Direct Instruction: A teacher's guide
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November 18, 2021
Discover how Direct Instruction enhances academic achievement through structured lessons, clear teaching, and proven classroom strategies.
What is Direct Instruction?
Direct Instruction (DI) is a highly structured, teacher-led model of instruction that emphasizes explicit teaching, carefully sequenced lessons, and small learning increments. Rooted in the belief that clear and well-planned instruction eliminates misinterpretation, this approach has been shown to significantly improve academic achievement across diverse student populations.
Developed in the 1960s by Siegfried Engelmann and Wesley Becker, the Direct Instruction model was designed as an evidence-based alternative to inquiry-based learning. Engelmann believed that allowing learners to explore content independently, without sufficient scaffolding, could lead to confusion and misconceptions. Instead, he advocated for systematic, direct teaching methods that provide absolute clarity at every stage of a lesson. This ensures that learners move through content logically, building knowledge incrementally while reducing cognitive overload.
Unlike student-centered approaches, Direct Instruction is teacher-led, requiring classroom teachers to follow a carefully scripted sequence that introduces new academic content in a structured way. The Direct Instruction approach prioritizes explicit modeling, guided practice, and frequent assessment, allowing for immediate feedback and correction. This method has proven particularly effective for disadvantaged children, where effective teacher behavior plays a critical role in narrowing educational gaps.
Schools implementing Direct Instruction educational interventions report measurable improvements in literacy, numeracy, and subject-specific skills. Research highlights its impact on schools by improving academic achievement, particularly in environments where learners need additional structure and repetition to succeed.
Key Features of the Direct Instruction Model:
- Explicit teaching and structured lessons to support clarity and knowledge retention.
- Highly sequenced, teacher-led instruction that ensures mastery before progression.
- Proven effectiveness for disadvantaged children through educational interventions that improve outcomes in literacy, numeracy, and academic achievement.
What is the philosophical underpinning of Direct Instruction?
Direct Instruction is grounded in five key philosophical principles that collectively guide how curricula are structured, how lessons are delivered, and how academic achievement is measured. The first principle stresses that every child can be taught, given well-organized lessons that build upon previous lesson content. Such a systematic approach not only fosters academic competence but also bolsters each student’s sense of self-efficacy. Second, it is maintained that with sufficient training and the right resources, every classroom teacher can be successful in delivering direct instruction curricula. This principle underlines the importance of professional development and highlights the impact of schools in establishing environments that support teachers in this endeavor.
The third principle emphasizes that disadvantaged and low-performing learners can reach the same benchmarks as their higher-achieving counterparts when they are given the benefit of direct language instruction and effective mathematics instruction, integrated into a cohesive instructional framework. A fourth guiding belief is that the nature of the curriculum must be tightly sequenced so as to minimize the variance in student achievement. By carefully adjusting the pacing and content, we can support higher student success rates and reduce learning gaps.
Finally, the fifth principle asserts that each aspect of instruction should be precisely controlled and monitored, ensuring that students thoroughly understand what is being taught. This rigorous level of attention diminishes confusion and enhances reinforcement of key concepts. In practice, direct instruction curricula rely heavily on explicit teaching methods, frequent opportunities for students to respond, and immediate corrective feedback. Such structured approaches not only elevate academic outcomes but also demonstrate the potential for reducing differences in performance across diverse groups of learners. Consequently, Direct Instruction stands as a testament to how thoughtful, systematic pedagogy can cultivate equitable achievement levels for all students. In doing so, it bolsters not only academic skills, but lifelong confidence.
How does Direct Instruction work?
Direct instruction has four main features that ensure that the students learn quickly and more effectively than any other teaching strategy available:
1. Instructions are provided according to the students' ability levels: At the start of each programme, students are assessed to check in which topics In education they have gained mastery and where do they need to improve. Then, the students with a similar stage for learning are grouped rather than those studying in the same grade level.
2. The programmes are structured to ensure mastery of the content: The programmes are organised to introduce the skills gradually. This provides a chance of gaining student achievement and the children learn and apply the skills before learning a new set of skills. Concepts and skills and are taught in isolation and then combined with other skills in a more sophisticated and advanced manner.
3. Teaching is modified according to each student’s pace of learning: A remarkable feature of DI is that learners are taught according to their respective speeds of learning. If any student needs more practice of any specific skill, instructors can provide additional teaching within the program until student satisfaction after the student gains mastery of the skill. Similarly, if a student has quickly gained mastery of basic skills, he/ she can be moved to another placement so that he/ she may not have to stick to the same 21st-century skills they already possess.
4. Programs are reanalysed and revised prior to publication: Direct instruction programme elements are very unique because they are created and revised if needed. Before publishing, each DI programme is field-tested using real students. This indicates that the programme students are receiving must have already been proven to work.
Direct instruction of a well-taught lesson occurs when teachers use explicit instruction to teach any particular skill to the students. This category of teaching is teacher-directed, in which a teacher presents information while typically standing at the front of a classroom. In this teaching method, teachers adjust their teaching according to the task to improve students’ understanding of a topic and follow a strict lesson plan with little room for any change.
Direct instruction does not always involve active learning or active learning activities such as case studies, workshops or discussions. Presenting a movie clip or video to the students can be considered a type of direct instruction (although the instructor is not actively teaching students, the presentation of material and content was chosen by the instructor).
It must be remembered that basic techniques of teaching such as direct instruction, scaffolding or differentiation, are seldom mutually exclusive. Hence, in a variety of classroom settings, direct instruction can be incorporated with any other instructional approach in a given lesson or course. For instance, teachers can apply direct instruction to prepare learners for any activity in which the pupils work on a group project with coaching and guidance from the instructors as needed (the group activity is not considered a type of direct instruction).
What are the benefits of using explicit Direct Instruction in education?
The independent practice of direct instruction does not only extend beyond demonstrating, presenting or lecturing but many are considered as foundational for effective teaching strategies. For example:
- Creating learning objectives for projects, activities and lessons, and then ensuring that learners have understood the objectives.
- Purposefully sequencing, and organising a series of assignments, projects and lessons, that allow students to gain stronger knowledge and achieve specific educational goals.
- Reviewing instructions for an activity or project—such as a role play—so that learners understand what is expected from them.
- Providing learners with clear descriptions, illustrations and explanations, of the academic skills and knowledge being taught.
- Asking questions to ensure students' understanding of the teachings.
What do critics have to say about direct instruction?
In current times, the concept of scripted lessons with explicit direct instruction is seen as a negative practice among some teachers. As direct instruction is frequently associated with old lecture-style instruction in classrooms with many passive learners obediently sitting on chairs and writing notes, it appears to be pedantic, outdated, or inadequately fulfilling student learning needs by some teachers and education reformers.
But, most negative connotations for the direct instruction seem to result from either a misunderstanding of its techniques or a limited definition of this concept. For instance, every educator, essentially, use some degree of direct instruction in his/ her teaching such as, while preparing lessons and courses, at the time of demonstrating and presenting information, and when teaching clear directions and illustrations of topics. These are all necessary, and to some extent inevitable, teaching activities.
The negative impact of direct instruction may arise when educators start to depend extraordinarily upon direct instruction, or when they fail to use alternative techniques that may bring better results in terms of improving student interest, comprehension and engagement.
In a 21st century classroom, many teachers do not consider a single 45-minute lecture sufficient for learning content, but the alternative techniques they may advocate - like project-based learning or self-directed learning - certainly involve some degree of direct instructions by educators.
Therefore, educators rarely use either the direct instruction method or some other type of instruction approach—in actual practice, diverse strategies are mostly a blend of explicit teaching strategies. Due to this, negative opinions of direct instruction mostly result from an over reliance on the approach, and due to viewing direct instruction as unimportant.
Utilising the direct instruction model in your classroom
Utilising the direct instruction model in your classroom is an approach to teaching that emphasises well-developed and carefully planned lessons designed around small learning increments, sequentially organised to optimise learning. Start by identifying clear learning objectives based on the skill level of your students. This can be done effectively by implementing the Universal Thinking Framework which helps in identifying the most appropriate learning outcomes for your students.
Plan your lessons meticulously, incorporating steps that ensure the understanding of new concepts. Be prepared to present information using multiple modalities—visual aids and Graphic Organisers can play an instrumental role here. They help organise the information visually and can significantly enhance students' understanding and retention.
Student-teacher interaction is pivotal in direct instruction. Promote an environment conducive to Dialogic Pedagogy, where interactive and constructive dialogues between teacher and students drive the learning process. As Barak Rosenshine, an eminent educational researcher, asserts, "In successful classrooms, teachers spend more than half the class time lecturing, demonstrating, and asking questions."
Lastly, remember to incorporate plenty of guided and independent practice into your lessons. This helps students in refining their skills and reinforcing their understanding of the material. For instance, you might introduce a new mathematical concept with a step-by-step guide, then provide a set of problems for students to solve, first with your assistance and then independently.
7 Tips for Getting Started with Direct Instruction
Direct Instruction (DI) is a powerful, evidence-based curriculum model designed to deliver clear, well-structured lessons. For classroom teachers and school leaders looking to implement this approach, here are seven practical tips to ensure effective integration and positive outcomes.
- Master the Script: Begin by familiarizing yourself with the DI scripts. These are designed to maximize teacher effectiveness through precise language and presentation. Practice delivering these scripts until you feel confident; this preparation is crucial to maintain the integrity of instructional programs.
- Focus on Basic Skills: Direct Instruction is particularly beneficial for building foundational skills. Start with core subjects where skill gaps are evident, especially for disadvantaged children who benefit most from structured learning environments.
- Use Research-Based Strategies: Incorporate techniques that are backed by solid research. This includes rapid pacing, frequent student responses, and immediate corrective feedback. These strategies ensure high levels of active student engagement and are pivotal in schools committed to the growth mindset.
- Incorporate Cooperative Learning: Once students are accustomed to the DI framework, integrate cooperative learning activities to foster higher-order thinking and interpersonal skills. This helps in applying Webbs Depth of Knowledge by encouraging students to explore complex concepts together.
- Implement Continuous Assessment: Frequent and systematic assessments are key to DI. Use these assessments to track student progress, identify learning gaps, and adjust instructions accordingly. This continuous feedback loop enhances the overall impact of schools on student achievement.
- Engage in Professional Development: Encourage teachers to engage in ongoing professional development focused on DI. Effective teacher behavior is cultivated through understanding the nuances of the curriculum model and adapting it to meet the unique needs of their classroom.
- Promote a School-Wide Approach: For DI to be truly effective, it should be embraced at both the classroom and administrative levels. School leaders should advocate for and support the use of DI as part of broader educational interventions, ensuring alignment with the school’s educational philosophy and goals.
By implementing these tips, teachers and school leaders can effectively harness the benefits of Direct Instruction, leading to significant improvements in student learning outcomes and building a foundation for lifelong learning.
Final Thoughts
The application of Direct Instruction will bring an essential element in education: change. Educators will normally be required to teach differently than before and schools may need to apply a different organisation than they previously had. And, it is important that all concerned show hard work, commitment and dedication to students. The concept of Direct Instruction helps to internalise and adopt the belief that each student if properly taught, has the ability to learn.
Whether you are designing special education programs or delivering mainstream provision, Siegfried Engelmann's philosophy has lasted the test of time and deserves consideration. This approach might have significant implications in helping your students engage with the curriculum content. From a philosophical perspective, this approach enables learners to build robust background knowledge which can be seen as a gateway to social mobility. If you are interested in improving the amounts of knowledge your students can process you might be interested in reading about the Universal Thinking Framework. If your school is interested in having a look at this approach, please let us know and we can organise a demonstration.
Further Reading on Direct Instruction
The following studies collectively underscore the effectiveness of direct instruction in improving educational outcomes through explicit, structured, and systematic approaches to teaching across various educational contexts and student groups.
- Direct Instruction: A Research-Based Approach to Curriculum Design and Teaching (1986): This study highlights the benefits of direct instruction in effectively teaching a wide variety of academic content. It emphasizes the importance of explicit instruction and structured curriculum that support active student participation and significant gains in student achievement across different student populations.
- Why is there so much resistance to Direct Instruction? (2014): Despite its effectiveness, this paper explores why direct instruction often faces resistance in educational settings. It discusses the need for research-based strategies and professional development to enhance teacher implementation, focusing on the positive impact direct instruction has on individual student outcomes.
- Direct Instruction With Special Education Students: A Review of Evaluation Research (1985): This review assesses direct instruction's efficacy with special education students, showing higher academic gains compared to traditional methods. It underscores the model's adaptability and effectiveness in meeting the diverse needs of this student group through explicit, systematic teaching approaches.
- Attitudes Toward Direct Instruction (1989): Investigating attitudes towards direct instruction, this study finds that experience with this instructional model correlates with more positive perceptions. It emphasizes how effective teachers and structured programs improve student responses and engagement, leading to a difference in student achievement.
- Direct instruction: What it is and what it is becoming (1991): This paper describes the evolution of direct instruction and its role in enhancing student achievement through explicit teaching methods. It also touches on the integration of new technologies and methodologies within the direct instruction framework, pointing to its continued relevance in education.