You seem to be moving in the right direction: In the comments you linked, you are laying out some jargon of the DI and explaining what it means in simpler words. If at all possible, you might also supply examples taken from actual teaching; for example, when you say

Or it could be that the learner is missing at least one logically necessary concept underlying the task, in which case the stim-loc tells you what to probe for, and the resp-loc tells you how.

it would be helpful if you could descend from the abstraction for a moment and say "For example, one time I was trying to teach trig using DI; the student was not getting why the double-angle formulas work, so the stim-loc told me I should look for a faulty understanding of [something], and I checked that by [something else]..." Failing real anecdotes, a fictional one (clearly marked, of course!) using a real DI locus schema could also be helpful. But at any rate you're now explaining what sort of techniques are involved and what the 'detailed curriculum' is to consist of, and my desire for anecdotes is more about how to present it rather than what to say.