di/DI

 Behavioral: learned behavior shaped by contingencies of reinforcement  Information-processing theories: enhance attention, encode and storage  Cognitive-behavioral theory: learning hierarchies and events of instruction  Clearly defined objectives and set sequence

 Setting clear goals for students  Presenting a well-organized sequence  Giving clear, concise explanations  Asking frequent questions to insure understanding  Giving frequent opportunities for practice

 The advantages of direct instruction teaching are that:  The teacher has control of the timing of the lesson.  Students are physically easy to monitor.  The teacher has control over what will be learned, and who will learn.  The curriculum can be covered, so the teacher can say that s/he taught the material.  Some material should be taught this way! Any information for which there is one right answer, and for which that answer is relatively simple, can be taught efficiently and honestly by using direct instruction.  The disadvantages of direct instruction teaching are that:  It is based on old learning theories: that we must learn simple tasks before complex ones, and that only measurable learning is worth while.  Students do not have a sense of the overall purpose of the simple steps.  Teachers cannot assess what the students’ prior knowledge is, so will be unaware of why particular students cannot learn.  Retention of how to solve the problems is low, because the students have not struggled with the problem themselves.  Direct instruction as an instructional method works for only a small percentage of students, not for a great variety. The students who have other than verbal “intelligence”, or who come from different cultural world views will fail. mcvittiej/methods/direct.html

The popular valuing of teacher creativity and autonomy as high priorities must give way to a willingness to follow certain carefully prescribed instructional practices. om_content&view=article&id=52&Itemid=2 7 om_content&view=article&id=52&Itemid=2 7 In his 1976 teacher effectiveness research, Barak Rosenshine gave this term to a set of variables found to be significantly related to student achievement. This set of variables included engaged time, small group instruction, and specific and immediate feedback. This approach is often referred to as "small di". Direct instruction is a teacher-centered instructional approach that is most effective for teaching basic or isolated skills (Kroesbergen & Van Luit, 2003)

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 XPtZAVE XPtZAVE  eei.html#direct eei.html#direct