Direct Instruction

Materials adapted from Slocum (2003)DLD Current Practice Alerts (1999)

direct instruction vs. Direct Instruction The term “direct instruction” has been used

in the teacher effectiveness literature (e.g., Rosenshine, 1976) to refer to:

A. __________________ correlated with enhanced academic achievement

B. The focus is on ________________________________

direct instruction vs. Direct Instruction

C. Conclusions are that low achieving students will reach higher achievement if the teacher maintains high engagement rates and consistently uses:

1. _____________ 2. _____________ 3. ______________ 4. ___________

direct instruction vs. Direct Instruction Direct Instruction originated with

Engelmann and his colleagues at the University of Oregon:

The focus of “Direct Instruction” is on both ________________ techniques and on the careful design of ____________________________.

DI programs Over ___ specific programs have been published

for teaching language, reading, writing, spelling, mathematics, and science Designed primarily for grades _____ There are also remedial programs for special

education and adult education in ________ and ______________.

Direct Instruction offers one of the most empirically validated and effective curricula that we have for ______ children--gifted, average, at-risk, developmentally delayed, disadvantaged (Adams & Engelmann, 1996). 

Project Follow Through Over 700,000 children in 170 disadvantaged

communities across the US participated in this 1 billion-dollar study

3 goals of the project: increase ____________________ (Basic Skills Models), to improve ____________________________ (Cognitive Models), and to promote ____________________ (Affective Models) among the participating children

Purpose: To identify “____________" so that the most effective methods could subsequently be applied to achieve the three core goals in the disadvantaged children across the US

Results of Project Follow Through

More Results of PFT

Direct Instruction works, but…???!!

Overall, DI was the ______ model that had a consistently positive effect on all _ aspects of learning

Therefore, one would have expected that the US Office of Education would have strongly endorsed and supported the use of DI as the model of choice

BUT… Engelmann's programs were criticized

for being _________ and for emphasizing ________________

Schools of Education in universities, boards of education, the Ford Foundation and commercial publishers argued against the research and the data, and they won. Opinion triumphed over data (Engelmann, 1992; Adams & Engelmann, 1996)

Goal of DI To accelerate student learning by

maximizing ___________ in _______ and ____________ of instruction

Efficiency is achieved when students ___________, beyond the specific material in the lesson

Central Elements of DI philosophy Teachers are responsible for student

learning. “If the student hasn’t __________, the

teacher hasn’t _________.”

Curriculum design is a critical variable in student achievement.

1. Small group instruction

3-5 (greater the deficit / younger the students)

10-12 (milder disabilities / older students)

desks

chalkboard

teacher

Advantages of Small Group Instruction Increases ____ available for direct instruction Increases control of __________variables Provides opportunities to facilitate

observational learning, peer interaction and communication

Enhances ____________ of skill

2. Maximizes active student respondingObservations from Juniper Gardens Study, 19801. How much directed reading instruction does

the average first grade child receive each day in the regular classroom?

2. On the average, how much time does a third, fourth, or fifth grader spend practicing the basic mathematics facts (addition, subtraction, multiplication, and division) during each school day?

Observations (continued)3. What percent of the average class period

do pupils spend in transition (at the beginning and end of the period, getting ready, cleaning up, etc.)

4. How many pages of written composition does the average fourth grader write per day?

Results of Observations

(Based on preliminary observations in a relatively small number of classrooms.)

1. ________________ 2. _________________ 3. ____________ 4. __________

“We keep saying that Johnny can’t read because he’s deprived, because he’s hungry, because he’s discriminated against. We say that Johnny can’t read because his daddy is not in the home. Well, Johnny learns to play basketball without daddy.”

“We do best what we do most, and for many of our children that is playing ball. One of the reasons that Johnny does not read well is that Johnny doesn’t practice reading.”

(Rev. Jesse Jackson, 1976)

2 reasons high level ASR is important

Provides practice critical to _________. Provides __________ to teacher on student

understanding.

Strategies for increasing student responses

Use of _________________ - (e.g. choral responses or response

cards) ________________ - ( i.e., Little time between last student

response and next task or question )

3. Careful design of instructional presentations and materials Begins by analyzing content matter and identifying central organizing ideas that enable students to learn more in less time

Instructional topics and objectives are organized into tracks that allow for systematic skill development across the length of the program

Skills are sequenced to maximize student _______ and minimize points of ________

Clear _____________ is designed to minimize ambiguity for students

Instructional formats are designed to structure the ___________ between teachers and students

Interactions are formatted General format:

_______. (e.g., teacher touches a letter in her presentation book (m) and says the corresponding sound “My turn, this sound is /mmm/. The teacher models a few times if necessary. "Listen again, /mmm/…“)

________. The teacher does the task with the students. ("Say it with me /mmm/." (Note the explicit rule.) Teacher touches under the letter and says the sound with the students.)

________. Students now do the task without help. This is understood not as a “test” of the students, but rather as information on the teacher's effectiveness and an opportunity for the children to practice. (“Do it by yourself. What sound?“) Teacher points under letter. The whole group responds until firm. **Then teacher calls on individual students.**

________. Earlier material is reviewed later. This gives more practice and aids retention.

Delivery Features Scripted lessons

designed to ensure clear __________ of material

_______________ active student engagement is enhanced when teachers maintain a brisk pace ability to cover _____ material holds ______________ keeps students _______, which in turn

can reduce ____________

Signaling Characteristics: CLARITY &

CONSISTENCY __________ Preparation ________ Verification

Choral group responding mixed with ___________

___________ (i.e., model>lead>test) ____________

Assessing Progress Ongoing mastery is used to monitor

student progress Informal assessments

100% student response_________answers on signal___________ are academically correct

Formal assessments_____________ are included periodically

to determine student progress through programs.

Student-Teacher Interactions DI defines the teacher’s role more ______

and __________ than most other forms of instruction Scripts relieve teachers of the role of

“____________________” Teachers’ role is…

1) to deliver instruction in a way that is effective and motivating to students, and

2) to make critical decisions about how to adapt program based on the needs of students

As you watch the video, focus and comment on the following:

Teacher pacing Signaling Choral group responding Individual turns Corrective feedback Reinforcement

Do you believe the teacher was effective?What were your reactions to the lesson?

Additional Information: Myths and Truths about Direct Instruction http://www.adihome.org/phpshop/articles/individualArticle.php?type=ESP&volume=17&number=1&article_num=3&username Association for Direct Instructionwww.adihome.org