Direct Instruction

1
Direct Instruction

• Michael J. Fimian

2
Direct Instruction Overview

• What Is It?
• Why Use It?
• A Brief History
• Exemplars, Direct Instructional Model
• Attributes
• Calendar Skills
• Conclusion, Items, and References

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Direct Instruction What Is It?
Instruction
4
Direct Instruction What Is It?
Instruction
Direct
5
Direct Instruction What Is It?
Instruction
Indirect
Direct
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Background
7
Background
8
A Brief History...

• It all started In the 60s
• S. Engelmann -- preschool with his kids
• C. Bereiter in the Midwest
• Both moved to UFO in late 60s
• Secured Federal Funding for large scale projects,
  later with W. Becker
• Researched in 1970s and 1980s
• reading -- SRA

9
Exemplars of Direct Instruction

• Theres DI and theres DI
• First, second, third generation trainers
• CA, TA, teach anything
• DISTAR
• Direct Instructional System for Teaching
  Arithmetic and Reading ( Language)

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Direct Instruction Model
AO
Phases
I
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Direct Instruction Model
AO
Presentation
Phases
I
II
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Direct Instruction Model
AO
Generalization
Presentation
Phases
I
II
III
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Direct Instruction Model
AO
Generalization
Presentation
Probe
Phases
I
IV
II
III
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Direct Instruction Model
AO
Generalization
Lead-in
Presentation
Probe
Phases
I
IV
V
II
III
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Direct Instruction Model

• Review of previously-learned material
• State the objectives
• Present new material
• Guide practice
• Independently practice
• Periodic review with connective feedback

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Direct Instruction What Is It Not?
Direct Instruction
- Attributes
Attributes
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Attributes of DI -- Common Term

• Direct Instruction
• Tutorial
• Indirect Instruction
• Experiential

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Attributes of DI -- Philosophy

• Direct Instruction
• Instructivist by nature
• Indirect Instruction
• Constructivist by Nature

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Attributes of DI -- Messaging

• Direct Instruction
• Direct Messaging
• Indirect Instruction
• Indirect Messaging

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Attributes of DI -- Learner Role

• Direct Instruction
• Learner is passive receptor
• Indirect Instruction
• Learner is active receptor

21
Attributes of DI -- Directedness

• Direct Instruction
• Instruction is Direct
• Indirect Instruction
• Instruction is Indirect

22
Attributes of DI -- Environment

• Direct Instruction
• Instructional environment -- minimized
• Indirect Instruction
• Instructional environment -- vital

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Attributes of DI -- Environment

• Direct Instruction
• Instructional environment -- not acted upon
• Indirect Instruction
• Instructional environment -- acted upon

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Attributes of DI -- Environment

• Direct Instruction
• Instructional environment -- not important
• Indirect Instruction
• Instructional environment -- important

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Attributes of DI -- Content

• Direct Instruction
• Focussed content
• Indirect Instruction
• Unfocussed content

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Attributes of DI -- Student Given...

• Direct Instruction
• all of the pieces
• Indirect Instruction
• some of the pieces

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Attributes of DI -- Structure

• Direct Instruction
• instruction structures the pieces
• Indirect Instruction
• learner structures the pieces

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Elements of Instruction
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Attributes of DI -- Reasoning Types

• Direct Instruction
• allows for both inductive (top down) and
  deductive (bottom up) training
• Indirect Instruction
• allows for problem solving

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Attributes of DI -- Understanding

• Direct Instruction
• understanding is based on someone elses
  structure
• Indirect Instruction
• learners must generate own structure of
  understanding

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Attributes of DI -- Schema

• Direct Instruction
• final schema is preset
• Indirect Instruction
• final schema is developed by learner

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Attributes of DI -- Samples...

• Direct Instruction
• Examples are appropriate more the better...
• Indirect Instruction
• Simulations are appropriate environments in
  which learner must solve problems

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Attributes of DI -- Type of Probes

• Direct Instruction
• Assessed by simple questions closed-ended
• Indirect Instruction
• Assessed by sets of problems to be solved

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Instruction -- Range in a Continuum

• Attribute
• Attribute
• Attribute
• Attribute
• Attribute
• Attribute
• Attribute
• Attribute

• Attribute
• Attribute
• Attribute
• Attribute
• Attribute
• Attribute
• Attribute
• Attribute

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Sample DI Calendar Skills
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Who Benefits from DI?

• Does
• Kids who are slower
• Kids who need structure -- at first
• Kids who are being taught
• procedures
• facts
• concepts -- concrete to abstract
• Instructional Software Developers

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Conclusion

• DI is a tool...
• Know when to use it when not to
• Know the conditions under which it is best used
• Dont use it all the time, or never
• Dont use it for all kids, or none

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Conclusion
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Conclusion
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Conclusion
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Conclusion
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Questions for Direct Instruction

• What are some of the attributes of Direct
  Instruction (DI)?
• Why can DI be thought of as being on a continuum,
  from DI to II.
• Is DI for all kids? Why or why not?
• For what type of instruction / kids is DI best
  suited?

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References

• Baumann, J. F. (1988). Direct instruction
  reconsidered. Journal of Reading, 31(8), 712-718.
• Becker, W. C., Carnine, D. (1980). Direct
  instruction An effective approach to educational
  intervention with the disadvantaged and low
  performers. In B. B. Lahey, A. E. Kazdin
  (Eds.), Advances in clinical child psychology
  (pp. 429-473). New York, NY Plenum Press.
• Darch, C. B. (1990). Research on direct
  instruction. In D. Carnine, J. Silbert, E. J.
  Kameenui (Eds.), Direct instruction reading (pp.
  23-33). Columbus, OH Merrill Publishing Company.

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References

• Engelmann, S., Becker, W. C., Carnine, D.,
  Gersten, R. (1988). The direct instruction follow
  through model Design and outcomes. Education
  and Treatment of Children, 11(4), 303-317.
• Gersten, R. (1985). Direct instruction with
  special education students A review of
  evaluation research. Journal of Special
  Education, 19(1), 41-58.
• Gersten, R., Carnine, D. (1986). Direct
  instruction in reading comprehension. Educational
  Leadership, 43(7), 70-78.
• Gersten, R., Carnine, D., Woodward, J. (1987).
  Direct instruction research The third decade.
  Remedial and Special Education, 8(6), 48-56.

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References

• Gersten, R., Keating, T. (1987). Long-term
  benefits from direct instruction. Educational
  Leadership, 44(6), 28-31.
• Gersten, R., Keating, T., Becker, W. (1988).
  The continued impact of the direct instruction
  model Longitudinal studies of follow through
  students. Education and Treatment of Children,
  11(4), 318-327.
• Gersten, R., Woodward, J., Darch, C. (1986).
  Direct instruction A research-based approach to
  curriculum design and teaching. Exceptional
  Children, 53(1), 17-31.
• Graves, A. W. (1986). Effects of direct
  instruction and metacomprehension training on
  finding main ideas. Learning Disabilities
  Research, 1(2), 90-100.

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References

• Kaiser, S., Palumbo, K., Bialozor, R. C.,
  McLaughlin, T. F. (1989). The effects of direct
  instruction with rural remedial education
  students A brief report. Reading Improvement,
  26(1), 88-93.
• Kierstead, J. (1985). Direct instruction and
  experiential approaches Are they really mutually
  exclusive? Educational Leadership, 42(8), 25-30.
• Mathes, P. G., Proctor, T. J. (1988). Direct
  instruction for teaching "hard to teach"
  students. Reading Improvement, 25(2), 92-97.
• Proctor, T. J. (1989). Attitudes toward direct
  instruction. Teacher Education and Special
  Education, 12(1-2), 40-45.

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References

• White, W. A. T. (1988). A meta-analysis of the
  effects of direct instruction in special
  education. Education and Treatment of Children,
  11(4), 364-374.