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| what is direct instruction in the classroom: Explicit Direct Instruction (EDI) John R. Hollingsworth, Silvia E. Ybarra, 2009 A proven method for better teaching, better learning, and better test scores! This teacher-friendly book presents a step-by-step approach for implementing the Explicit Direct Instruction (EDI) approach in diverse classrooms. Based on educational theory, brain research, and data analysis, EDI helps teachers deliver effective lessons that can significantly improve achievement all grade levels. The authors discuss characteristics of EDI, such as checking for understanding, lesson objectives, activating prior knowledge, concept and skills development, and guided practice, and provide: Clearly defined lesson design components Detailed sample lessons Easy-to-follow lesson delivery strategies Scenarios that illustrate what EDI techniques look like in the classroom |
| what is direct instruction in the classroom: Visible Learning for Literacy, Grades K-12 Douglas Fisher, Nancy Frey, John Hattie, 2016-03-22 Every student deserves a great teacher, not by chance, but by design — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are visible for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the aha moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways, say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time. |
| what is direct instruction in the classroom: The Power of Explicit Teaching and Direct Instruction Greg Ashman, 2021-02-08 In this smart and accessible book, Greg Ashman explores how you can harness the potential of these often misunderstood and misapplied teaching methods to achieve positive learning outcomes for the students you teach. |
| what is direct instruction in the classroom: Direct Instruction Siegfried Engelmann, 1980 |
| what is direct instruction in the classroom: Teaching Struggling and At-risk Readers Douglas Carnine, 2006 Teaching Struggling and At-Risk Readers: A Direct Instruction Approach is designed to provide specific information to assist educators in being effective teachers of reading with all of their students. This three-part book provides information on incorporating instructional design and delivery principles into daily instruction for students at the beginning and primary stages of reading. It discusses: Structuring initial teaching procedures so teaching presentations are clear and foster a high degree of interaction between teachers and students. Using language and demonstration techniques that can be understood by all students. Sequencing the instruction of reading content to ensure essential skills and knowledge are taught in an aligned and coherent manner. Using techniques that provide adequate practice and review for students in developing high levels of fluency and accuracy. |
| what is direct instruction in the classroom: Introduction to Direct Instruction Nancy E. Marchand-Martella, Timothy A. Slocum, Ronald C. Martella, 2004 This is the only textbook on the market that serves as an introduction to the highly effective system of Direct Instruction. Direct Instruction is a system of teaching that focuses on controlling all of the variables that affect the performance of students. Given the emphasis on high academic standards in today's schools, a textbook on one of the most successful programs for teaching academic skills to children is especially timely. |
| what is direct instruction in the classroom: Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6-12 John Almarode, Ann M. Miller, 2013-04-02 If your STEM lessons are falling on disinterested ears, it's time to mix things up. What you need are more engaging, brain-based science and math strategies to captivate your students' attention, activate their prior knowledge, and invigorate their interest. Blending current research on the student brain with practical methods for teaching science and math, John Almarode and Ann M. Miller identify six essential ingredients in a recipe for student success. In their book you'll discover A customizable framework you can use right away Classroom-ready, content-specific attention grabbers Overt and covert strategies to boost behavioral, emotional, and cognitive engagement Techniques for making relevant connections that maximize retention With this new approach to captivating STEM lessons, you'll energize classroom time and keep your students on task and engaged-every day. |
| what is direct instruction in the classroom: Explicit Instruction Anita L. Archer, Charles A. Hughes, 2011-02-22 Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level |
| what is direct instruction in the classroom: PLC+ Douglas Fisher, Nancy Frey, John Almarode, Karen Flories, Dave Nagel, 2019-05-16 What makes a powerful and results-driven Professional Learning Community (PLC)? The answer is collaborative work that expands the emphasis on student learning and leverages individual teacher efficacy into collective teacher efficacy. PLC+: Better Decisions and Greater Impact by Design calls for strong and effective PLCs plus—and that plus is YOU. Until now, the PLC movement has been focused almost exclusively on students and what they were or were not learning. But keeping student learning at the forefront requires that we also recognize the vital role that you play in the equation of teaching and learning. This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers. PLC+ is grounded in four cross-cutting themes—a focus on equity of access and opportunity, high expectations for all students, a commitment to building individual self-efficacy and the collective efficacy of the professional learning community and effective team activation and facilitation to move from discussion to action. The PLC+ framework supports educators in considering five essential questions as they work together to improve student learning: Where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit? The PLC+ framework leads educators to question practices as well as outcomes. It broadens the focus on student learning to encompass educational equity and teaching efficacy, and, in doing so, it leads educators to plan and implement learning communities that maximize individual expertise while harnessing the power of collaborative efficacy. |
| what is direct instruction in the classroom: Reading Mastery Siegfried Engelmann, 1982 |
| what is direct instruction in the classroom: Teaching in Blended Learning Environments Norman D. Vaughan, Martha Cleveland-Innes, D. Randy Garrison, 2013-12-01 Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes. Built upon the theoretical framework of the Community of Inquiry – the premise that higher education is both a collaborative and individually constructivist learning experience – the authors present seven principles that provide a valuable set of tools for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction and assessment of blended learning experiences, Teaching in Blended Learning Environments addresses the growing demand for improved teaching in higher education. |
| what is direct instruction in the classroom: The Success Criteria Playbook John Almarode, Douglas Fisher, Kateri Thunder, Nancy Frey, 2021-02-05 Provide students a clear view of what success looks like for any process, task, or product. What does success look like for your students? How will they know if they have learned? This essential component of teaching and learning can be difficult to articulate but is vital to achievement for both teachers and students. The Success Criteria Playbook catapults teachers beyond learning intentions to define clearly what success looks like for every student—whether face-to-face or in a remote learning environment. Designed to be used collaboratively in grade-level, subject area teams—or even on your own—the step-by-step playbook expands teacher understanding of how success criteria can be utilized to maximize student learning and better engage learners in monitoring and evaluating their own progress. Each module is designed to support the creation and immediate implementation of high-quality, high impact success criteria and includes: • Templates that allow for guided and independent study for teachers. • Extensive STEM-focused examples from across the K-12 STEM curriculum to guide teacher learning and practice. • Examples of success criteria applied across learning domains and grades, including high school content, skills, practices, dispositions, and understandings. Ensure equity of access to learning and opportunity for all students by designing and employing high-quality, high-impact success criteria that connect learners to a shared understanding of what success looks like for any given learning intention. |
| what is direct instruction in the classroom: Direct Instruction Reading Douglas W. Carnine, Jerry Silbert, Edward J. Kame'enui, Timothy A. Slocum, Patricia A. Travers, 2016-02-22 This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Novice and expert teachers alike get the detailed guidance they need to be successful teaching any child who struggles with reading in the alphabetic writing system. Unique in its approach of leaving little to chance or guesswork, Direct Instruction Reading details how to teach, what to teach, why it is important to teach it, when to teach it, how long, how often, at what starting point in time, and to what criterion level of performance. For example, teaching format specify a) example words to teach; b) explicit directions for modeling how to read the words; c) explicit directions for how to guide students in their responses to teaching to teacher prompts; and d) explicit wording for correcting student errors. The book is designed to give both novice teachers with limited or no teaching experience, as well as the expert teacher with extensive teaching experience the detailed guidance they need to be successful teaching any child who struggles with reading in the alphabetic writing system. This new edition features chapter Learning Outcomes; a new chapter on Response to Intervention (RtI); information relating the Common Core State Standards (CCSS) to the Direct Instruction approach; web resources, video links, and other general research reference sources; explicit references and links to the most rigorous research available through the Institute of Education Sciences (IES); and updated research throughout. |
| what is direct instruction in the classroom: Explicit Direct Instruction for English Learners John R. Hollingsworth, Silvia E. Ybarra, 2012-12-20 Boost achievement for English learners in all subject areas! Building ELLs' language skills while teaching content is about to get easier. Hollingsworth and Ybarra combine the best of educational theory, brain research, and data analysis to bring you explicit direct instruction (EDI): a proven method for creating and delivering lessons that help students learn more and learn faster. Through classroom examples and detailed sample lessons, you'll learn how to: Craft lessons that ELs can learn the first time they're taught Check for understanding throughout each lesson Embed vocabulary development across the curriculum Address listening, speaking, reading, and writing in all lessons |
| what is direct instruction in the classroom: Teach Your Child to Read in 100 Easy Lessons Phyllis Haddox, Siegfried Engelmann, Elaine Bruner, 1986-06-15 A step-by-step program that shows parents, simply and clearly, how to teach their child to read in just 20 minutes a day. |
| what is direct instruction in the classroom: Clear Teaching Shepard Barbash, 2011-11-18 |
| what is direct instruction in the classroom: Direct Instruction: A practitioner's handbook Kurt Engelmann, 2024-04-05 Direct Instruction (DI) is a powerful instructional approach designed to ensure that students master critical skills and content required for more advanced learning. Although DI has existed since the late 1960s, there are many common misconceptions about the approach, its potential to enhance student learning and the way its proper implementation facilitates students' academic success. This book provides a systematic explanation of the Direct Instruction methodology and DI program design as it outlines a roadmap for teachers and school leaders on how to implement DI successfully. Divided into three main sections, the first section describes DI as a coherent and complete teaching-and-learning system that contrasts DI with lower case di or explicit instruction, which focuses on effective instructional delivery techniques. The second section provides a step-by-step guide to implementing DI. The third section is devoted to cautions about implementing DI. This section reinforces the notion that the physical possession of the DI curricula does not by itself lead to student success. Those who adopt DI need to ensure that it is implemented with fidelity for the benefit of their students who are reliant on them to provide them with the means to achieve their academic potential so they may lead healthy, productive lives. |
| what is direct instruction in the classroom: Learning Begins Andrew C. Watson, 2017-03-08 Learning Begins, written by a teacher for teachers, translates current brain research into practical classroom strategies. Because students learn with their brains, it simply makes sense for teachers to explore educational psychology and neuroscience. And yet, information in these fields can be daunting and contradictory. Worse still, few researchers can clearly explain the specific classroom uses of their remarkable discoveries. Learning Begins both explains this research and makes it useful for teachers and administrators. Part I investigates the science of working memory: a cognitive capacity essential to all school work. When teachers recognize the many classroom perils that can overwhelm working memory, they can use research-aligned strategies to protect it, and thereby promote student learning. Part II reveals the complexities of student attention. By understanding the three neural sub-processes that create attention, teachers can structure their classrooms and their lessons to help students focus on and understand new material. Written in a lively and approachable voice, based on years of classroom experience and a decade of scientific study, Learning Begins makes educational psychology and neuroscience clear and useful in schools and classrooms. |
| what is direct instruction in the classroom: Explicit Instruction Jennifer L. Goeke, 2009 Presenting both a theoretical background as well as concrete strategies for classrooms, this book speaks to teachers about the necessity of becoming effective Explicit Instructors and gives them the tools to do so. |
| what is direct instruction in the classroom: Making Connections in Elementary and Middle School Social Studies Andrew P. Johnson, 2009-10-15 Making Connections in Elementary and Middle School Social Studies, Second Edition is the best text for teaching primary school teachers how to integrate social studies into other content areas. This book is a comprehensive, reader-friendly text that demonstrates how personal connections can be incorporated into social studies education while meeting the National Council for the Social Studiese(tm) thematic, pedagogical, and disciplinary standards. Praised for its eoewealth of strategies that go beyond social studies teaching,e including classroom strategies, pedagogical techniques, activities and lesson plan ideas, this book examines a variety of methods both novice and experienced teachers alike can use to integrate social studies into other content areas. |
| what is direct instruction in the classroom: The researchED Guide to Explicit and Direct Instruction: An evidence-informed guide for teachers Adam Boxer, Tom Bennett, 2019-09-07 researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings. In this edition, Adam Boxer examines Direct Instruction, editing contributions from writers including: Kris Boulton; Greg Ashman; Gethyn Jones; Tom Needham; Lia Martin; Amy Coombe; Naveen Rivzi; John Blake; Sarah Barker; and Sarah Cullen. |
| what is direct instruction in the classroom: Teaching Main Idea Comprehension James F. Baumann, 1986 Intended to help classroom teachers, curriculum developers, and researchers, this book provides current information on theoretical and instructional aspects of main idea comprehension. Titles and authors are as follows: The Confused World of Main Idea (James W. Cunningham and David W. Moore); The Comprehension of Important Information in Written Prose (Peter N. Winograd and Connie A. Bridge); What Do Expert Readers Do When the Main Idea Is Not Explicit? (Peter P. Afflerbach and Peter H. Johnston); Research and Instructional Development on Main Idea Skills (Joanna P. Williams); Actively Teaching Main Idea Skills (Mark W. Aulls); The Direct Instruction of Main Idea Comprehension Ability (James F. Baumann); Teaching Students Main Idea Comprehension: Alternatives to Repeated Exposures (Victoria Chou Hare and Adelaide Bates Bingham); Teaching Middle Grade Students to Summarize Content Textbook Material (Barbara M. Taylor); Graphic Organizers: Cuing Devices for Comprehending and Remembering Main Ideas (Donna E. Alvermann); Getting the Main Idea of the Main Idea: A Writing/Reading Process (James Flood and Diane Lapp); and Main Idea Instruction for Low Performers: A Direct Instruction Analysis (Edward J. Kameenui). (EL) |
| what is direct instruction in the classroom: Knowing, Learning, and Instruction Lauren B. Resnick, 1989 Celebrating the 20th anniversary of the Learning Research and Development Center (RDC) at the University of Pittsburgh, these papers present contemporary research on cognition and instruction. The book pays homage to Robert Glaser, foudner of LRDC, and includes debates and discussions about issues of fundamental importance to the cognitive science of instruction. |
| what is direct instruction in the classroom: Powerful Ideas of Science and How to Teach Them Jasper Green, 2020-07-19 A bullet dropped and a bullet fired from a gun will reach the ground at the same time. Plants get the majority of their mass from the air around them, not the soil beneath them. A smartphone is made from more elements than you. Every day, science teachers get the opportunity to blow students’ minds with counter-intuitive, crazy ideas like these. But getting students to understand and remember the science that explains these observations is complex. To help, this book explores how to plan and teach science lessons so that students and teachers are thinking about the right things – that is, the scientific ideas themselves. It introduces you to 13 powerful ideas of science that have the ability to transform how young people see themselves and the world around them. Each chapter tells the story of one powerful idea and how to teach it alongside examples and non-examples from biology, chemistry and physics to show what great science teaching might look like and why. Drawing on evidence about how students learn from cognitive science and research from science education, the book takes you on a journey of how to plan and teach science lessons so students acquire scientific ideas in meaningful ways. Emphasising the important relationship between curriculum, pedagogy and the subject itself, this exciting book will help you teach in a way that captivates and motivates students, allowing them to share in the delight and wonder of the explanatory power of science. |
| what is direct instruction in the classroom: Rebellious Read Alouds Vera Ahiyya, 2022-02-22 Spark meaningful conversations about race, identity, and social justice in your classroom using read alouds as an entry point. Students need to see themselves and their peers in the books they read, and to engage with varying viewpoints. How can educators create a safe and nurturing space that inspires young children to explore diversity and ask curious questions? In Rebellious Read Alouds, author Vera Ahiyya—beloved by educators worldwide as The Tutu Teacher (@thetututeacher and @diversereads on Instagram)—empowers teachers to encourage classroom conversations about important and culturally relevant topics using daily read alouds as an entry point. Presenting a broad range of read aloud lessons around current, diverse picture books that can ignite deep conversations and learning about self, others, and the world, this wise and joyful guide prepares educators to tackle hushed topics with young children. It includes: Booklists, tools, and recommendations for building an inclusive classroom library of titles written or illustrated by people in traditionally marginalized populations Tips and resources for facilitating diversity conversations in a way that’s developmentally appropriate — and meets ELA and social justice standards 45 complete lessons plans around children’s books, with prompts and recommended stopping points for conversation, and suggestions for inspiring discussion and scaffolding deep thinking Interviews with educators and parents who offer advice from their experience doing rebellious read alouds Suggestions for partnering with administration, parents, and colleagues on this important work Spark the rebellious reader inside you and lead your students toward creating a more just and equitable world. |
| what is direct instruction in the classroom: Explicit Comprehension Instruction P. David Pearson, Janice A. Dole, 1988 |
| what is direct instruction in the classroom: Successful and Confident Students with Direct Instruction Siegfried Engelmann, 2014 Can all students be successful? Learn? Develop confidence in their abilities? Yes! There is an answer - an answer that has been proven many times over: Direct Instruction. Teachers can help their students catch up with their peers. Administrators can promote school environments that nurture achievement, appropriate behavior, and strong commitments to learning. Written by the developer of Direct Instruction, Successful and Confident Students with Direct Instruction will show you how! |
| what is direct instruction in the classroom: Models of Teaching Jeanine M. Dell′Olio, Tony Donk, 2007-02-26 Models of Teaching is a great asset for beginning teachers as they integrate their pre-service training with the standards-based curricula in schools. —Amany Saleh, Arkansas State University Rarely have I read a text from cover to cover...however, your text provided an abundance of effective teaching strategies in ways that better informed my own teaching...I was compelled to read through the entire test! Great job! —Carolyn Andrews, Student at University of Nevada, Reno This is a practical text that focuses on current practices in education and demonstrates how various models of teaching can address national standards. —Marsha Zenanko, Jacksonville State University Models of Teaching provides excellent case studies that will enable students to ′see′ models of teaching in practice in the classroom. —Margaret M. Ferrara, University of Nevada, Reno Models of Teaching: Connecting Student Learning With Standards features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. Dell′Olio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how the models can incorporate state content standards and benchmarks, as well as technology standards. This book provides students with a theoretical and practical understanding of how to use models of teaching to both meet and exceed the growing expectations for research-based instructional practices and student achievement. Key Features Shows how each model looks and sounds in classrooms at all levels: Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections. Offers detailed descriptions of the phases of each model: Each model is accompanied by a detailed chart and discussion of the steps of the model. Applies technology standards and performance indicators: Each chapter addresses how the particular model can be implemented to meet technology standards and performance indicators. Connects philosophies of curriculum and instruction: This book connects each model to a philosophy of curriculum and instruction that undergirds that model so teachers understand both how to teach and why. Promotes student interaction with the text: Exercises at the end of each chapter provide the opportunity for beginning teachers to work directly with core curricula from their own state, and/or local school district curricula. Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections. A High Quality Ancillary Package! Instructors′ Resource CD-ROM—This helpful CD-ROM offers PowerPoint slides, an electronic test bank, Web resources, a teaching guide for the case studies, lesson plan template instructions, and much more. Qualified instructors can request a copy by contacting SAGE Customer Care at 1-800-818-SAGE (7243) from 6am–5pm, PT. Student Study Site — This study site provides practice tests, flash cards, a lesson plan template, suggested assignments, links to state content and technology standards, field experience guides, and much more. Intended Audience: This is an excellent core textbook for advanced undergraduate and graduate students studying Elementary and/or Secondary Teaching Methods in the field of Education. |
| what is direct instruction in the classroom: Teaching Basic and Advanced Vocabulary Robert J. Marzano, Association for Supervision and Curriculum Development, 2010 Authored by field expert and vocabulary specialist Dr. Robert J. Marzano, Teaching Basic and Advanced Vocabulary provides strategies to help build general background knowledge of instrumental vocabulary by introducing terms in semantic clusters. This innovative approach is designed to maximize students' understanding of new words by creating a framework of meaning through context. |
| what is direct instruction in the classroom: The Writing Revolution Judith C. Hochman, Natalie Wexler, 2017-08-07 Why you need a writing revolution in your classroom and how to lead it The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Insurmountable as the challenges faced by many students may seem, The Writing Revolution can make a dramatic difference. And the method does more than improve writing skills. It also helps: Boost reading comprehension Improve organizational and study skills Enhance speaking abilities Develop analytical capabilities The Writing Revolution is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction. But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content. |
| what is direct instruction in the classroom: Reading Reconsidered Doug Lemov, Colleen Driggs, Erica Woolway, 2016-02-29 TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers. |
| what is direct instruction in the classroom: PISA 2012 Results: Creative Problem Solving (Volume V) Students' Skills in Tackling Real-Life Problems OECD, 2014-04-01 This fifth volume of PISA 2012 results presents an assessment of student performance in problem solving, which measures students’ capacity to respond to non-routine situations in order to achieve their potential as constructive and reflective citizens. |
| what is direct instruction in the classroom: Whole Brain Teaching for Challenging Kids Chris Biffle, 2013 The revolutionary teaching system, based on cutting edge learning research, used by thousands of educators around the world--Cover. |
| what is direct instruction in the classroom: Strategies for Teaching Students With Learning Disabilities Lucy C. Martin, 2008-12-19 I wish I had this book when I started teaching! Every teacher starts out with an empty bag of tricks; it is nice to peek into someone′s bag! —Nicole Guyon, Special Education Teacher Westerly School Department, Cranston, RI Classroom-tested strategies that help students with learning disabilities succeed! Teachers are often challenged to help students with learning disabilities reach their full academic potential. Written with humor and empathy, this engaging book offers a straightforward approach to skillful teaching of students with learning disabilities. Developed for K–12 general and special education classrooms, this resource draws on the author′s 30 years of teaching experience to help teachers gain a greater understanding of students′ learning differences and meet individual needs. Strategies are organized by skills—including reading, writing, math, organization, attention, and test-taking—helping teachers quickly identify the best techniques for assisting each student and encouraging independent learning. Readers will find: More than 100 practical strategies, interventions, and activities that build students′ academic abilities Recommendations on appropriate accommodations, assessment techniques, and family communication Support for complying with recent federal mandates related to learning disabilities, including the ADA, Section 504, and the reauthorization of IDEA 2004 Helpful guidance and stories from the author′s own classroom experiences Ready-to-use tools, forms, and guides Discover innovative, easy-to-implement teaching methods that overcome barriers to learning and help students with special needs thrive in your classroom. |
| what is direct instruction in the classroom: How I Wish I'd Taught Maths Craig Barton, 2018 Brought to an American audience for the first time, How I Wish I'd Taught Maths is the story of an experienced and successful math teacher's journey into the world of research, and how it has entirely transformed his classroom. |
| what is direct instruction in the classroom: Teacher Proof Tom Bennett, 2013-07-04 ‘Tom Bennett is the voice of the modern teacher.’ - Stephen Drew, Senior Vice-Principal, Passmores Academy, UK, featured on Channel 4’s Educating Essex Do the findings from educational science ever really improve the day-to-day practice of classroom teachers? Education is awash with theories about how pupils best learn and teachers best teach, most often propped up with the inevitable research that ‘proves’ the case in point. But what can teachers do to find the proof within the pudding, and how can this actually help them on wet Wednesday afternoon?. Drawing from a wide range of recent and popular education theories and strategies, Tom Bennett highlights how much of what we think we know in schools hasn’t been ‘proven’ in any meaningful sense at all. He inspires teachers to decide for themselves what good and bad education really is, empowering them as professionals and raising their confidence in the classroom and the staffroom alike. Readers are encouraged to question and reflect on issues such as: the most common ideas in modern education and where these ideas were born the crisis in research right now how research is commissioned and used by the people who make policy in the UK and beyond the provenance of education research: who instigates it, who writes it, and how to spot when a claim is based on evidence and when it isn’t the different way that data can be analysed what happens to the research conclusions once they escape the laboratory. Controversial, erudite and yet unremittingly entertaining, Tom includes practical suggestions for the classroom throughout. This book will be an ally to every teacher who’s been handed an instruction on a platter and been told, ‘the research proves it.’ |
| what is direct instruction in the classroom: Language for Learning Siegfried Engelmann, 1999 A program for teaching children the words, concepts and statements important to both oral and written language. |
| what is direct instruction in the classroom: Community-based Instruction Barbara A. Beakley, Sandy L. Yoder, Lynda L. West, 2003 This guide is intended to provide teachers of student with disabilities with resources, ideas, and procedures in implementing community-based instruction (CBI). The first chapter defines CBI, explains its importance, differentiates CBI from field trips, discusses appropriate CBI participants and stakeholders, and reviews the research on CBI. Chapter 2 focuses on expectations for CBI including expected outcomes, expectations for students, expectations for families, expectations for communities, and how expected outcomes of CBI respond to school reform issues. The following chapter considers procedures for program implementation including 10 steps to utilizing CBI, CBI sites for older students, and necessary resources and support systems. Chapter 4 considers the school and classroom component of CBI such as application of the general curriculum and alternative curriculum approaches and the transition portion of the Individualized Education Program. The following chapter focuses on development of independence and self-determination skills as well as natural environments for CBI and transfer of skills from classroom to community. Chapter 6 addresses issues concerned with evaluation of CBI programs, noting important evaluation questions and how to use assessment information to show accountability. The last two chapters focus on maintaining and generalizing community skills and the dynamics of community-based instruction, respectively. Appendices include a variety of sample forms. A CD-ROM containing the appendix files is also included.(Individual chapters contain references.) (DB). |
| what is direct instruction in the classroom: The On-Your-Feet Guide to Blended Learning Catlin R. Tucker, 2019-04-02 Blended learning is more than just teaching with technology; it allows teachers to maximize learning through deliberate instructional moves. This On-Your-Feet Guide zeroes in on one blended learning routine: Station Rotation. The Station Rotation model moves small groups of students through a series of online and off-line stations, building conceptual understanding and skills along the way. This On-Your-Feet-Guide provides: 7 steps to planning a Station Rotation lesson A full example of one teacher's Station Rotation A blank planning template for designing your own Station Rotation Helpful assessment strategies for monitoring learning at each station Ideas to adapt for low-tech classrooms or large class sizes Use blended learning to maximize learning and keep kids constantly engaged through your next Station Rotation lesson! Laminated, 8.5”x11” tri-fold (6 pages), 3-hole punched |
| what is direct instruction in the classroom: The Science and Success of Engelmann's Direct Instruction Jean Stockard, 2014-05-15 For almost a half-century, Siegfried Engelmann has shown how all children can learn if they are taught effectively. The Direct Instruction (DI) curricular programs he developed reflect the most stringent requirements of the scientific world. They build on sound theoretical understandings of how effective instruction and learning occur, they involve painstaking attention to each detailed step of the instructional process, and they have been validated with rigorous tests of their efficacy. Engelmann's work has transformed the instructional experience of thousands of students and has also led to noted improvements in school behavioral climates and instructional practices. This book is a tribute to the legacy and genius of Siegfried Engelmann and his decades of work in developing the Direct Instruction curricular programs.The authors of the chapters in this book represent several generations and multiple disciplines, bringing a variety of perspectives to their analyses of Engelmann's career and impact. Part I of the book documents the extensive research embodied in the development of DI programs, the research that confirms their effectiveness, the unfavorable and short-sighted reactions of the education establishment to the work, and Engelmann's resilience and strength in continuing to develop programs, write essays and books, and promote learning and effective instruction for all students. Part II examines the legacy of his work, including the guidance it gives for transforming schools into effective learning centers for all children and the ways in which it has influenced the tradition of behavioral management in schools. The book ends with a look at the future, the potential for wider acceptance of Engelmann's developments, and the hope for truly solving the problems of achievement in America's schools. This long-awaited survey of DI's history and impact belongs in the collection of all educational researchers, teachers, college libraries, and interested administrators.Jean Stockard is professor emerita at the University of Oregon and director of research and evaluation for the National Institute for Direct Instruction. She is the author of numerous books in the areas of education and sociology, including Effective Educational Environments and Sociology: Discovering Society. |
A brief introduction to direct instruction - THE EDUCATION HUB
Direct instruction is a systematic approach to teaching in which the teacher is very explicit about what students are to learn, the language of instruction clear, and allows teachers the opportunity to monitor their students while teaching, and to provide constructive feedback.
The Components of Direct Instruction*
Three main components enable Direct Instruction to accomplish the goal of teaching all children effectively and efficiently: (a) pro-gram design that identifies concepts, rules, strategies, and “big ideas” to be taught and clear communication through carefully con-structed instructional programs to teach these; (b) organization of instruction, i...
EVIDENCE-BASED PRACTICE BRIEF PACKET: DIRECT INSTRUCTION
Direct Instruction (DI) is a teaching model and accompanying curricula for supporting learners in mastering language, reading, math, and other academic subjects. Instructors follow carefully developed scripted lessons to present instructional content in a clear and consistent manner on each learner’s current skill level.
DIRECT INSTRUCTION: AN EDUCATORS’ GUIDE AND A PLEA FOR …
WHAT IS DIRECT INSTRUCTION? If child-centered educational systems are revolution-ary reactions to conventional basal instruction, Direct In-struction is a radical reform of them. Instead of attacking the philosophical underpinnings or implications of con-ventional instruction, Direct Instruction focuses on im-proving its efficacy.
An Effective, Research-Based Instructional Approach to Meet the …
Supporters of direct instruction believe curriculum encompasses all learning experiences necessary to achieve learning standards including social behavior, skills, concepts, and rules. The following are some frequently asked questions regarding direct instruction.
Direct Instruction Revisited: A Key Model for Instructional
direct instruction (DI) approach to teaching is now well into its third decade of influencing curriculum, instruction, and research. It is also in its third decade of controversy. Our purpose is to present the DI model with the notion that the designer can and should use the model effectively based on appropriate
What is Direct Instruction? | Education
What is Direct Instruction? Direct Instruction is an approach to teaching. It is skills-oriented, and the teaching practices it implies are teacher-directed. It emphasizes the use of small-group, face-to-face instruction by teachers and aides using carefully articulated lessons in which cognitive skills are broken down into small units,
Direct Instruction: Effective for What and for Whom? - ASCD
Several reviewers of process-product research have recently concluded that effective teaching is characterized by a pattern of teaching behaviors that they have called "direct instruction." (See, for ex ample: Gage, 1978; Good, 1979; Medley, 1979; Rosenshine, 1979.)
Teaching Strategies for Direct and Indirect Instruction in …
A well-known direct instruction approach, explicit teaching calls for the teacher to gain student attention, reinforce correct responses, provide feedback to students on their progress, and increase the amount of time that students spend actively engaged in learning course con-tent. Its objective is to teach skills and help students to
Direct Instruction: What It Is and What It Is Becoming - JSTOR
This essay describes the principles of Direct Instruction design and delivery used to establish clear ; unambiguous communication and maximize student responding.
How To: Deliver Direct Instruction in General-Education Classrooms
How To: Deliver Direct Instruction in General-Education Classrooms. When teachers must present challenging academic material to struggling learners, they can make that material more accessible and promote faster learning by building assistance directly into instruction.
DI EVIDENCE-BASED PRACTICE OVERVIEW: DIRECT INSTRUCTION
Direct Instruction (DI) is a teaching model and accompanying curricula for supporting learners in mastering language, reading, math, and other academic subjects. Instructors follow carefully developed scripted lessons to present instructional content in a clear and consistent manner on each learner’s current skill level. The
DIRECT INSTRUCTION IN EDUCATION Martin A. Kozloff Louis …
Therefore, the instructivist approach certainly addresses how students: 1) feel (e.g., pleasure at achievement); 2) think (e.g., wonder, plan, figure, decide, solve, mentally rehearse); and 3) act (talk, read, write, discuss). The second main concept is learning.
Direct vs. Indirect Instruction - Dr. Hatfield
Direct Instruction. When to use: If there is a workbook and textbook that help student practice, you would more likely use direct instruction if the material within required much breaking down or subdividing the material.
Direct/Explicit Instruction: Five Essential Phases for an ... - Kentucky
Research indicates that Direct Instruction yields high results, more than other approaches. This model ensures: adequate practice, correct levels of rigor, congruent instruction and appropriate learning strategies. The teacher must ensure integration of differentiation, provide appropriate challenge and rigor, and ensure mastery before ...
Siegfried Engelmann, Wesley C. Becker, Douglas Carnine, - JSTOR
The Direct Instruction Follow Through Model for kindergarten through third grade children emphasizes frequent teacher-student interactions guided by carefully sequenced, daily lessons in reading, arithmetic, and language.
Direct Instruction: What the Research Says - Education …
Among the interventions categorized as having the “strongest evidence of eff ectiveness” (Direct Instruction, School Development Program, and Success for All), Direct Instruction was found to have the largest average eff ect size (0.21) and to be grounded in the greatest number of studies—49 studies contain-ing a total of 182 comparisons.
Explicit Teaching and Modeling - Kentucky
Direct instruction “offers a pedagogical pathway that provides students with modeling, scaffolding and practice they require when learning new skills and concepts” and according to continued research, it remains one of the most effective means of …
Direct Instruction In Mathematics: Issues For Schools With High …
Direct instruction, stems directly from the model created in the 1960s under a Project Follow Through grant. It has been defined as a comprehensive system of education involving all aspects of instruction.
Special Education and Direct Instruction: An Effective Combination
Direct Instruction is Proven Effective for Students with Special Needs Elements of Direct Instruction That Make the Difference “More than any other commercially available instructional program, Direct Instruction is supported by research” (Watkins & Slocum, 2004, pg. 57). Several independent reviews of research add to this
A brief introduction to direct instruction - THE EDUCATION HUB
Direct instruction is a systematic approach to teaching in which the teacher is very explicit about what students are to learn, the language of instruction clear, and allows teachers the opportunity to monitor their students while teaching, and to provide constructive feedback.
The Components of Direct Instruction*
Three main components enable Direct Instruction to accomplish the goal of teaching all children effectively and efficiently: (a) pro-gram design that identifies concepts, rules, strategies, and “big ideas” to be taught and clear communication through carefully con-structed instructional programs to teach these; (b) organization of instruction, i...
EVIDENCE-BASED PRACTICE BRIEF PACKET: DIRECT INSTRUCTION
Direct Instruction (DI) is a teaching model and accompanying curricula for supporting learners in mastering language, reading, math, and other academic subjects. Instructors follow carefully developed scripted lessons to present instructional content in a clear and consistent manner on each learner’s current skill level.
DIRECT INSTRUCTION: AN EDUCATORS’ GUIDE AND A PLEA FOR …
WHAT IS DIRECT INSTRUCTION? If child-centered educational systems are revolution-ary reactions to conventional basal instruction, Direct In-struction is a radical reform of them. Instead of attacking the philosophical underpinnings or implications of con-ventional instruction, Direct Instruction focuses on im-proving its efficacy.
An Effective, Research-Based Instructional Approach to Meet the …
Supporters of direct instruction believe curriculum encompasses all learning experiences necessary to achieve learning standards including social behavior, skills, concepts, and rules. The following are some frequently asked questions regarding direct instruction.
Direct Instruction Revisited: A Key Model for Instructional
direct instruction (DI) approach to teaching is now well into its third decade of influencing curriculum, instruction, and research. It is also in its third decade of controversy. Our purpose is to present the DI model with the notion that the designer can and should use the model effectively based on appropriate
What is Direct Instruction? | Education
What is Direct Instruction? Direct Instruction is an approach to teaching. It is skills-oriented, and the teaching practices it implies are teacher-directed. It emphasizes the use of small-group, face-to-face instruction by teachers and aides using carefully articulated lessons in which cognitive skills are broken down into small units,
Direct Instruction: Effective for What and for Whom? - ASCD
Several reviewers of process-product research have recently concluded that effective teaching is characterized by a pattern of teaching behaviors that they have called "direct instruction." (See, for ex ample: Gage, 1978; Good, 1979; Medley, 1979; Rosenshine, 1979.)
Teaching Strategies for Direct and Indirect Instruction in …
A well-known direct instruction approach, explicit teaching calls for the teacher to gain student attention, reinforce correct responses, provide feedback to students on their progress, and increase the amount of time that students spend actively engaged in learning course con-tent. Its objective is to teach skills and help students to
Direct Instruction: What It Is and What It Is Becoming - JSTOR
This essay describes the principles of Direct Instruction design and delivery used to establish clear ; unambiguous communication and maximize student responding.
How To: Deliver Direct Instruction in General-Education Classrooms
How To: Deliver Direct Instruction in General-Education Classrooms. When teachers must present challenging academic material to struggling learners, they can make that material more accessible and promote faster learning by building assistance directly into instruction.
DI EVIDENCE-BASED PRACTICE OVERVIEW: DIRECT INSTRUCTION
Direct Instruction (DI) is a teaching model and accompanying curricula for supporting learners in mastering language, reading, math, and other academic subjects. Instructors follow carefully developed scripted lessons to present instructional content in a clear and consistent manner on each learner’s current skill level. The
DIRECT INSTRUCTION IN EDUCATION Martin A. Kozloff Louis …
Therefore, the instructivist approach certainly addresses how students: 1) feel (e.g., pleasure at achievement); 2) think (e.g., wonder, plan, figure, decide, solve, mentally rehearse); and 3) act (talk, read, write, discuss). The second main concept is learning.
Direct vs. Indirect Instruction - Dr. Hatfield
Direct Instruction. When to use: If there is a workbook and textbook that help student practice, you would more likely use direct instruction if the material within required much breaking down or subdividing the material.
Direct/Explicit Instruction: Five Essential Phases for an ... - Kentucky
Research indicates that Direct Instruction yields high results, more than other approaches. This model ensures: adequate practice, correct levels of rigor, congruent instruction and appropriate learning strategies. The teacher must ensure integration of differentiation, provide appropriate challenge and rigor, and ensure mastery before ...
Siegfried Engelmann, Wesley C. Becker, Douglas Carnine, - JSTOR
The Direct Instruction Follow Through Model for kindergarten through third grade children emphasizes frequent teacher-student interactions guided by carefully sequenced, daily lessons in reading, arithmetic, and language.
Direct Instruction: What the Research Says - Education …
Among the interventions categorized as having the “strongest evidence of eff ectiveness” (Direct Instruction, School Development Program, and Success for All), Direct Instruction was found to have the largest average eff ect size (0.21) and to be grounded in the greatest number of studies—49 studies contain-ing a total of 182 comparisons.
Explicit Teaching and Modeling - Kentucky
Direct instruction “offers a pedagogical pathway that provides students with modeling, scaffolding and practice they require when learning new skills and concepts” and according to continued research, it remains one of the most effective means of …
Direct Instruction In Mathematics: Issues For Schools With High …
Direct instruction, stems directly from the model created in the 1960s under a Project Follow Through grant. It has been defined as a comprehensive system of education involving all aspects of instruction.
Special Education and Direct Instruction: An Effective Combination
Direct Instruction is Proven Effective for Students with Special Needs Elements of Direct Instruction That Make the Difference “More than any other commercially available instructional program, Direct Instruction is supported by research” (Watkins & Slocum, 2004, pg. 57). Several independent reviews of research add to this
