example.

Prime:

Teacher gives instructions, shows a sample, models the activity, clarifies procedures: Will students work alone, in pairs, in groups? Will they write? How many sentences? Will everyone write in small-group work or will groups designate a secretary? Will they speak? Involve students in modeling the activity.

Drill:

Students perform the task / activity / exercise warmed up, and having fully understood the goal, the expected outcome, the instructions and procedures.

Check:

Students show that they understood, learned, applied what they learned. Work in a brief written learning check, or an expansion activity that requires individuals to use the language they've just practiced. In a small-group role-play or written exercise, students will perform or write answers on the board.
 

Cheryl Krueger
University of Virginia