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Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction, refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s.
Students are viewed as "empty vessels" whose primary role is to passively receive information (via lectures and direct instruction) with the end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information on to their students. In this model, teaching and assessment are viewed as two separate entities.
Siegfried "Zig" Engelmann (November 26, 1931 – February 15, 2019) [1] was an American educationalist who co-developed the approach to instruction termed "Direct Instruction" (DI). Engelmann was Professor Emeritus of Education at the University of Oregon and Director of the National Institute for Direct Instruction. [ 2 ]
Explicit memory is also how we store our more general knowledge, including facts, concepts, and the meanings behind certain things, Papazyan explains. There are two forms of explicit memory, says ...
an early, systematic, and "explicit" (i.e. specific and clear) teaching of phonics; the phonics instruction was followed by "direct teaching". Students learn best from an approach that includes phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension. (Executive Summary)
Explicit methods calculate the state of a system at a later time from the state of the system at the current time, while implicit methods find a solution by solving an equation involving both the current state of the system and the later one.
The strong-interface position views language learning much the same as any other kind of learning. In this view, all kinds of learning follow the same sequence, from declarative knowledge (explicit knowledge about the thing to be learned), to procedural knowledge (knowledge of how the thing is done), and finally to automatization of this procedural knowledge.
Fuchs et al. go on to note that explicit or direct instruction should be followed up with instruction that anticipates misunderstanding and counters it with precise explanations. However, few studies focus on the long-term results for direct instruction. Long-term studies may find that direct instruction is not superior to other instructional ...