1. Direct Instruction
Christin McLaughlin
Education 227 – 01
Spring 2013

2. Direct Instruction: demonstration modeling guided practice
By definition, Direct Instruction (DI) is an instructional approach to academic subjects that emphasizes the use of carefully sequenced steps. These steps include:
demonstration
modeling
guided practice
independent application

3. IT HAS BEEN SAID THAT DIRECT INSTRUCTION IS BASED ON TWO BASIC PRINCIPLES:
All students can learn when taught correctly, regardless of past history and background.
All teachers can be successful, given effective teaching materials and presentation techniques.

4. Other Components of Direct Instruction include:
Direct instruction is also known as theory of education that suggests that the most effective way to teach is by utilizing explicit, guided instructions. DI primarily relies on strict lesson plans and lectures with little or no room for deviation of the structure.
Other Components of Direct Instruction include:
Carefully planned lessons
Small learning increments
Clearly defined tasks
Ability grouping
Frequent assessment
The History or DI
Research base
Teachers that are reluctant to change

5. Carefully Planned Lessons
Although students typically do not recognize or acknowledge the process that goes into planning lessons, it is very important that teachers carefully plan each lesson in a way that best suits the layout of DI for his/her classroom. DI has specific aspects that are followed when lesson planning. Some of these aspects are including brief testing of the students, organized instructions, short exercises spread across different standards, and a shift between teacher-guided learning to a student- guided format.

6. Small Learning Increments
Small learning increments are important in DI because it allows students to absorb information presented to them in small doses, rather than bombarding them with a large amount at one time. By teaching students in this way, the systematic arrangement presented in the DI format is being followed. Therefore, the students can better understand the purpose(s) and result(s) of a particular lesson.

7. Clearly Defined Tasks
It is vital that the teacher(s) implementing Direct Instruction follow the basic principles of the method. This requires them to clearly define the instructions of a presented task. Typically the procedure goes as follows:
Introduction & Review of the information
Development - explanations, descriptions, etc.
Guided Practice - opportunities for students to practice what they are expected to be learned
Closure – the teacher concludes the lesson
Independent Practice – assignments are presented to students to reinforce the lesson
Evaluation – students are assessed on their progress

8. Ability Grouping
In most cases, Direct Instruction is practiced in a small group setting. This is because it allows students with many opportunities, such as interacting with peers and receiving particularly special attention from their teacher. The grouping tends to be based on the students’ zone of proximal development, which is the area of difficulty that a student is comfortable in while at the same time challenging them. By students being grouped in this way, it is easier for them to adapt and grow as individuals, as well as a group.

9. Frequent Assessments
Assessing students frequently allows teachers to keep better track or a students progression or regression. This also grants teachers the ability to quickly have feedback of a lesson. Frequent assessment of students is not only helpful for teachers, but also for students. It allows students to monitor their progress academically.

10. History of Direct Instruction
Direct Instruction was developed over time, between the years of 1969 and 1993, by Dr. Siegfried ‘Zig’ Engelmann and Dr. Wesley Becker. DI is based on the doctors’ research on children and the most effective ways to teach them. The DI method of instruction was aimed at children that were considered to be “at risk.” Engelmann and Becker believed that if implemented properly, DI can not only improve academic performance, but the behavior of students as well.
* Although Engelmann and Becker hold a majority of credit for the DI method, the overall foundations can be traced back B.F. Skinner and his original thoughts, theories, and concepts of classroom learning.

11. Research Base
Generally speaking, Direct Instruction is a research- based method. DI has been researched over time and proven to be a very successful format for explicit instruction. Throughout the years teachers have noticed great success rates after implementing DI in their classrooms.

12. Teachers Reluctant to Change
Due to the fact that change is a critical element of DI, it is important that teachers are no reluctant to change the way they teach. DI may require teachers to completely change their way of teaching and their classroom organization. It is vital that teachers strictly follow the lesson plans that they have implemented. As teachers, it is important to remember that teaching methods, teaching standards, and the technology used to teach with changes constantly, therefore teachers must change too.

13. Works Cited "About DI." About DI. N.p., n.d. Web. 05 Mar. 2013.
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"Professional Page." Professional Page. N.p., n.d. Web. 05 Mar
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"What Is Direct Instruction?" What Is Direct Instruction? Teachnology, Inc., Web. 08 Mar
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"Free Teacher Resources." Welcome to Discovery Education. Discovery Education, n.d. Web. 05 Mar
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Lindsay, Jeff. "What the Data Really Show:Direct Instruction Really Works!" Direct Instruction: The Most Successful Teaching Model. N.p., 11 Oct Web <
"Instruction/Direct Instruction | Special Connections." Instruction/Direct Instruction | Special Connections. University of Kansas, n.d. Web. 05 Mar < bin/drupal/?q=instruction/direct_instruction>.
"SPECIAL NEEDS EDUCATION: Direct Instruction and Special Needs." SPECIAL NEEDS EDUCATION: Direct Instruction and Special Needs. University of Michigan, n.d. Web. 05 Mar <
"Direct Instruction: Introduction." Direct Instruction: Introduction. N.p., n.d. Web Mar < /index.htm>.
Watkins, Cathy. "Newsletter." Association for Behavior Analysis International. N.p., Web. 08 Mar <
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