Direct Instruction Overview

A teacher who masters direct instruction can teach skills and procedures effectively. A teacher who only knows discussion or inquiry methods will struggle to teach skills.

Direct instruction: an introduction

Direct instruction is a different method from discussion. Where discussion shares authority between teacher and students, direct instruction puts the teacher firmly in control.

Two key features:

1. Teacher-controlled. The teacher directs the learning.
2. Direct teaching. The teacher teaches the child directly, not through facilitated student discovery.

This sounds like lecture. But makes a distinction.

Direct instruction vs lecture

Two terms to distinguish:

Declarative knowledge: what something is. Facts. Concepts. Generalizations.

Procedural knowledge: how to do something. Steps. Procedures. Skills.

Lecture: primarily delivers declarative knowledge.

Direct instruction: delivers both declarative and procedural knowledge.

Direct instruction is broader than lecture. It includes lecture but adds the procedural dimension.

Flashcard

What is the difference between lecture and direct instruction?

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Answer

Direct instruction is broader; it includes both declarative and procedural knowledge

Lecture: delivers declarative knowledge only (facts, concepts, generalizations).

Direct instruction: delivers both declarative AND procedural knowledge (facts plus how to do things).

A math teacher giving a formula and explaining steps is using direct instruction. A math teacher only describing the formula without showing steps is just lecturing.

Direct instruction includes lecture but goes further.

Theoretical support

Three sources:

1. Behavioral theory. Knowledge can be transferred through structured stimulus and response. Effective practice produces learning.

2. Social learning theory. Students learn by observing and imitating models. Direct instruction provides clear models.

3. Teacher effectiveness research. Studies of effective teachers show certain practices work. Direct instruction codifies these practices.

Direct instruction is grounded in research. It is more than intuition.

Examples in different subjects

Mathematics.

Math involves both. Concepts (declarative) and procedures (how to solve problems). Direct instruction handles both.

Science.

Science combines lecture (about the science) with demonstration (about the experiment).

Art.

Even art uses direct instruction for techniques. Observe carefully. Draw what you see. Check accuracy.

Language.

Writing alphabets is direct instruction. Holding a pencil. Forming letters. Specific movements.

Common pattern

All these examples share a pattern:

1. Teacher explains (lecture component).
2. Teacher demonstrates (modeling).
3. Students try (practice).
4. Teacher provides feedback.

This is direct instruction in action.

Connection to task analysis

Task analysis (covered earlier) breaks complex skills into components. Direct instruction teaches each component.

A teacher using both:

1. Analyzes the task into components (task analysis).
2. Teaches each component using direct instruction.
3. Combines components for the full skill.

This systematic approach develops procedural knowledge effectively.

Flashcard

What three theories support direct instruction?

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Answer

Behavioral theory, social learning theory, teacher effectiveness research

1. Behavioral theory: structured stimulus and response produces learning; reliable practice produces reliable behavior.

2. Social learning theory: students learn by observing and imitating models; direct instruction provides clear models.

3. Teacher effectiveness research: studies of effective teachers show certain practices work; direct instruction codifies these.

What this chapter will cover

This chapter develops direct instruction:

1. Five phases for planning. The structure of direct instruction lessons.
2. Types of practice. How students practice and reach automation.
3. Conducting techniques. Modeling, demonstrating, managing.
4. Assessment methods. Paper-pencil and observation.
5. Limitations and when to use. Where direct instruction fits.

A teacher who masters direct instruction can teach skills and procedures effectively. A teacher who only knows discussion or inquiry methods will struggle to teach skills.