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Q: How many schools use Direct Instruction?
General FAQ's
Q: How many schools use Direct Instruction?A: Direct Instruction programs are used in over 10,000 schools throughout the world, and there are over 500 schools the use DI on a systematic, school-wide basis.
Q: Where did it originate?
A: Direct Instruction was developed by Siegfried Engelmann between 1966-1969 at the University of Illinois. Click here to read more about this time of research.
Q: What is Direct Instruction?
A: There are three levels of use for this term:
- direct instruction versus indirect instruction, or telling versus implying.
- direct instruction (sometimes referred to as little "d," little "i"). In this use, direct instruction refers to instructional techniques based on choral responses, homogeneous grouping, signals, and other proven instructional techniques.
- Direct Instruction (capital "D," capital "I"). This refers to the specific programs designed by Siegfried Engelmann and his staff. Direct Instruction programs incorporate all the features of direct instruction (di), coupled with carefully designed sequences, lesson scripting, as well as responses to anticipated children's questions. When Direct Instruction is referred to in this organization, we are talking about this level. Siegfried Engelmann and Douglas Carnine articulated this theory in the text Theory of Direct Instruction (link to store), published by ADI.
Q: How do I deal with a group in which some students are performing very well and others are performing poorly?
A: While each instance must be analyzed individually, generally speaking this would indicate a grouping problem. Analysis of Mastery test data would indicate individual performance, and it may be necessary for the students to be regrouped.
Q: How do I work students into a group who have entered school late?
A: Many schools have a "Port of Entry" classroom. There, students are assessed and given intensive instruction to help them integrate into their appropriate group. This is usually a short process, however, it is essential that afterwards close attention be paid to assure the student was placed into the correct group.
Q: Why is relative fast pacing important?
A: The fast pacing achieves the highest level of student responses within a finite amount of time. And with a fast pace, students are actively engaged in the lesson, remain on task, and remain focused on the skills being taught. Also, because there is a short amount of time between when students learn information and when they have the opportunity to use it, their retention is higher.
Q: Do the scripts inhibit the teacher?
A: The scripts are an essential part of the program and are crucial to their success. The wording has been designed to ensure consistency across lessons and to ensure that the students understand all information presented. The script inhibits the teacher no more than the script to a play inhibits an actor, or the protocol for landing a plane inhibits a pilot.
Q: Why is it important to follow the script in the presentation book?
A: Each script has been carefully planned and specifically phrases the lessons to minimize confusion on the part of the student. The scripts also lead the lesson and help the teacher anticipate student responses, as well as answer many of the students' questions. Until a teacher has a great deal of experience with the programs, it is not recommended they vary from the script.
Q: Isn't Direct Instruction a "cookie-cutter, one-size-fits-all" type of program?
A: Not at all. Through careful assessment, each student is placed according to his or her individual skill level. There they can receive instruction that closely matches their individual needs.
Q: Who will Direct Instruction work with?
A: Direct Instruction has been successful with students of all levels of performance and ages. Low-performers as well as talented and gifted students continue to succeed using DI programs.
Q: How does Direct Instruction address student's poor self-image?
A: By placing students at a level they can be successful, the students become engaged in their learning,`experience success, and display a marked increase in self-esteem. Direct Instruction shifts the focus from a child's deficit, to a focus on their success in mastering skills. See the FAQ "Why does the work seem relatively easy?"
Q: What should teachers expect to give up when implementing Direct Instruction?
A: Teachers will have to surrender the notion that some students "just aren't ready to learn." Because the program requires ability-based grouping, all children will be placed according to their skill level. Low-performing students should receive additional instruction to accelerate their learning, and to catch them up with their peers.
Q: Why does the work seem relatively easy?
A: The goal of Direct Instruction is to create successful, competent learners. By carefully constructing these programs so that students can be successful in each small lesson, the students build the confidence necessary to learn larger and more complex ideas. And every task the students are asked to do independently is something that they have already been taught in a guided manner, preparing them with the requisite skills necessary for that task. This gives every child an opportunity to believe they are capable of succeeding, and to succeed.
Q: How are the programs developed?
A: The development process for Direct Instruction is very strategic. The first step is to analyze current curricula being used, and then review all state, and national guidelines. From there the developers build an intentionally thin draft that will clearly show any weaknesses. This is done intentionally; if a program contains too much practice or repetition from the start, it is difficult to know exactly how much was necessary. To start thin, and build up is a much more efficient process.
This rough draft is then evaluated on a small group of 12-30 students. As these students progress through the lessons, the authors continually modify the tracks to append areas of weakness. It is not unusual for an entire program to be cancelled and completely started over before it is even half finished.
After the authors have completed a program, it is then tested on a wider range and number of students. The authors then make another revision in response to student errors. Most programs will receive at least four major revisions before they are published.
This rough draft is then evaluated on a small group of 12-30 students. As these students progress through the lessons, the authors continually modify the tracks to append areas of weakness. It is not unusual for an entire program to be cancelled and completely started over before it is even half finished.
After the authors have completed a program, it is then tested on a wider range and number of students. The authors then make another revision in response to student errors. Most programs will receive at least four major revisions before they are published.
Q: What are signals and why are they used?
A: A signal is a visual or audible cue that initiates a student response. Signals are used to ensure that all students answer at the same time. This benefits the student in a variety of ways. For instance, if one child is called on, only that child has an opportunity to respond, and the teacher is only able to determine that student's comprehension. If students are allowed to "call out" their response, aggressive students will eventually dominate the session limiting slower or more timid students the opportunity to respond. With signals, however, the teacher allows enough time for each student to be able to process the question and formulate a response. The teacher is then able to precisely analyze the comprehension of the entire group as they answer in unison.
Q: Why should errors be corrected immediately?
A: By providing immediate feedback and correction when necessary, students are given the opportunity not just to practice, but to practice the correct response. Also, because corrections take place immediately, students do not have the ability to develop or practice bad habits or incorrect skills.
Q: Why are skills "cumulative?"
A: Many traditional teaching methods use a linear approach to instruction. Skills are taught in independent units until the next unit is introduced. In Direct Instruction programs, the design utilizes skills that were taught earlier to support skills that are being taught currently. Anything that has been taught may be used later in the program. Through this design feature, the student is accountable for all content learned, even content from prior lessons.
Q: What is an appropriate weekly schedule?
A: Each program has specific details pertaining to its schedule and is included in the program's Teacher's Guide. However, all programs are designed to be presented each instructional day.
Q: How long do lessons take?
A: The length of a lesson will vary from program to program, however most range from 30 to 50 minutes.
Q: Why do activities within each track change from lesson to lesson?
A: This relates to the idea of generalization. As activities change from day-to-day, the student learns how to apply concepts and operations across settings.
Q: What are tracks?
A: A track is a series of tasks used to teach a given skill. In a typical Direct Instruction program, a track will run for 20-80 lessons. During this time additional skills are being taught and they eventually merge into another track.
Q: What are the features of a Direct Instruction program?
A: The most noticeable features of a Direct Instruction program are the superficial, or external elements. Each program is fully scripted, from what the teacher says, to anticipated student responses, to correctional procedures. All of this is included in each of the programs. However, the real power of a DI program comes from the careful analysis of each skill taught. The skill is broken down into its component parts, then each component skill is taught to mastery. Afterward, the skills are combined into a larger context where different skills are utilized across settings, resulting in generalized fluency.
Q: What are the programs?
A: There are currently over 40 Direct Instruction programs for teaching Reading, Language, Arithmetic, and Spelling. There are developmental curricula for grades K-6, as well as corrective curricula for grades 4-Adult. SRA has complete listings and descriptions of these programs here.
Upcoming Events
- Adolescent Literacy–Direct Instruction and Other Evidence-Based Interventions
October 14, 2010 - October 15, 2010
- DI Leadership Academy-Effective Implementation and Supervision Strategies
November 30, 2010 - December 02, 2010
ADI is a non-profit organization dedicated to promoting and supporting the use of Direct Instruction programs. That support includes conferences, publications, on-line networking and assistance, and two semi-annual publications Direct Instruction News and The Journal of Direct Instruction. Local ADI member chapters are forming nationwide and in Canada to offer local support, workshops, discussion groups, and newsletters.