Transcript Direct Instruction

Direct Instruction
Michael J. Fimian
Direct Instruction Overview
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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
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Direct Instruction: What Is It?
Instruction
Direct
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Direct Instruction: What Is It?
Instruction
Direct
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Indirect
Background
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Background
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A Brief History...
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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
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Exemplars of Direct Instruction
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There’s DI and there’s “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
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Direct Instruction Model
AO
Generalization
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Phases I
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Direct Instruction Model
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Generalization
Presentation
Probe
Phases I
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Direct Instruction Model
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Generalization
Lead-in
Presentation
Probe
Phases I
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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
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- Attributes
Attributes of DI -- Common Term
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Direct Instruction
• Tutorial
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Indirect Instruction
• Experiential
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Attributes of DI -- Philosophy
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Direct Instruction
• Instructivist by nature
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Indirect Instruction
• Constructivist by Nature
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Attributes of DI -- Messaging
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Direct Instruction
• Direct Messaging
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Indirect Instruction
• Indirect Messaging
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Attributes of DI -- Learner Role
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Direct Instruction
• Learner is passive receptor
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Indirect Instruction
• Learner is active receptor
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Attributes of DI -- “Directedness”
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Direct Instruction
• Instruction is Direct
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Indirect Instruction
• Instruction is Indirect
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Attributes of DI -- Environment
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Direct Instruction
• Instructional environment -- minimized
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Indirect Instruction
• Instructional environment -- vital
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Attributes of DI -- Environment
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Direct Instruction
• Instructional environment -- not acted upon
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Indirect Instruction
• Instructional environment -- acted upon
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Attributes of DI -- Environment
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Direct Instruction
• Instructional environment -- not important
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Indirect Instruction
• Instructional environment -- important
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Attributes of DI -- Content
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Direct Instruction
• “Focussed” content
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Indirect Instruction
• “Unfocussed” content
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Attributes of DI -- Student Given...
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Direct Instruction
• all of the pieces
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Indirect Instruction
• some of the pieces
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Attributes of DI -- Structure
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Direct Instruction
• instruction “structures” the pieces
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Indirect Instruction
• learner “structures” the pieces
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Elements of Instruction
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Attributes of DI -- Reasoning Types
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Direct Instruction
• allows for both inductive (top down) and
deductive (bottom up) training
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Indirect Instruction
• allows for problem solving
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Attributes of DI -- “Understanding”
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Direct Instruction
• understanding is based on someone else’s
structure
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Indirect Instruction
• learners must generate own “structure of
understanding”
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Attributes of DI -- “Schema”
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Direct Instruction
• final “schema” is preset
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Indirect Instruction
• final “schema” is developed by learner
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Attributes of DI -- Samples...
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Direct Instruction
• Examples are appropriate; more the better...
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Indirect Instruction
• Simulations are appropriate; environments in
which learner must solve problems
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Attributes of DI -- Type of Probes
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Direct Instruction
• Assessed by simple questions; closed-ended
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Indirect Instruction
• Assessed by sets of problems to be solved
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Instruction -- Range in a Continuum
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Attribute
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Sample DI: Calendar Skills
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Who Benefits from DI?
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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
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DI is a tool...
– Know when to use it; when not to…
– Know the conditions under which it is
best used…
– Don’t use it all the time, or never
– Don’t 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
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Baumann, J. F. (1988). Direct instruction reconsidered. Journal of
Reading, 31(8), 712-718.
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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.
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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
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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.
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Gersten, R. (1985). Direct instruction with special education
students: A review of evaluation research. Journal of Special
Education, 19(1), 41-58.
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Gersten, R., & Carnine, D. (1986). Direct instruction in reading
comprehension. Educational Leadership, 43(7), 70-78.
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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
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Gersten, R., & Keating, T. (1987). Long-term benefits from direct
instruction. Educational Leadership, 44(6), 28-31.
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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), 318327.
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Gersten, R., Woodward, J., & Darch, C. (1986). Direct instruction: A
research-based approach to curriculum design and teaching.
Exceptional Children, 53(1), 17-31.
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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
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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.
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Kierstead, J. (1985). Direct instruction and experiential
approaches: Are they really mutually exclusive? Educational
Leadership, 42(8), 25-30.
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Mathes, P. G., & Proctor, T. J. (1988). Direct instruction for teaching
"hard to teach" students. Reading Improvement, 25(2), 92-97.
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Proctor, T. J. (1989). Attitudes toward direct instruction. Teacher
Education and Special Education, 12(1-2), 40-45.
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References
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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.
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