• high expectation for student progress
• maximization of student learning time

• little student involvement in curriculum choices
• often involves "drill and kill" practices
• not appropriate for higher levels of learning ( see "Bloom' s Taxonomy")

• typical university lecture format
• often used at elementary levels in learning basic tasks (reading, writing, math)

Key Terms:

• direct instruction
• practice theory
• distributed practice
• shaping

Additional Sites: sample direct instruction lesson plans, constructivist teaching vs. direct instruction,
National Institute for Direct Instruction, whole language vs. direct instruction, myths about direct instruction, A rejection of Direct Instruction

Direct Instruction

Learning Environment| Effective Presentation Practices|Practice Theory|Back to Top

Direct instruction has its theoretical origins in the behavioral family, particularly in the thinking of training and behavioral psychologists. This approach is sometimes refered to as "modeling with reinforced guided performance."

The heart of direct instruction involves practice activities.

Learning Environment for Direct Instruction

• highest priority is placed on completion of academic task
• high degree of teacher direction and control
• high expectations for student progress
• maximization of student learning time
  

Effective Presentation Practices

1. present material in small steps
2. provide many examples of the new skills or concepts
3. model or demonstrate the task
4. provide visuals along with a verbal explanation
5. reexplain difficult points
6. ask questions often to check for student understanding
7. provide many opportunities for student practice
8. ensure all students get opportunity to respond

Practice Theory

• Shaping

the teacher moves the student through practice with different evels of assistance, until independence is achieved. This involves (in order):

1. lockstep practice
2. guided instruction while student practices
3. independent practice

• short, intense, highly motivated practice periods produce more learning than fewer but longer practice periods
  
• monitor the initial stage of practice because incorrect performance at this stage will interfere with learning
  
• have students achieve 85-90% accuracy before moving to next level
  
• Distributed Practice (multiple practice sessions spread out over a period of time)
  
• practice sessions should be close together at beginning, then spaced further apart when learning approaches independent

  Back to Top