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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.
Writing education in the United States at a national scale using methods other than direct teacher–student tutorial were first implemented in the 19th century. [1] [2] The positive association between students' development of the ability to use writing to refine and synthesize their thinking [3] and their performance in other disciplines is well-documented.
The direct method in teaching a language is directly establishing an immediate and audiovisual association between experience and expression, words and phrases, idioms and meanings, rules and performances through the teachers' body and mental skills, without any help of the learners' mother tongue.
Long-term studies may find that direct instruction is not superior to other instructional methods. For instance, a study found that in a group of fourth graders that were instructed for 10 weeks and measured for 17 weeks direct instruction did not lead to any stronger results in the long term than did practice alone. [14]
In their book The Writing Workshop, Katie Wood Ray and Lester L. Laminack added a fourth component in where after the teaching portion, the student and/or the teacher would "Make a Record." [15] This modified model can be thought in the terms of: research, decide, teach, record. The benefits of using conferring have been documented in a couple ...
Direct Instruction in phonics and Word Study are also included in the balanced literacy approach. For emergent and early readers, the teacher plans and implements phonics based mini-lessons. After the teacher explicitly teaches a phonemic element, students practice reading and/or writing other words following the same phonemic pattern.
The belief was that direct grammar instruction was not required for improved instruction in writing. Despite more recent research that has shown the positive effects of grammar instruction, [ citation needed ] the attitude that it is unnecessary persists today.
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 ]