Direct InstructionMary Beth Allen

Description of Direct InstructionDirect Instruction (DI) is a method of teaching designed by Engelman and his associates in the late 1960s. It is designed around small learning increments and clearly defined and prescribed teaching tasks.

Direct Instruction is a specific structured, teacher-directed program and should not be confused with the more general direct instruction approach to teaching, although they have many basic principles of learning in common.

National Institute for Direct Instructionwww.nifdi.org

Description on Direct InstructionDirect Instruction is based on a few specific principles, including:• teaching sequences of skills designed to minimize error •providing ample practice •giving immediate feedback and positive reinforcement

The DI approach has a large focus on the antecedents of instruction, like prompts, instructional statements, and teacher directions.

Curriculum design is also a very important part of Direct Instruction.

Description of Direct InstructionDirect Instruction teaches a series of carefully sequenced skills with students placed in small groups.

As far as the small groups, students are grouped according to ability. There is continuous evaluation and regrouping according to competencies or weaknesses the child may be demonstrating.

An emphasis is also on pace and efficiency of instruction. DI lessons are designed to bring student mastery as fast as possible, because DI is meant to accelerate the students’ progress.

Description of Direct InstructionWhile using DI, teachers must follow a rigid, fast-paced script that involves hand signals, auditory signals, and verbal signals. The script also provides many opportunities for unison group responses and individual student responses.

Some examples of the signals teachers may use while using Direct Instruction include:• hand signals, such as one finger up for response time• auditory signals, such as clapping• verbal signals, such as “say it slow” and “say it fast”

Effectiveness of Direct InstructionTwo important basic philosophies of Direct Instruction to know are: “All children can be taught” and “All children can improve academically”. So if the child does not learn, it Is essentially the teacher’s fault.

Direct Instruction has been the focus of considerable research and a high level of effectiveness has been reported.

Right now, Direct Instruction is one of the few curriculums that have been scientifically validated to be effective for use in the Response to Intervention model.

Using Direct Instruction• Seat a small group of children in a semicircle

facing the teacher.• The teacher can use a whiteboard, big book, or

other things to present visual information such as letters, numbers, or words• The teacher uses a scripted lesson plan to ensure

that all steps are followed and that all questions and instructions are made clear.• The teacher asks questions and gives frequent

prompts, either as a group or individually.• The teacher gives immediate feedback and

correction to the students.

• Example:http://www.youtube.com/watch?v=OaW-wUCxhic&feature=related

References

Taylor, Ronald L.; Smiley, Lydia r.; & Richards, Stephen B. (2009). Exceptional students: Preparing teachers for the 21st century. New York, NY: McGraw Hill.

(September 2010). Little books set 1 word & new word practice. Retrieved from http://www.youtube.com/watch?v=OaW-wUCxhic&feature=related

(December 2010). National institute for Direct Instruction. Retrieved from http://www.nifdi.org/15/