Directed Instruction
http://www.nifdi.org/
What is Direct Instruction (DI)?
Direct Instruction (DI) is a model for teaching that emphasizes well-developed and carefully
planned lessons designed around small learning increments and clearly defined and
prescribed teaching tasks. It is based on the theory that clear instruction eliminating
misinterpretations can greatly improve and accelerate learning.
Its creators, Siegfried Engelmann and Dr. Wesley Becker and their colleagues believe and
have proved that correctly applied, DI can improve academic performance as well as certain
affective behaviors. It is currently in use in thousands of schools across the nation as well as
in Canada, the UK and Australia. Schools using DI accept a vision that actually delivers many
outcomes only promised by other models.
A crucial element in the implementation of DI in most cases is change. Teachers will
generally be required to behave differently than before and schools may need an entirely
different organization than they previously employed. Even staff members will be called upon
to alter some operations.
The popular valuing of teacher creativity and autonomy as high priorities must give way to a
willingness to follow certain carefully prescribed instructional practices. (Remaining the
same, however, are the importance of hard work, dedication and commitment to students.)
And it is crucial that all concerned adopt and internalize the belief that all students, if
properly taught, can learn.
Next
http://www.nifdi.org/
What is Direct Instruction (DI)?
Direct Instruction (DI) is a model for teaching that emphasizes well-developed and carefully
planned lessons designed around small learning increments and clearly defined and
prescribed teaching tasks. It is based on the theory that clear instruction eliminating
misinterpretations can greatly improve and accelerate learning.
Its creators, Siegfried Engelmann and Dr. Wesley Becker and their colleagues believe and
have proved that correctly applied, DI can improve academic performance as well as certain
affective behaviors. It is currently in use in thousands of schools across the nation as well as
in Canada, the UK and Australia. Schools using DI accept a vision that actually delivers many
outcomes only promised by other models.
A crucial element in the implementation of DI in most cases is change. Teachers will
generally be required to behave differently than before and schools may need an entirely
different organization than they previously employed. Even staff members will be called upon
to alter some operations.
The popular valuing of teacher creativity and autonomy as high priorities must give way to a
willingness to follow certain carefully prescribed instructional practices. (Remaining the
same, however, are the importance of hard work, dedication and commitment to students.)
And it is crucial that all concerned adopt and internalize the belief that all students, if
properly taught, can learn.
Next
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Human Education