| definition of direct instruction: Explicit Direct Instruction (EDI) John R. Hollingsworth, Silvia E. Ybarra, 2009 A proven method for better teaching, better learning, and better test scores! This teacher-friendly book presents a step-by-step approach for implementing the Explicit Direct Instruction (EDI) approach in diverse classrooms. Based on educational theory, brain research, and data analysis, EDI helps teachers deliver effective lessons that can significantly improve achievement all grade levels. The authors discuss characteristics of EDI, such as checking for understanding, lesson objectives, activating prior knowledge, concept and skills development, and guided practice, and provide: Clearly defined lesson design components Detailed sample lessons Easy-to-follow lesson delivery strategies Scenarios that illustrate what EDI techniques look like in the classroom |
| definition of direct instruction: Explicit Instruction Anita L. Archer, Charles A. Hughes, 2011-02-22 Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level |
| definition of direct instruction: Direct Instruction Siegfried Engelmann, 1980 |
| definition of direct instruction: Teach Your Child to Read in 100 Easy Lessons Phyllis Haddox, Siegfried Engelmann, Elaine Bruner, 1986-06-15 A step-by-step program that shows parents, simply and clearly, how to teach their child to read in just 20 minutes a day. |
| definition of direct instruction: Visible Learning for Literacy, Grades K-12 Douglas Fisher, Nancy Frey, John Hattie, 2016-03-22 Every student deserves a great teacher, not by chance, but by design — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are visible for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the aha moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways, say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time. |
| definition of direct instruction: Theory of Instruction Siegfried Engelmann, Dougals Carnine, 2017-10-31 In the book Theory of Instruction: Principles and Applications, Siegfried Engelmann and co-author Douglas Carnine describe the theory underlying the development of Direct Instruction curriculums. Engelmann and Carnine not only spell out in detail the scientific and logical basis on which their theory is based, but provide a multitude of in-depth descriptions and guidelines for applying this theory to a wide range of curricula. This book will help the reader understand why the Direct Instruction programs authored by Engelmann and his colleagues have proven uniquely effective with students from all social and economic backgrounds, and how the guidelines based on the theory can be applied to a wide range of instructional challenges, from designing curricula for disadvantaged preschoolers to teaching algebraic concepts to older students. |
| definition of direct instruction: Teaching Main Idea Comprehension James F. Baumann, 1986 Intended to help classroom teachers, curriculum developers, and researchers, this book provides current information on theoretical and instructional aspects of main idea comprehension. Titles and authors are as follows: The Confused World of Main Idea (James W. Cunningham and David W. Moore); The Comprehension of Important Information in Written Prose (Peter N. Winograd and Connie A. Bridge); What Do Expert Readers Do When the Main Idea Is Not Explicit? (Peter P. Afflerbach and Peter H. Johnston); Research and Instructional Development on Main Idea Skills (Joanna P. Williams); Actively Teaching Main Idea Skills (Mark W. Aulls); The Direct Instruction of Main Idea Comprehension Ability (James F. Baumann); Teaching Students Main Idea Comprehension: Alternatives to Repeated Exposures (Victoria Chou Hare and Adelaide Bates Bingham); Teaching Middle Grade Students to Summarize Content Textbook Material (Barbara M. Taylor); Graphic Organizers: Cuing Devices for Comprehending and Remembering Main Ideas (Donna E. Alvermann); Getting the Main Idea of the Main Idea: A Writing/Reading Process (James Flood and Diane Lapp); and Main Idea Instruction for Low Performers: A Direct Instruction Analysis (Edward J. Kameenui). (EL) |
| definition of direct instruction: Knowing, Learning, and Instruction Lauren B. Resnick, 1989 Celebrating the 20th anniversary of the Learning Research and Development Center (RDC) at the University of Pittsburgh, these papers present contemporary research on cognition and instruction. The book pays homage to Robert Glaser, foudner of LRDC, and includes debates and discussions about issues of fundamental importance to the cognitive science of instruction. |
| definition of direct instruction: Clear Teaching Shepard Barbash, 2011-11-18 |
| definition of direct instruction: Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6-12 John Almarode, Ann M. Miller, 2013-04-02 If your STEM lessons are falling on disinterested ears, it's time to mix things up. What you need are more engaging, brain-based science and math strategies to captivate your students' attention, activate their prior knowledge, and invigorate their interest. Blending current research on the student brain with practical methods for teaching science and math, John Almarode and Ann M. Miller identify six essential ingredients in a recipe for student success. In their book you'll discover A customizable framework you can use right away Classroom-ready, content-specific attention grabbers Overt and covert strategies to boost behavioral, emotional, and cognitive engagement Techniques for making relevant connections that maximize retention With this new approach to captivating STEM lessons, you'll energize classroom time and keep your students on task and engaged-every day. |
| definition of direct instruction: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| definition of direct instruction: Vocabulary Instruction Edward J. Kame'enui, James F. Baumann, 2012-05-10 This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers. |
| definition of direct instruction: PLC+ Douglas Fisher, Nancy Frey, John Almarode, Karen Flories, Dave Nagel, 2019-05-16 What makes a powerful and results-driven Professional Learning Community (PLC)? The answer is collaborative work that expands the emphasis on student learning and leverages individual teacher efficacy into collective teacher efficacy. PLC+: Better Decisions and Greater Impact by Design calls for strong and effective PLCs plus—and that plus is YOU. Until now, the PLC movement has been focused almost exclusively on students and what they were or were not learning. But keeping student learning at the forefront requires that we also recognize the vital role that you play in the equation of teaching and learning. This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers. PLC+ is grounded in four cross-cutting themes—a focus on equity of access and opportunity, high expectations for all students, a commitment to building individual self-efficacy and the collective efficacy of the professional learning community and effective team activation and facilitation to move from discussion to action. The PLC+ framework supports educators in considering five essential questions as they work together to improve student learning: Where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit? The PLC+ framework leads educators to question practices as well as outcomes. It broadens the focus on student learning to encompass educational equity and teaching efficacy, and, in doing so, it leads educators to plan and implement learning communities that maximize individual expertise while harnessing the power of collaborative efficacy. |
| definition of direct instruction: Models of Teaching Jeanine M. Dell′Olio, Tony Donk, 2007-02-26 Models of Teaching is a great asset for beginning teachers as they integrate their pre-service training with the standards-based curricula in schools. —Amany Saleh, Arkansas State University Rarely have I read a text from cover to cover...however, your text provided an abundance of effective teaching strategies in ways that better informed my own teaching...I was compelled to read through the entire test! Great job! —Carolyn Andrews, Student at University of Nevada, Reno This is a practical text that focuses on current practices in education and demonstrates how various models of teaching can address national standards. —Marsha Zenanko, Jacksonville State University Models of Teaching provides excellent case studies that will enable students to ′see′ models of teaching in practice in the classroom. —Margaret M. Ferrara, University of Nevada, Reno Models of Teaching: Connecting Student Learning With Standards features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. Dell′Olio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how the models can incorporate state content standards and benchmarks, as well as technology standards. This book provides students with a theoretical and practical understanding of how to use models of teaching to both meet and exceed the growing expectations for research-based instructional practices and student achievement. Key Features Shows how each model looks and sounds in classrooms at all levels: Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections. Offers detailed descriptions of the phases of each model: Each model is accompanied by a detailed chart and discussion of the steps of the model. Applies technology standards and performance indicators: Each chapter addresses how the particular model can be implemented to meet technology standards and performance indicators. Connects philosophies of curriculum and instruction: This book connects each model to a philosophy of curriculum and instruction that undergirds that model so teachers understand both how to teach and why. Promotes student interaction with the text: Exercises at the end of each chapter provide the opportunity for beginning teachers to work directly with core curricula from their own state, and/or local school district curricula. Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections. A High Quality Ancillary Package! Instructors′ Resource CD-ROM—This helpful CD-ROM offers PowerPoint slides, an electronic test bank, Web resources, a teaching guide for the case studies, lesson plan template instructions, and much more. Qualified instructors can request a copy by contacting SAGE Customer Care at 1-800-818-SAGE (7243) from 6am–5pm, PT. Student Study Site — This study site provides practice tests, flash cards, a lesson plan template, suggested assignments, links to state content and technology standards, field experience guides, and much more. Intended Audience: This is an excellent core textbook for advanced undergraduate and graduate students studying Elementary and/or Secondary Teaching Methods in the field of Education. |
| definition of direct instruction: 50 Ways to Close the Achievement Gap Carolyn J. Downey, 2009 Outlines research-based strategies for developing high-performing schools and fostering educational equity for all students. |
| definition of direct instruction: Making Connections in Elementary and Middle School Social Studies Andrew P. Johnson, 2009-10-15 Making Connections in Elementary and Middle School Social Studies, Second Edition is the best text for teaching primary school teachers how to integrate social studies into other content areas. This book is a comprehensive, reader-friendly text that demonstrates how personal connections can be incorporated into social studies education while meeting the National Council for the Social Studiese(tm) thematic, pedagogical, and disciplinary standards. Praised for its eoewealth of strategies that go beyond social studies teaching,e including classroom strategies, pedagogical techniques, activities and lesson plan ideas, this book examines a variety of methods both novice and experienced teachers alike can use to integrate social studies into other content areas. |
| definition of direct instruction: Teacher Proof Tom Bennett, 2013-07-04 ‘Tom Bennett is the voice of the modern teacher.’ - Stephen Drew, Senior Vice-Principal, Passmores Academy, UK, featured on Channel 4’s Educating Essex Do the findings from educational science ever really improve the day-to-day practice of classroom teachers? Education is awash with theories about how pupils best learn and teachers best teach, most often propped up with the inevitable research that ‘proves’ the case in point. But what can teachers do to find the proof within the pudding, and how can this actually help them on wet Wednesday afternoon?. Drawing from a wide range of recent and popular education theories and strategies, Tom Bennett highlights how much of what we think we know in schools hasn’t been ‘proven’ in any meaningful sense at all. He inspires teachers to decide for themselves what good and bad education really is, empowering them as professionals and raising their confidence in the classroom and the staffroom alike. Readers are encouraged to question and reflect on issues such as: the most common ideas in modern education and where these ideas were born the crisis in research right now how research is commissioned and used by the people who make policy in the UK and beyond the provenance of education research: who instigates it, who writes it, and how to spot when a claim is based on evidence and when it isn’t the different way that data can be analysed what happens to the research conclusions once they escape the laboratory. Controversial, erudite and yet unremittingly entertaining, Tom includes practical suggestions for the classroom throughout. This book will be an ally to every teacher who’s been handed an instruction on a platter and been told, ‘the research proves it.’ |
| definition of direct instruction: High-leverage Practices in Special Education Council for Exceptional Children, Collaboration for Effective Educator Development, Accountability and Reform, 2017 Special education teachers, as a significant segment of the teaching profession, came into their own with the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975. Since then, although the number of special education teachers has grown substantially it has not kept pace with the demand for their services and expertise. The roles and practice of special education teachers have continuously evolved as the complexity of struggling learners unfolded, along with the quest for how best to serve and improve outcomes for this diverse group of students. High-Leverage Practices in Special Education defines the activities that all special educators needed to be able to use in their classrooms, from Day One. HLPs are organized around four aspects of practice collaboration, assessment, social/emotional/behavioral practices, and instruction because special education teachers enact practices in these areas in integrated and reciprocal ways. The HLP Writing Team is a collaborative effort of the Council for Exceptional Children, its Teacher Education Division, and the CEEDAR Center; its members include practitioners, scholars, researchers, teacher preparation faculty, and education advocates--Amazon.com |
| definition of direct instruction: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| definition of direct instruction: Approaches and Methods in Language Teaching Jack C. Richards, Jack Croft Richards, Gavin Dudeney, Theodore S. Rodgers, 2001-04-09 In addition to the approaches and methods covered in the first edition, this edition includes new chapters, such as whole language, multiple intelligences, neurolinguistic programming, competency-based language teaching, co-operative language learning, content-based instruction, task-based language teaching, and The Post-Methods Era. |
| definition of direct instruction: The Success Criteria Playbook John Almarode, Douglas Fisher, Kateri Thunder, Nancy Frey, 2021-02-05 Provide students a clear view of what success looks like for any process, task, or product. What does success look like for your students? How will they know if they have learned? This essential component of teaching and learning can be difficult to articulate but is vital to achievement for both teachers and students. The Success Criteria Playbook catapults teachers beyond learning intentions to define clearly what success looks like for every student—whether face-to-face or in a remote learning environment. Designed to be used collaboratively in grade-level, subject area teams—or even on your own—the step-by-step playbook expands teacher understanding of how success criteria can be utilized to maximize student learning and better engage learners in monitoring and evaluating their own progress. Each module is designed to support the creation and immediate implementation of high-quality, high impact success criteria and includes: • Templates that allow for guided and independent study for teachers. • Extensive STEM-focused examples from across the K-12 STEM curriculum to guide teacher learning and practice. • Examples of success criteria applied across learning domains and grades, including high school content, skills, practices, dispositions, and understandings. Ensure equity of access to learning and opportunity for all students by designing and employing high-quality, high-impact success criteria that connect learners to a shared understanding of what success looks like for any given learning intention. |
| definition of direct instruction: Ratchetdemic Christopher Emdin, 2021-08-10 A revolutionary new educational model that encourages educators to provide spaces for students to display their academic brilliance without sacrificing their identities Building on the ideas introduced in his New York Times best-selling book, For White Folks Who Teach in the Hood, Christopher Emdin introduces an alternative educational model that will help students (and teachers) celebrate ratchet identity in the classroom. Ratchetdemic advocates for a new kind of student identity—one that bridges the seemingly disparate worlds of the ivory tower and the urban classroom. Because modern schooling often centers whiteness, Emdin argues, it dismisses ratchet identity (the embodying of “negative” characteristics associated with lowbrow culture, often thought to be possessed by people of a particular ethnic, racial, or socioeconomic status) as anti-intellectual and punishes young people for straying from these alleged “academic norms,” leaving young people in classrooms frustrated and uninspired. These deviations, Emdin explains, include so-called “disruptive behavior” and a celebration of hip-hop music and culture. Emdin argues that being “ratchetdemic,” or both ratchet and academic (like having rap battles about science, for example), can empower students to embrace themselves, their backgrounds, and their education as parts of a whole, not disparate identities. This means celebrating protest, disrupting the status quo, and reclaiming the genius of youth in the classroom. |
| definition of direct instruction: Whole Brain Teaching for Challenging Kids Chris Biffle, 2013 The revolutionary teaching system, based on cutting edge learning research, used by thousands of educators around the world--Cover. |
| definition of direct instruction: Reclaiming Personalized Learning Paul Emerich France, 2019-10-01 Where exactly did personalized learning go so wrong? For teacher and consultant Paul France, at first technology-powered personalized learning seemed like a panacea. But after three years spent at a personalized learning start-up and network of microschools, he soon realized that such corporate-driven individualized learning initiatives do more harm than good, especially among our most vulnerable students. The far-superior alternative? A human-centered pedagogy that prioritizes children over technology. First, let’s be clear: Reclaiming Personalized Learning is not yet-another ed tech book. Instead it’s a user’s guide to restoring equity and humanity to our classrooms and schools through personalization. One part polemical, eleven parts practical, the book describes how to: Shape whole-class instruction, leverage small-group interactions, and nurture a student’s inner-dialogue Cultivate awareness within and among students, and build autonomy and authority Design curriculum with a flexible frame and where exactly the standards fit Humanize assessment and instruction, including the place of responsive teaching Create a sense of belonging, humanize technology integration, and effect socially just teaching and learning—all central issues in equity The truth is this: there’s no one framework, there’s no one tool that makes learning personalized–what personalized learning companies with a vested interest in profits might tempt you to believe. It’s people who personalize learning, and people not technology must be at the center of education. The time is now for all of us teachers to reclaim personalized learning, and this all-important book is our very best resource for getting started. This is a compelling and critically important book for our time. With rich stories of teaching and learning Paul France considers ways to create the most positive learning experiences possible. - JO BOALER, Nomellini & Olivier Professor of Education, Stanford Graduate School of Education This brilliant book is a major contribution to the re-imagination of learning and teaching for the twenty-first century and should be essential reading for new and experienced teachers alike. - TONY WAGNER, Senior Research Fellow, Learning Policy Institute In these troubled times, this book is more than a breath of fresh air, it is a call to action. Paul gives us an accessible and sophisticated book that explains how and why we should celebrate the humanity of every single student. - JIM KNIGHT, Senior Partner of the Instructional Coaching Group (ICG) and Author of The Impact Cycle |
| definition of direct instruction: Teacher Behavior and Student Achievement Jere E. Brophy, 1984 |
| definition of direct instruction: The Differentiated Classroom Carol Ann Tomlinson, 2014-05-25 Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection. |
| definition of direct instruction: Explicit Comprehension Instruction P. David Pearson, Janice A. Dole, 1988 |
| definition of direct instruction: Rosenshine's Principles in Action Tom Sherrington, 2019-05-06 Sherrington amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms. |
| definition of direct instruction: Community-based Instruction Barbara A. Beakley, Sandy L. Yoder, Lynda L. West, 2003 This guide is intended to provide teachers of student with disabilities with resources, ideas, and procedures in implementing community-based instruction (CBI). The first chapter defines CBI, explains its importance, differentiates CBI from field trips, discusses appropriate CBI participants and stakeholders, and reviews the research on CBI. Chapter 2 focuses on expectations for CBI including expected outcomes, expectations for students, expectations for families, expectations for communities, and how expected outcomes of CBI respond to school reform issues. The following chapter considers procedures for program implementation including 10 steps to utilizing CBI, CBI sites for older students, and necessary resources and support systems. Chapter 4 considers the school and classroom component of CBI such as application of the general curriculum and alternative curriculum approaches and the transition portion of the Individualized Education Program. The following chapter focuses on development of independence and self-determination skills as well as natural environments for CBI and transfer of skills from classroom to community. Chapter 6 addresses issues concerned with evaluation of CBI programs, noting important evaluation questions and how to use assessment information to show accountability. The last two chapters focus on maintaining and generalizing community skills and the dynamics of community-based instruction, respectively. Appendices include a variety of sample forms. A CD-ROM containing the appendix files is also included.(Individual chapters contain references.) (DB). |
| definition of direct instruction: How to Differentiate Instruction in Mixed-ability Classrooms Carol A. Tomlinson, 2001 Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom. |
| definition of direct instruction: The On-Your-Feet Guide to Blended Learning Catlin R. Tucker, 2019-04-02 Blended learning is more than just teaching with technology; it allows teachers to maximize learning through deliberate instructional moves. This On-Your-Feet Guide zeroes in on one blended learning routine: Station Rotation. The Station Rotation model moves small groups of students through a series of online and off-line stations, building conceptual understanding and skills along the way. This On-Your-Feet-Guide provides: 7 steps to planning a Station Rotation lesson A full example of one teacher's Station Rotation A blank planning template for designing your own Station Rotation Helpful assessment strategies for monitoring learning at each station Ideas to adapt for low-tech classrooms or large class sizes Use blended learning to maximize learning and keep kids constantly engaged through your next Station Rotation lesson! Laminated, 8.5”x11” tri-fold (6 pages), 3-hole punched |
| definition of direct instruction: Inquiry Mindset Trevor MacKenzie, Rebecca Bathurst-Hunt, 2019-02 Harness the Power of Curiosity to Foster Students' Love for Learning From their youngest years, our children are innately curious. Cultivate an inquiry mindset both as a teacher and in your students! Adopt an inquiry approach that results in the most authentic and inspiring learning you've ever experienced! |
| definition of direct instruction: The Distance Learning Playbook, Grades K-12 Douglas Fisher, Nancy Frey, John Hattie, 2020-06-15 Effective teaching is effective teaching, no matter where it occurs The pandemic teaching of mid-2020 was not really distance learning, but rather crisis teaching. But starting now, teachers have the opportunity to prepare for distance learning with purpose and intent—using what works best to accelerate students’ learning all the while maintaining an indelible focus on equity. Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook applies the wisdom and evidence of VISIBLE LEARNING® research to understand what works best with distance learning. Spanning topics from teacher-student relationships, teacher credibility and clarity, instructional design, assessments, and grading, this comprehensive playbook details the research- and evidence-based strategies teachers can mobilize to deliver high- impact learning in an online, virtual, and distributed environment. This powerful guide includes: Learning Intentions and Success Criteria for each module to track your own learning and model evidence-based teacher practices for meaningful learning A diversity of instructional approaches, including direct instruction, peer learning, and independent work that foster student self-regulation and move learning to deep and transfer levels Discussion of equity challenges associated with distance learning, along with examples of how teachers can work to ensure that equity gains that have been realized are not lost. Special guidance for teachers of young children who are learning from a distance Videos of the authors and teachers discussing a wide variety of distance learning topics Space to write and reflect on current practices and plan future instruction The Distance Learning Playbook is the essential hands-on guide to preparing and delivering distance learning experiences that are truly effective and impactful. To purchase from an Authorized Corwin Distributor click here. A Spanish translation of the Distance Learning Playbook, Grades K-12, Aprendizaje a Distancia Guia, Guia de Preescolar a Bachillerator, can be purchased by contacting Irene Yepez from Editorial Trillas at vigaexporta@trillas.mx. |
| definition of direct instruction: How Students Learn National Research Council, Division of Behavioral and Social Sciences and Education, Committee on How People Learn, A Targeted Report for Teachers, 2005-01-23 How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education. |
| definition of direct instruction: Driven by Data Paul Bambrick-Santoyo, 2010-04-12 Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD. |
| definition of direct instruction: Your Federal Income Tax for Individuals United States. Internal Revenue Service, 1986 |
| definition of direct instruction: Visible Learning for Teachers John Hattie, 2012-03-15 In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’ |
| definition of direct instruction: High-Impact Instruction Jim Knight, 2013 Small changes can lead to big results! Best-selling author Jim Knight presents the high-leverage strategies that make the biggest difference in student learning. Featuring checklists, numerous observation tools, and online videos of teachers implementing the practices, this revolutionary book focuses on the three areas of high-impact instruction: Content planning, including using guiding questions, learning maps, and formative assessment Instructional practices such as the use of thinking prompts, effective questions, challenging assignments, and experiential learning Community building, in which you shape a classroom culture that promotes well-being, creativity, learning, and high expectations |
| definition of direct instruction: Seven Myths About Education Daisy Christodoulou, 2014-03-14 In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers: Facts prevent understanding Teacher-led instruction is passive The 21st century fundamentally changes everything You can always just look it up We should teach transferable skills Projects and activities are the best way to learn Teaching knowledge is indoctrination In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice. This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world. |
| definition of direct instruction: K-12 Blended Teaching Jered Borup, Cecil Short, Leanna Archambault, Charles Graham, 2019-03-08 This book is the color print version (go here for the black and white version: http://bit.ly/k12blended-print). This book is your guide to blended teaching in K-12 settings. It was designed to help both pre-service and in-service teachers prepare their classes for blended teaching. The book can be accessed in several different formats at http://edtechbooks.org/k12blended.This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching which are: (1) Online Integration - ability to effectively combine online instruction with in-person instruction. (2) Data Practices - ability to use digital tools to monitor student activity and performance in order to guide student growth. (3) Personalization - ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path. (4) Online Interaction - ability to facilitate online interactions with and between students. The final chapter of the book helps you bring all four competencies together as you implement blended teaching in your classroom. |
Direct/Explicit Instruction: Five Essential Phases for an
Research indicates that Direct Instruction yields high results, more than other approaches. This model ensures: adequate practice, correct levels of rigor, congruent instruction and appropriate …
What Is Direct Instruction? - thalesacademy.org
What Is Direct Instruction? Direct Instruction (DI) model is the most care-fully developed and thoroughly tested program for teaching reading, math, writing, spelling, and thinking skills to …
The Components of Direct Instruction*
In this section, we describe the three main components of Direct Instruction: the pro-gram design, organization of instruction, and student–teacher interactions that make Direct Instruction …
Direct vs. Indirect Instruction - Dr. Hatfield
When to use: If there is a workbook and textbook that help student practice, you would more likely use direct instruction if the material within required much breaking down or subdividing the …
Evidence Based Practices: Strategies based on Empirical …
Direct Instruction has ten main features: 1) Explicit, systematic instruction – Lessons are highly structured and targeted skills are taught in a pre‐planned manner. 2) Scripted lesson plans – …
How To: Deliver Direct Instruction in General-Education …
Researchers use several terms to refer to this increased level of student instructional support: direct instruction, explicit instruction, or supported instruction (Rosenshine, 2008). The …
Direct Instruction What is Direct Instruction? Possible Methods
The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also …
WHAT IS DIRECT INSTRUCTION?* - PaTTAN
The Direct Instruction model is the most carefully developed and thoroughly tested program for teaching reading, math, writing, spelling and thinking skills to children. Direct Instruction, or DI, …
DIRECT INSTRUCTION: AN EDUCATORS’ GUIDE AND A PLEA …
WHAT IS DIRECT INSTRUCTION? If child-centered educational systems are revolution-ary reactions to conventional basal instruction, Direct In-struction is a radical reform of them. …
Five Meanings of Direct Instruction - centerii.org
Direct instruction refers to instruction led by the teacher, as in “the teacher provided direct instruction in solving these problems.”
On Explicit and Direct Instruction by Allan Luke - Staff …
What is Direct Instruction? The term direct instruction (hereafter, DI) is affiliated with an instructional approach and curriculum materials developed by Siegfried Englemann and Carl …
Direct Instruction: What the Research Says - Education …
Over the last 25 years several researchers have reviewed and summarized the vast literature on Direct Instruction, many using meta-analysis. Meta-analysis is the statistical analysis of a group …
DIRECT INSTRUCTION IN EDUCATION Martin A. Kozloff Louis …
The paper is divided into the following sections: 1) a definition of the instructivist approach; 2) the mission of instructivist educators; 3) varieties of instructivist education; 4) principles of …
Direct Instruction: What it means for teaching assistants
Oct 28, 2014 · Direct Instruction is an education program with a very comprehensive curriculum and scripted lessons that the teacher follows. It was originally developed for students with high …
Direct Instruction: Effective for What and for Whom? - ASCD
Several reviewers of process-product research have recently concluded that effective teaching is characterized by a pattern of teaching behaviors that they have called "direct instruction." (See, …
The Myths & Facts About Direct Instruction - COGlearn
Direct Instruction (DI) has been in the press a lot lately. Aboriginal leader, Noel Pearson has been campaigning for schools to adopt DI, and the federal government is throwing millions of dollars …
Why is there so much resistance to Direct Instruction?
Direct Instruction or direct instruction? It is important to note that there is some variation in terminology regarding Direct Instruction, specifically, the difference between what is sometimes …
Direct Instruction: What it means for parents - Good to Great …
What is Direct Instruction? Direct Instruction is an education program that uses set lessons that the teacher follows. It was developed for students with high needs including those who don’t …
Direct Instruction or Hands-on Learning? Children Need Both!
Children need both instruction from their teachers and activities in which they learn through exploration, experimentation, and discovery. These approaches work best in diferent situations …
ThE SciENcE ANd SuccESS of ENGELMANN’S dirEcT …
The Direct Instruction (DI) curricular programs he developed reflect the most stringent requirements of the scientific world. They build on sound theoretical understandings of how …
Specially Designed Instruction: A Resource for Teachers - Texas
other are provided direct, explicit instruction). • Techniques for implementing the instructional approach • Determined by the teacher in consultation with the IEP document to determine the …
Last updated 9/5/2024 by Robin Hill, Ph.D. RSI (regular, …
Sep 5, 2024 · paragraphs (1) through (4) of this definition to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the …
Sample Chapter: Explicit Instruction: Effective and Efficient …
of instruction can be viewed as the underpinnings of effective, explicit instruction, while the . ele ments . of explicit instruction can be seen as methods to ensure that these principles are …
Department of Defense INSTRUCTION - Executive Services …
(f) DoD Instruction 8910.01, “Information Collection and Reporting,” May 19, 2014 . 1. PURPOSE . This Instruction: 1.1. Reissues Reference (a) as a DoD Instruction in accordance with the …
Direct/Explicit Instruction: Five Essential Phases for an
Research indicates that Direct Instruction yields high results, more than other approaches. This model ensures: adequate practice, correct levels of rigor, congruent instruction and appropriate …
Theoretical Review of Phonics Instruction for …
By this definition, phonics instruction is found in many different types of reading programs (Routman, 1998). Stahl (2001) defines phonics instruction as any approach in which the …
Institutional Degrees and Credits - SACSCOC
1. Not less than one hour of classroom or direct faculty instruction and a minimum of two hours out of class student work each week for approximately fifteen weeks for one semester or trimester …
2024 BENCHMARK SURVEY OF U.S. DIRECT INVESTMENT …
direct ownership percentage that the U.S. Reporter has in the first foreign business enterprise in the ownership chain, multiplied by that first enterprise’s direct ownership percentage in the …
Direct Instruction Curriculum Meaning
Direct Instruction Curriculum Meaning Explore strategies for using direct instruction, includingThis is an important part of many contemporary. In general usage, the term direct instruction refers …
Direct Instruction Definition Teaching - WordPress.com
Engelmann developed the Direct Instruction (DI) model. Evidence-Based, Research-Based, and Promising Practices for Teaching. Academic Skills to Strategy Instruction: see definition above …
The Flipped Classroom - Stony Brook University
2 Learning Objectives Participants will be able to: Define “flipped classroom” Discuss ways to flip the classroom Discuss the benefits and challenges of flipped teaching
Distance Education at SCC: Regular & Substantive Interaction
definition relies on a recurrent cycle of opportunities for students to engage: faculty practices such as direct instruction, monitoring, and predictable opportunities for providing subject-matter …
Definition Of Direct Instruction In Education
Direct Instruction Siegfried Engelmann,1980 Introduction to Direct Instruction Nancy E. Marchand-Martella,Timothy A. Slocum,Ronald C. Martella,2004 This is the only textbook on the market …
Bringing Words to Life - Guilford Press
robust vocabulary instruction. Among the topics discussed in this chapter . are that knowing a word is not an all-or-nothing proposition; why deriv-ing meanings for unknown words from …
Morphology (Part 1) Session 2: MS/HS Literacy Teacher …
**Initial instruction of the morphemes should be direct teaching. 16 Final Thoughts • Morphology instruction can be used to increase fluency, spelling, expand vocabulary, and reading …
Teacher-Centered Instruction - lexiconic.net
equivalent to phonics. Direct Instruction can be used to teach things other than phonics—mathematics and social studies, for example—and phonics can be taught by means …
Guided Play: Principles and Practices - Carnegie Mellon …
instruction. Klahr and Nigam (2004) directly tested this hypothesis with a group of third and fourth graders as they learned to design simple experiments in a science lesson. After an initial …
Direct Instruction What is Direct Instruction? Possible …
The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also …
The Role of Direct Strategy Instruction and Indirect
Firstly, based on theories about direct strategy instruction and powerful learning environments, we present a framework of direct and indirect approaches to activate SRL. More precisely, we …
Direct Instruction Definition Education
Direct Instruction Definition Education Christopher Pyne is embarking on his own education revolution. He wants our nation's teachers to use a teaching method called Direct Instruction. …
Sec- B Readings DIFFERENTIATED INSTRUCTION - Dr.
Definition To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. …
Direct teaching/instruction - Early Childhood Education and …
Direct teaching/instruction is a term often used interchangeably with explicit teaching and can be misconstrued to mean a didactic or rigid approach to teaching (Fisher, Frey and Hattie, 2016). …
Brain-Based Learning and Whole Brain Teaching Methods
Apr 20, 2017 · Whole Brain Teaching is a teaching strategy that combines cooperative learning and direct instruction. It is a strategy that has been implemented within many K-12 classrooms …
Definition Of Direct Instruction In Education
definition of the instructivist approach; 2) the mission of … A brief introduction to direct instruction - THE ... Direct Instruction: What it means for teaching assistants WEB28 Oct 2014 · Direct …
Direct Instruction: What It Is and What It Is Becoming - JSTOR
Direct Instruction differs from other behavioral education approaches in degree of emphasis on the antecedent stimuli-the precise nature of teacher wording, examples, how teachers present …
A Comparison of Spiral Versus Strand Curriculum - NIFDI
lum that is unique to Direct Instruction pro-grams. Four disadvantages of the spiral design will be discussed. Examples from Connecting Math Concepts(CMC; Engelmann, Carnine, Kelly, & …
Specially Designed Instruction - mdek12.org
through which instruction is delivered, that is, how. students are taught. It includes the broad approach to education (e.g., direct explicit instruction) as well as specific strategies and …
Direct Instruction Definition Aba - WordPress.com
Direct Instruction Definition Aba direct supervision of the student's performance by the faculty member, instruction” to a focus on number of credit hours, it makes express and increases the …
Definition Of Direct Instruction In Education
Definition Of Direct Instruction In Education Edward J. Kame'enui,James F. Baumann Explicit Direct Instruction (EDI) John R. Hollingsworth,Silvia E. Ybarra,2009 A proven method for better …
Effective teaching - ed
1 Pedagogy refers to the strategies of instruction, or a style of instruction. For example, Muijs & Reynolds (2000) compared the relative effectiveness of instruction methods like Direct …
Vocabulary Instruction: A Critical Analysis of Theories, …
into the promises and pitfalls of technology for vocabulary instruction. 1.2. Effects of Vocabulary Instruction on Comprehension Given the direct relationship between vocabulary and reading …
Explicit Instruction - ASDN
…unambiguous and direct approach to teaching that incorporates instruction design and delivery. Archer & Hughes, 2011 4 Explicit Instruction and Discovery Not an either or - but a when. …
Teaching Vocabulary Explicitly - ed
instruction has been a well-researched area in the field of education for many years, and it is an area in which we continue to gain new insights. The purpose of this book is to present ...
Explicit instruction - Early Childhood Education and Care
The concept of explicit instruction is sometimes misrepresented and understood to be interchangeable with direct teaching/instruction. Although both of these age-appropriate …
Considerations for Specially Designed Instruction
DEFINITION OF SPECIALLY DESIGNED INSTRUCTION? the child's exceptionality; and K.A.R. 91 -40 1(lll) "Specially designed instruction" means adapting, as appropriate to the needs of …
Definition of the Credit Hour - University of Michigan
is 400 minutes of direct instruction and 800 minutes of additional student work per week. •Condensed semester classes: For classes that are offered during a condensed semester, …
JUDGE ROBINSON’S STANDARD FINAL JURY INSTRUCTIONS …
INSTRUCTION NO. _____ The parties may prove any fact through either direct or circumstantial evidence. Direct evidence is direct proof of a fact, such as testimony of an eyewitness. …
The Role of Direct Vocabulary Instruction - ASCD
by definition, the second and third phases expand instruction beyond the initial term that was taught. These three phases are not discrete. Though the introductory phase is first, the com …
Universal Design of Instruction (UDI): Definition, Principles ...
Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples Precollege and college students come from a variety of ethnic and racial backgrounds. For . some, English …
Direct Instruction and Critical Thinking: Finding the Synergy
Direct instruction is based on the assumption that the teacher is responsible for providing students with the structure, the context, and the tools needed for learning. The teacher determines the …
What Is Direct Instruction? - thalesacademy.org
Direct Instruction is an intensive intervention designed to increase not only the amount of learning but also its quality by systematically developing important background knowledge and explicitly …
Definition Of Direct Instruction In Education
Getting the books Definition Of Direct Instruction In Education now is not type of inspiring means. You could not unaided going next books deposit or library or borrowing from your contacts to …
Direct vs. Indirect Instruction - Dr. Hatfield
Direct instruction relates more to lower levels of Bloom’s taxonomy. Do not use if students already have a grasp of lower-level learning concepts of the topic. 2 Indirect Instruction -Indirect means …
Active Engagement Strategies with Instruction Components
Active Engagement Strategies for Each Direct Instruction Component The six components of Direct Instruction include: 1. Setting the Stage 2. Explaining to Students What to Do 3. Model …
What is Explicit Instruction? - shastacoe.org
Instruction is another way of saying effective, meaningful direct teaching. A. What is Explicit Instruction? What Explicit Instruction is What Explicit Instruction is not Explicit Instruction is skill …
CIRCUMSTANTIAL EVIDENCE–ENTIRE CASE - New York …
Let me explain what constitutes direct and circumstantial evidence and how they differ. Direct evidence is evidence of a fact based on a witness's personal knowledge o r observation of that …
Online Learning Data Definitions
Code 4 – Combined Online: 100% of the direct instructed combines both Synchronous and Asynchronoustype Code 5 – Hybrid: Section where a portion (0.01% - 99.9%) of the direct …
PART 600—INSTITUTIONAL ELIGIBILITY UNDER THE HIGHER …
this definition. (2) For purposes of this definition, an instructor is an individual responsible for delivering course content and who meets the qualifications for instruction established by the …
