Acquiring basic information and skills are important goals of every subject taught in schools. In almost any field, students must learn the basics before they can go on to more advanced learning.
The instructional effects of the direct instruction model are to promote mastery of simple and complex skills and declarative knowledge that can be carefully defined and taught in a step-by-step fashion.
The general flow or syntax of a direct instruction lesson usually consists of five phases.
The direct instruction model requires a highly structured learning environment and careful orchestration by the teacher. The tight structure does not mean it has to be authoritarian or uncaring.
Theoretical and Empirical Support
The direct instruction model draws its theoretical support from systems analysis, behavioral modeling theory, and teacher effectiveness research.
Direct instruction has been widely used an tested in school and nonschool settings. The model has strong empirical evidence to support its use for accomplishing certain types of student learning.
Planning and Conducting Direct Instruction Lessons
Preinstructional planning tasks associated with the model put emphasis on careful preparation of objectives and performing task analysis.
The five phases of a direct instruction model are: providing objectives and establishing set; demonstration or explaining the materials to be learned; providing guided practice; checking for student understanding and providing feedback; and providing for extended practice and transfer.
The use of practice should be guided by several principles: assigning short, meaningful amounts of practice; assigning practice to increase overlearning; and making appropriate use of massed and distributed practice.
Managing the Learning Environment
Direct instruction lessons require the unique classroom management skill of gaining students' attention in a whole-group setting and sustaining this attention for extended periods of time.
Particular classroom management concerns include organizing the classroom setting for maximum effect; maintaining appropriate pace, flow, and momentum; sustaining engagement, involvement, and participation; and dealing with student misbehavior quickly and firmly.
Assessment and Evaluation
Assessment tasks associated with the model put emphasis on practice and on developing and using appropriate basic knowledge and performance tests that can accurately measure simple and complex skills and provide feedback to students.
A Final Thought: Considering the Use of Direct Instruction
Despite the variety of complaints that have been launched against direct instruction, it remains the most popular teaching model.
