direct instruction(3)

7/28/2019 Direct Instruction(3)

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Teach = Fill their empty

heads.

“If the Student didn‟t learn,

The Teacher didn„t teach” S. Engelmann

Assess = See what‟s

inside



Direct Instruction grew out of the readinginstruction research of Sigfried Engelmann and

his associates, who developed the DirectInstruction System for Teaching Arithmetic andReading (DISTAR) program more than 30 years

ago.

(Mac Iver, Kemper 2002)



Direct Instruction was included in The AmericanInstitutes for Research, “ An Educator ’ s Guide to

Schoolwide Reform. It favorably indicated, “Overall,there is strong evidence that Direct Instruction has

a positive effect on student achievement.” Withsome variation depending on the component of

the DI approach being measured.

(Herman, et al., 1999)



“ Perhaps most striking is the difference in rates of

retention in grade between DI cohorts and control cohorts. There is also evidence of a positive impact on

reading vocabulary test scores and measures of oral reading fluency, but no compelling evidence as to a

significant effect of DI on reading comprehension (the primary dependent variable specified in the original evaluation plan). Although growth in reading

comprehension achievement has occurred for students receiving DI, it does not appear to be significantly greater than for students receiving other reading instruction. This finding echoes previous findings

regarding the impact of DI on reading comprehension .”

(Mac Iver and Kemper, 2002)



Reading researcher and University of Illinois ProfessorEmeritus, Barak Rosenshine, also contributed anarticle to the special issue of the Journal of

Education for Students Placed At Risk.

He stated…

http://www.baltimorecp.org/newsletter/BCPnews_dec05.htm

You can read an

interview with Dr.Rosenshine on theBaltimore CurriculumProject Newsletterlink below.

h t t p: / / www. b al t i m or e c p. or g / n ew s l e t t er / i m a g e s / b ar ak _r o s en s h i n e2 . j p g








“ RM is an extremely effective program for teaching decoding to all children. No one disputes this.

However, the critical and unanswered question is the effectiveness of RM, or any reading program,

for teaching reading comprehension to children from a low-income background.”

(Rosenshine, 2002)

*RM is Reading Mastery, the name of a particular curricula offered bythe Direct Instruction model.



In 1966 Engelmann was a Research Associate forthe Institute for Research on Exceptional

Children. During this period he directed twoprojects funded by the United States Office of

Education.



The first project marked the beginning of theBereiter-Engelmann Preschool Program. Focusing ondisadvantaged children between 4 and 6 years old,

with Carl Bereiter he studied the effects of intensiveinstruction on the acceleration of cognitiveperformance demonstrating how well-crafted

instruction could boost cognitive skills. This craftedinstruction evolved into Direct Instruction.



Based upon Experience and Research Findings:Direct Instruction

is the most popular and widely used

instructional strategy.

However, the research concludes that

No single approach is most appropriate for ALL students.

And clearly no single approach isappropriate for all lessons.

Before asking why the reliance on DI, let’sreview what DI is.

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“DI received particular attention as one of the mosteffective programs involved in Project FollowThrough, a federal compensatory educationprogram beginning in 1967 for low-income

students in kindergarten through third grade.Because many educators perceived DI as rigid, itwas not eagerly embraced by the educational

mainstream.”




A summarizing statement from that introductionsays, “ Although there is considerable evidence

that DI has a significant effect on decoding skills in reading as well as on vocabulary skills,

there is much less evidence of an impact of the program on reading comprehension.”




Project Follow Through was one of the world's largesteducational experiments. It began in 1967 under

President Johnson and ran until 1995. More than 22sponsors worked with over 180 sites. The model

piloted by each school was selected by a panel of parents. The “dark horse”, Direct Instruction, was themost widely selected model in the experiment.

(Grossen, 1995)



Teacher-centered instruction which includes lecture,

presentation, and recitation.(Huitt, 1996)



When teachers use Direct Instruction, theymaintain tight control over:

the content to be learned–

basic skills andconcepts;

the mode of delivery – to the whole class;

the patterns of classroom interaction – T S;

the pace of instruction - FAST; and the evaluation process - Paper-pencil

Test).

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Academic Focus - Content driven -

Deductive/Decontextualized;

Whole Class or Small group Delivery;.

Constant monitoring to Check forUnderstanding (CFU);

Controlled Classroom Practice

Teacher-centered/ Transmission of Information one way – from Teacher tostudents.

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Present new material/TEACH/ MODEL/Demonstrate.

Provide guided practice“WE DO it TOGETHER”

through questioning, exercises, andcorrective feedback - Check for

Understanding, repetitive practice

Provide independent practice in-classand/or out-of-class. “YOU DO it”

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Find out what the students learned

Review the concepts/skills learned andprovide the corrective feedback (for re-

teaching or extended practice)REFLECTION

Compose self-directed questions abouteach part of the DI lesson beforeteaching the lesson and answer thequestions when the lesson is over.

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1. More teacher-directed instruction (> 50%) and less

seatwork (< 50%)2. Active presentation of information (could be by

teacher, computer, another student)

-Gain students' attention

-Providing motivational clues-Use advance organizers

-Expose essential content

-Pretesting/prompting of relevant knowledge

3. Clear organization of presentation-Component relationships

-Sequential relationships

-Relevance relationships

-Transitional relationships



4. Step-by-step progression from subtopic to subtopic(based on task analysis).

5. Use many examples, visual prompts, and demonstrations

(to mediate between concrete and abstract concepts).6. Constant assessment of student understanding (before,

during and after the lesson).

7. Alter pace of instruction based on assessment of student

understanding (you're teaching students, not content).8. Effective use of time and maintaining students' attention

(appropriate use of classroom management techniques).(Huitt, 1996)



Guarantees specific Learning outcomes

Uses time effectively

Easily measures

Easy to implement/ Automate

Disadvantages Low Transfer rate

Problem solving skills not developed Irrelevant/Unmotivated

Disregards cooperation

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goals are clearly stated to students;

time allocated for instruction is sufficientand continuous;

coverage of content is extensive; the performance of students is monitored

and

feedback to students is immediate andacademically oriented.

Engelmann S., 1961, Rosenshine B.,Hunter M., 1987

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Direct Instruction is a

teacher-centered strategy that

Utilizes teacher explanation and modeling,Combined with student practice and

feedback ;

Aims at teaching basic concepts and skills

With a lot of drill and practice, repetitionto reach automaticity.

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Resources:

1. Z. Engelmann : Effective School

Practices: What was Follow Through

Project?

2. What Characterizes an EffectiveTeacher? - an exclusive interview

with Barak Rosenshine

http://darkwing.uoregon.edu/~adiep/ft/grossen.htm


http://www.heartland.org/Article.cfm?artId=9231











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