Kindergarten: While Marty spoke of using direct instruction integrated with cooperative learning, Elaine says she has to have direct instruction because the children are to young and have not been exposed to a lot of building blocks like older children would have been. She believes the more you can tie in your senses while using the direct instruction the better off you will be. Once direct instruction has taken place, then students can be broke into small groups to practice.
First Grade: Becky uses direct instruction a lot. She did not feel that it is the most important form of instruction of but feels that in her class she has to start out with direct instruction. The older the students gets and the further into the year she goes, she is able to integrate different teaching styles.
Second Grade: Shirley feels like you have to use direct instruction especially with the lowest learners in her classroom.
Third Grade: Sandy feels that it is critical to teach direct instruction concepts. Once this has been accomplished then you can use cooperative learning. She describes using direct instruction as her foundation then moving towards guided practice, checking for understanding (critical), individual practice, and then assessment. She also felt that direct instruction is valuable when teaching all subjects. When she breaks her class into small groups, this is where she catches those students who have not yet grasped the concept or skill. If a teacher is not using direct instruction then students are losing our on valuable learning and an understanding of concepts. She believes in following up direct instruction with Kagen to keep things from becoming dry.
By: Cindy Davis & Dakota Smith
Effectiveness of Direct Instruction / Pros and Cons for this
•Direct Instruction Agenda
What is Direct Instruction?
Compare and contrast Direct Instruction with Constructivism
Interviews with teachers / How effective Direct Instruction is
in their classroom.
• Direct instruction?
• I SEE, WE SEE, YOU SEE-I SAY, WE SAY, YOU SAY
• Visual aids?
• Video tapes/clips
• Power point
• Black/white boards
And what do we use to teach it?
•What is Direct Instruction?
Central role is assigned to the
Classroom management is key.
Effective when specific content and
skills are primary goals.
Specific set of operations and
Provide multiple opportunities for
feedback and practice.
Model is arranged with decreasing
Direct Instruction vs. Constructivism
Learners construct their own
Learning enhanced through social
Learning focuses on explanations
Teacher needs to be aware of when
Verbalization and sharing of ideas.
Does not belong in special education
More work involved
Creates difficulty when meeting
standards are concerned
Lends itself to higher order thinking
Provides student responsibility
Provides developmental learning
Can get dry if effort isn’t placed on
Provides inappropriate use of methods
Limits students ability to use critical
Invaluable in special education
Allows you to group students by ability
Allows complex knowledge to be
• disadvantages of direct instruction
• It is based on old learning theories: simple tasks before complex ones,
only measurable learning is worthwhile.
• Students do not have a sense of the overall purpose of the simple steps.
• Teachers cannot assess what the students’ prior knowledge is
• Retention of how to solve the problems is low,
• Direct instruction as an instructional method works for only a small
percentage of students, not for a great variety.
• advantages of direct instruction
• The teacher has control of the timing of the lesson.
• Students are physically easy to monitor.
• The teacher has control over what will be learned, and who will learn.
• The curriculum can be covered, so the teacher can say that s/he taught the
• Any information for which there is one right answer, can be taught
efficiently and honestly by using direct instruction.
•Pros And Cons
Why you should or shouldn’t use direct instruction.
High Vs. Low Social Economic Income
• How the
Teachers teach is
• Two different
• Two different
styles of learning
• Two different
How Direct Instruction Compares with alternate teaching methods in different
countries and with different languages.
Research indicates that
works better even in
other countries for
children, children with
disabilities, or children
that are learning to
speak more then one
•INSTRUCTORS ARE ABLE TO
DEMONSTRATE THE TECHNIQUE
EFFICIENTLY TO STUDENTS AS A
COMBINATION OF INSTRUCTIONAL
DIRECT INSTRUCTION IN
LANGUAGE SKILLS CAN IMPROVE
PRE- AND POSTTEST COMPARISONS
BETWEEN GROUPS SHOWED THAT
THE DIRECT INSTRUCTION GROUP
MADE SIGNIFICANTLY GREATER
GAINS THAN THE TRADITIONAL
•Interviews with teachers at SCES
Compare and contrast Direct Instruction with Cooperative Learning
Instruction that they personally use in their classroom
MCVITTIE, J. HTTP://WWW.USASK.CA/EDUCATION/COURSEWORK/MCVITTIEJ/METHODS/DIRECT.HTML
“WHAT SHOULD EDUCATION LOOK LIKE?” [VIDEO WEBCAST]. RETRIEVED SEPTEMBER 16, 2010, FROM
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GRANSHOW, LEONORE. "EFFECTS OF DIRECT INSTRUCTION IN SPANISH PHONOLOGY ON THE NATIVE-
LANGUAGE SKILLS AND FOREIGN-LANGUAGE APTITUDE OF AT-RISK FOREIGN-LANGUAGE
LEARNERSJOURNAL OF LEARNING DISABILLITIES 28. 2
(1995), 107-120, HTTP://LDX.SAGEPUB.COM/CONTENT/28/2/107.ABSTRACT.
(ACCESSED SEPTEMBER 17,2010).
DURHAN, ELVA. "READING CURRICULUM FOR BEGINNING HISPANIC BILINGUAL CHILDREN BASED ON DIRECT
INSTRUCTIONEDUCATION RESOURCE INFORMATION CENTER 28. 2 (1980), 51,
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