The direct instruction learning approach involves utilizing a carefully planned educational approach where small increments of learning are achieved over time. This approach is known to be clear and concise, hopefully eliminating confusion and misinterpretation. There are five key achievements of learning with this model. It is said that (1): All children can be tough by this model, (2): self image can be improved while learning, (3): lower achieving students must perform at a faster rate in order to keep up with higher achieving students, (4): all teachers can succeed with this model if provided proper training and materials, (5): every detail of instruction must be controlled to eliminate confusion and misinterpretation and to maximize effectiveness of reinforcement. This form of instruction is effective due to the categorization of skill rather than age. This allows for underdeveloped skills to be worked on after taking an initial test to categorize each students knowledge of the subject. This design works towards mastering each topic and learning increment rather than simply ‘passing’ or gaining a basic understanding of the subject. DI is modified according to each students needs rather than blanketing a general understanding for every student. Adjustments are made recently to ensure students are moved ahead or held behind to ensure a complete understanding prior to moving forward. Refreshers are provided frequently. The programs of this instruction method are field tested and adjusted.
DI involves complete educational adjustment, allowing room for movement within the classroom and further attention payed to students based on their understanding rather than a condensed method of learning which highlights speed over understanding and uniformity over fluidity.
The english language is an extremely difficult skill to master if you do not grow up learning it. It involves many exceptions to many rules and can be frustrating. The DI approach would be an excellent teaching method due to the emphasis on understanding rather than speed and conformity. The rules would require special attention and would therefore require a division of students based on their understanding of these rules. The initial test utilized in DI would provide a guideline for teachers to place emphasis in certain areas of the language. Many students when learning english find difficulty in grammar and spelling as the rules in english are not often alike. DI can allow for a specialized concentration on these skills. Students who grasp the concepts well are able to move forward and are not held back by the class or vice versa. The flexibility of this method is perfect for most method of instruction and solved many issues I saw throughout my high school years including grazing topics in order to pass, the concept of simply ‘passing’ topics and the issue of conformed learning styles. DI would solve many of this issues and more.
sc28 June 4, 2020
I like how direct instruction makes it easy to plot out a clear lesson plan across a full curriculum/longer duration of time. It seems very methodical and systematic. The categorization of skill rather than age seems like it would be a very strategic way to organize instruction for different individuals to ensure a full understanding of curriculum materials and so that there are no gaps in their knowledge.
Two aspects of direct instruction that I think could be developed are “(3): lower achieving students must perform at a faster rate in order to keep up with higher achieving students, (4): all teachers can succeed with this model if provided proper training and materials.”
I think that it would be beneficial to find alternative ways of filling knowledge gaps and assessing understanding in “lower achieving students”. This could build towards a more equitable instruction design rather than having those students scramble to keep up with “higher achieving students”.
I also think that a good development to direct instruction design would be to guide designs towards methods that do not rely on specific training opportunities and materials that may not be available to all teachers, or that may not be suitable/accommodating for learners with diverse learning and accessibility needs.
I wonder how modifications/alternative methods and supports could be incorporated into direct instruction styles for students who may be struggling with the curriculum?
– SC
larissak June 25, 2020 — Post author
For the direct instruction model I believe the act of spending time to understand why we don’t understand a part of the curriculum can enhance the overall understanding of the project. Most models of education require more assistance or organizational training to allow teachers and students the freedom to spend more time, resources and energy in the areas that need it most rather than wasting time improving on areas which are well understood. There are flaws in every method and not every type of learning works best for everyone but I do believe direct instruction has the potential to eliminate some of the fundamental issues I struggled with growing up in a traditional school system.