Direct Instruction
Direct instruction is a structured, teacher-directed method of instruction. Direct instruction is recommended especially for instruction of students with learning disabilities. Studies have shown that a combination of direct instruction can positively influence academic performance for students with learning disabilities and exceptionalities. DI programs involve precisely sequenced, scripted fast-paced lessons taught to small groups of 4-10 students with a stress on drill and practice.
The Main Features of DI
Direct instruction programs are some of the best research-based programs available for students with learning disabilities (Hallahan & Kauffman & Pullen, 135). Direct instruction focuses on the specifics of the instructional process. One important piece of DI is using task analysis. Task analysis is breaking down academic tasks into their component parts, so teachers can teach those parts separately. Later, the students can be instructed on how to put those individual parts together in order to demonstrate a skill (Hallahan & Kauffman & Pullen, 135). Advocates of the DI strategy emphasizes a systematic analysis of the concept to be taught, as opposed to an analysis of the characteristics of the student.
The Main Features of DI
- Field-tested, scripted lesson plans
- Curriculum based upon the theory of mastery learning
- Rapid pace
- Achievement grouping
- Frequent Assessments
Direct instruction programs are some of the best research-based programs available for students with learning disabilities (Hallahan & Kauffman & Pullen, 135). Direct instruction focuses on the specifics of the instructional process. One important piece of DI is using task analysis. Task analysis is breaking down academic tasks into their component parts, so teachers can teach those parts separately. Later, the students can be instructed on how to put those individual parts together in order to demonstrate a skill (Hallahan & Kauffman & Pullen, 135). Advocates of the DI strategy emphasizes a systematic analysis of the concept to be taught, as opposed to an analysis of the characteristics of the student.
DI programs have been developed in reading, language arts, mathematics, science, and social studies. A thorough meta-analysis made over 173 comparisons between DI and other programs. Results showed that 64% resulted in significant difference in favor of the groups using DI.
What Does It Look Like in the Classroom?
For a sample direct instruction lesson, this teacher is working on a decoding task. Students work on phonemic awareness, letter-symbol identification, and sounding out words. The teacher uses choral response, which increases the opportunities for student’s engagement, and individual questioning, ensures individual mastery.
Sample Lesson: Sounding Out Words
- Listen: ffffeeee (Hold up finger for each sound.)
- Say the sounds in (pause) fffeee. Get ready. (Hold up a finger for each sound.) fffeee. (Repeat until the students say the sounds without stopping.)
- Say it fast. (Signal.) Fee.
- What word? (Signal.) Fee. Yes, fee.
- (Repeat steps 2-4 for if, fish, sam, at, me, rim, she, we, ship, fat, miff.)
To implement DI programs, teachers need to be trained in the specific program. This is a highly structured program, so teachers need to be able to use the materials with ease and understand the rationale for each individual component skill (Hallahan & Kauffman & Pullen, 138).