Direct Instruction

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Direct Instruction

• Teri Doljes, Brooke Edwards, Nancy Maxwell, and
  Teresa Bell

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What is Direct Instruction?

• The National Institute for Direct Instruction
  defines direct instruction as a model for
  teaching that emphasizes well-developed and
  carefully planned lessons designed around small
  learning increments and clearly defined and
  prescribed teaching tasks. It is based on the
  theory that clear instruction eliminating
  misinterpretations can greatly improve and
  accelerate learning (http//www.nifdi.org/).

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What is Direct Instruction?

• The text defines direct instruction as systematic
  instruction for mastery of basic skills, facts,
  and information (Woolfolk, 442- 9th edition or
  Chapter 13 10th edition).
• May also be referred to as explicit teaching or
  active teaching (Woolfolk, 442, 9th edition or
  Chapter 13 in 10th ed.).

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Foundations

• According to Woolfolk in the 70s and 80s a
  great deal of research focused on effective
  models of teaching (Woolfolk, 441).
• The results of this research identified effective
  models of teaching related to improved student
  learning- one of which is direct instruction.
• Siegfried Engelmann developed one of the earliest
  models of Direct Instruction.

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Foundations

• Barak Rosenshine developed six teaching functions
  based on the research on effective instruction
  which serves as a framework for Direct
  Instruction (443)
• Review and check previous days work.
• Present new material clearly and in small steps,
  giving examples
• Provide Guided Practice allow students to
  practice the skill, check student practice often.
• Give Feedback and Corrections- frequent and
  immediate feedback
• Independent Practice
• Review weekly and monthly.

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Uses for Direct Instruction

• According to the text teacher presentations take
  up 1/6th to 1/4th of all classroom time
  (Woolfolk, 441).
• With this in mind, direct instruction could work
  well for
• Communicating a large amount of material to many
  students in a short period of time.
• Introducing a new topic.
• Giving background information.
• Motivating students to learn more on their own
  (Woolfolk, 441- 9th edition).

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Uses for Direct Instruction

• These types teacher presentations are most
  appropriate for cognitive and affective
  objectives for example
• Remembering
• Understanding
• Applying
• Receiving
• Responding
• Valuing

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Uses for Direct Instruction

• Direct Instruction is applied best to the
  teaching of basic skills.
• Clearly structured knowledge and essential
  skills- such as science facts, mathematics
  computations, reading vocabulary, and grammar
  rules.
• Skills can be taught step by step and tested by
  standardized tests.

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Essential Elements

• The essential elements of Direct Instruction
  (DI)
• Highly structured teaching plan
• Clearly defined objectives and goals
• Frequent test, re-test, re-teach
• Rapidly paced
• Teacher driven

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Non-Essential Elements

• These elements may be adjusted with DI
• Time- may use whole class time or just partial
• Some schools use pre-packaged DI teaching
  programs
• Size- Can be done in with whole class or small
  groups

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Examples

• These are some examples of when DI works in the
  classroom
• Coaching Physical Education- Teaching a game or
  skill requires some form of DI for students to
  truly grasp activity and concept.
• Science- Teacher must provide background
  information and frame for understanding.
• Mathematics- Students require basic skills based
  information that must come from instructor and
  must be demonstrated.

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Non-Examples

• DI is not
• Entirely teacher driven with NO student
  interaction
• Basic skills only teaching
• Boring and Alienating
• Inquiry based learning
• Student driven learning

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Outline of Direct Instruction

• Specific objectives of lesson
• Standards to be met
• Anticipatory set- Tell students what they will
  learn
• Teacher Instruction
• Input- Provide background information to students
• Modeling- Teacher shows students how to use the
  information presented step by step
• Check understanding- Re-teach and repeat if
  needed
• Guided practice- Students practice in class
• Closure- Tie lesson to practical application,
  summarize major points, and answer questions
• Independent practice- Students demonstrate
  understanding of materials learned

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Science Mini Lesson

• Prism animation
• http//csep10.phys.utk.edu/astr162/lect/light/disp
  ersion.html

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POSTERS Nancy Maxwell
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POSTERS Nancy Maxwell
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POSTERSTeri Dolejs
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POSTERSTeri Dolejs
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References

• National Institute for Direct Instruction
• Woolfolk, Anita. Educational Psychology 9th ed.
• Outline of Direct Instruction adapted from
  http//www.humboldt.edu/7Etha1/hunter-eei.html
• Other sources
• http//www.jefflindsay.com/EducData.shtml
• http//people.uncw.edu/kozloffm/whatdiis.html
• Weather Wiz Kids