Direct Instruction

1. DIRECT INSTRUCTION

2. INTRODUCTION
• There are many different teaching approaches out there to use, because we are all
human and have different needs and likes. Some approaches are better for certain
types of learner, while others work wonders for other types. To decide which
approach is best for the class, a teacher needs to know what the goals are, personal
preference, and how most the class will take to an approach. I have learned that
many teachers use different approaches for different subjects, but usually have a
preference. One approach is direct instruction.

3. • Direct Instruction is best used for the basic skills or facts
such as reading, science and math facts, vocabulary and
rules of the English language. Direct Instruction approach
is based on six teaching functions; 1. Review and check
the previous day’s work, 2. Present new material, 3.
Provide guidance practice, 4. Give feedback and corrective
based on student’s answers, 5. Provide independent
practice, 6. Review weekly and monthly to consolidate
learning. (Woolfolk p. 541)

4. • Direct Instruction is the only study that there is scientific proof backing the
effectiveness. From 1968 until 1995, when funding ran out for the study, Project
Follow Through followed students from Preschool throughout their education.
• “Project Follow Through did offer the first ever clearly documented empirical proof
that the Direct Instruction model was the most effective method of teaching
reading, arithmetic, language, spelling, and positive self-image. Direct instruction
was the only method out of twenty-two forms of instruction that consistently
produced positive results
SCIENTIFIC PROOF

5. USING DIRECT INSTRUCTION WITH
CHILDREN WITH LEARNING DISABILITIES
• According to an article, written by Penelope L. Peterson“ …. Direct instruction vs
another approach should depend on the type of student who is being taught. A low
ability student might need the greater structure of a direct approach, but high
ability student may benefit from the opportunity to work with other students in less
direct approach.”

6. CONCULSION
• Reading about different approaches, this approach would be best for children who
struggle in school and/or have learning disabilities. This approach is good for
students that need a little more guidance and help staying focused. This would be
good for children with learning disabilities because it reiterates the lessons every
time. The teacher begins by covering what has already been taught, per subject,
and then adds unto that lesson, and then gives time for independent practices.
Children that learn have learning disabilities need the routine, the guidance, and the
independent study time. This method has been scientifically proven to help with
children who are struggling and need to improve.

7. REFERNECES
• -Woolfolk, Anita, Educational Psychology 13th Edition, p541
• - http://www.teach-nology.com/teachers/methods/models/direct/ Teachnology Inc.
2016
• -Peterson, Penelope L, Education Leadership, Association for Supervision and
Curriculum Development 1979