In my 25 years in public education, one of the most misunderstood yet key components of student success is the use of direct instruction in the classroom. It is misunderstood because it is often used incorrectly and misinterpreted as rigid, lecture-style instruction. Yet, when implemented correctly, it is especially effective in helping students with new concepts.
What is direct instruction?
Dr. Siegfried Engelmann pioneered the direct instruction model in the 1970s and emphasized the idea that all children can be taught effectively with carefully constructed instruction. As its name suggests, direct instruction involves educators directing the delivery of information through clear, straightforward, and explicit actions.
But here is where the secret lies: used correctly, it allows the teacher to simplify complex concepts into smaller, understandable parts and actually encourages student engagement. When educators present information logically and clearly, students are able to digest the new information in small segments. Breaking material into smaller chunks also allows ongoing assessment and immediate feedback by the teacher. Teachers can supplement or modify instruction based on assessment data to remedy misunderstandings promptly. As a result, students can master content more effectively, enhancing their academic performance and understanding of the curriculum.
Some educators may share concerns that direct instruction has the potential for reduced creativity; however, when applied properly, it offers ample opportunities for creative student activities and collaborative discussions.
What is direct instruction in education?
In the classroom, direct instruction is implemented through several key steps:
- Identify New Learning: Teachers carefully plan lessons, establish learning objectives, and assess students’ prior knowledge to guide instruction effectively. Understanding where students’ knowledge and skills are before encountering new content will provide teachers the data they need to design the remaining components of a successful direct instruction lesson.
- Create Sequential Sets: Teachers deliver clear explanations and demonstrations to introduce new concepts or skills in small sequential sets that align with learning goals. To begin working with a new concept there could be multiple segments.
- Provide Processing Time: Students engage in structured activities under the guidance of the teacher to interact with the new content in various ways. Teachers need to devote time in their planning after presenting each instructional segment to allow students to process the new information. Allowing students to process both as individuals and in a group can be particularly effective in solidifying the new information.
- Support Students in Representing Content: Teachers provide time and guidance to help students represent the new content in various ways. For example, graphic organizers, academic notebooks, or drawings could all be used, providing students choice in how they represent the new information.
- Collect Informal Assessment Data: Teachers continuously assess student understanding and provide immediate feedback and correction. During a direct instruction lesson, this is often done in an unobtrusive manner to gather data on the entire class. As students work to process new information teachers can freely move around the room answering questions and correcting misconceptions.
- Collect Formal Assessment Data: Ongoing assessment ensures students grasp the material before moving on to new concepts. Teachers would collect data on each individual student and their level of understanding or skill related to the learning goal. Teachers can use this data to inform instruction before moving forward with the overall concept.
What is direct instruction in a lesson plan?
Planning for direct instruction is similar to planning any other lesson with one key difference. To begin, teachers must identify the learning goal, which should be tied to the grade-level standard and based on the level of mastery required for all students. Teachers identify the key knowledge (what students need to know) and skills (what students need to do) in order to meet the requirements of the learning goal. Once teachers are clear about what students should know and be able to do, they should gather information on students’ current level of understanding. This is no different than any other lesson, right? Here is the key to identifying the need for direct instruction. If that material is new to students, then the steps outlined above should be employed.
Let’s take, for example, a concept that requires both new knowledge and multiple new skills. A teacher would want to think about breaking that concept into several direct instruction lessons, some covering new knowledge while others would be designed to cover new skills. It might take several lessons spread over some time to cover all the components needed to master the learning goal.
How can your students benefit from direct instruction?
Direct instruction is a powerful teaching approach with proven effectiveness in improving student learning outcomes across diverse populations. By following structured implementation steps and leveraging best practices, educators can maximize the impact of direct instruction in their classrooms, leading to greater academic success for all students.
Platforms like Avanti offer resources and training materials for implementing direct instruction effectively, including on-demand videos, downloadable resources, and a supportive community for educators. Get your free copy today at My-Avanti.com to see direct instruction in action and access the tools needed to implement it effectively in your classroom, too.