Direct Instruction

Direct instruction is a method that is specifically designed to enhance academic learning time. Direct instruction does not assume that students will develop insights on their own. Instead, direct instruction takes learners through the steps of learning systematically, helping them see both the purpose and the result of each step. When teachers explain exactly what students are expected to learn, and demonstrate the steps needed to accomplish a particular academic task, students are likely to use their time more effectively and to learn more.

The basic components of direct instruction are:

1. Setting clear goals for students and making sure they understand these goals.
   
   
2. Presenting a sequence of well-organized assignments.
   
   
3. Giving students clear, concise explanations and illustrations of the subject matter.
   
   
4. Asking frequent questions to see if the students understand the work.
   
   
5. Giving students frequent opportunities to practice what they have learned.

    

Not all topics are amenable to direct instruction. Indeed, even within a single grade level or subject area it is possible that some learners will profit from direct instruction, while others will profit from a less direct approach to instruction (Cole et al, 1993).

• Direct instruction has proved especially effective in teaching basic skills (such as reading and math) and skills that are fundamental to more complex activities (such as basic study skills or the prerequisite skills for long division).
  
  
• Direct instruction is not as likely to be useful for teaching less structured topics, such as English composition or discussion of social issues.

An excellent discussion of direct instruction can be found in Rosenshine (1986).

Direct instruction is an example of one way to use academic learning time effectively. Direct instruction is not a synonym for good teaching. To avoid misapplications of direct instruction, it is essential to look at the rationale behind it.

• Direct instruction works because it enables the teacher and learner to focus as actively as possible on activities that promote the effective use of instructional time.
  
  
• In a large number of instances, the steps listed in the previous paragraph will bring about this high degree of active participation in the learning process.

In other instances, however, different, less direct strategies may more effectively promote active participation.

 

Online Links: Direct Instruction   Carnegie Mellon Researchers Say Direct Instruction, Rather Than "Discovery Learning" Is Best Way To Teach Process Skills In Science http://www.eurekalert.org/releases/direct-sciskill.html According to this article, direct instruction can be used to teach some fairly sophisticated skills.   Instructional Design as a School Reform Strategy: http://www.nwrel.org/scpd/natspec/catalog/directinst.htm Northwest Regional Educational Laboratory's summary description Summary of numerous other curriculum models for educational reform, many of which involve direct instruction, mastery learning, or generative teaching: Catalog of School Reform Models http://www.nwrel.org/scpd/catalog/index.shtml   Direct Instruction in Education by Martin A. Kozloff. Louis LaNunziata, and James Cowardin. http://www.uncwil.edu/people/kozloffm/diarticle.html This 1999 report gives a comprehensive analysis of the research that supports direct instruction and related methods.   Direct Instruction Information| http://www.uncwil.edu/people/kozloffm/aftdi.html This is a comprehensive summary of information about programs using direct instruction and sites at which direct instruction is implemented on a large scale can be found at this site:   Direct Instruction http://www.ecs.org/clearinghouse/18/61/1861.htm This is a comprehensive summary sponsored by the Educational Commission of the States.

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• Academic Learning Time
• Applying ALT to Instruction
• Direct Instruction <-- You are here!
• Active & Generative Teaching
• Expanding Academic Learning Time
• Homework
• Parental Involvement
• What Specific Strategies Enhance Learning?
• What Teachers Can Do About ALT
• What Students Can Do About ALT
• What Parents Can Do About ALT
• Summary and Overview