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Direct Instruction

Direct instruction is guided by the premise that all students can learn, provided that they are taught by careful and efficacious teachers who use proven instructional strategies and programs. Direct instruction therefore holds that students should never be held responsible for failures to learn. Rather, if students have not learned, it is the teachers and their strategies that are to be blamed for failing to teach. Direct Instruction

Direct instruction also presumes that student learning can be accelerated and improved if students are provided with clear instructions that prevent misinterpretation. It works to optimize time management and expedite learning though the prudent planning and organization of curriculum design and instructional delivery. Lessons are defined and planned on the basis of small teaching increments and carefully designed and ordered learning tasks. Such care and detail work to optimize the reinforcement effect of instruction and to minimize the possibility that students might misinterpret the lessons being taught.

Direct instruction was first developed in the 1960s by Siegfried Engelmann and Wesley Becker and their colleagues, first at the University of Illinois, then at the University of Oregon. Although questions about the effectiveness of the approach have been raised almost from the inception, researchers have amassed considerable empirical evidence to show that, when properly applied, it can indeed enhance academic performance, accelerate learning, and improve a number of affective behaviors. Direct instruction strategies are now employed in thousands of schools in the United States, Canada, Britain, and Australia.

Related Research Paper Topics

Instructional Strategies for Differentiating Instruction is a means of recognizing that no two students are the same, and all enter a class with different backgrounds, preparation, experiences, abilities, and weaknesses.

Educational Strategies research papers discuss the variety of strategies that are implemented at different stages of the learning process.

Core Teaching Strategies - While there is no one single teaching method that will serve the needs of every instructor, there are facets from each that can be employed into classroom success.

Demonstrative Teaching Method - The demonstrative teaching method relies on one key element in order to provide instruction: modeling.

Teaching Reading Strategies - Studies on how to teach reading strategies find that reading strategies are subjective based on the documented progress of each student.

Instructional Design Theory research papers investigate how instruction should be designed in order to promote optimal learning.

Strategies for Reading - In these Strategies for Reading, the teacher divides the classroom into small groups of four to six readers and then the teacher can visit each group to provide additional instruction and make sure that the students understand the reading material.

Cognitive Strategy Instruction is an approach to teaching that works to enhance learners’ abilities to control and direct their own learning activities.