1. Direct Instruction Materials adapted from Slocum (2003) DLD Current Practice Alerts (1999)

2. direct instruction vs. Direct Instruction  The term “direct instruction” has been used in the teacher effectiveness literature (e.g., Rosenshine, 1976) to refer to: A. __________________ correlated with enhanced academic achievement B. The focus is on ________________________________

3. direct instruction vs. Direct Instruction C. Conclusions are that low achieving students will reach higher achievement if the teacher maintains high engagement rates and consistently uses: 1. _____________ 2. _____________ 3. ______________ 4. ___________

4. direct instruction vs. Direct Instruction  Direct Instruction originated with Engelmann and his colleagues at the University of Oregon: The focus of “Direct Instruction” is on both ________________ techniques and on the careful design of ____________________________.

5. DI programs  Over ___ specific programs have been published for teaching language, reading, writing, spelling, mathematics, and science Designed primarily for grades _____ There are also remedial programs for special education and adult education in ________ and ______________.  Direct Instruction offers one of the most empirically validated and effective curricula that we have for ______ children--gifted, average, at-risk, developmentally delayed, disadvantaged (Adams & Engelmann, 1996).

6. Project Follow Through  Over 700,000 children in 170 disadvantaged communities across the US participated in this 1 billion-dollar study  3 goals of the project: increase ____________________ (Basic Skills Models), to improve ____________________________ (Cognitive Models), and to promote ____________________ (Affective Models) among the participating children  Purpose: To identify “ ____________" so that the most effective methods could subsequently be applied to achieve the three core goals in the disadvantaged children across the US

7. Results of Project Follow Through

8. More Results of PFT

9. Direct Instruction works, but…???!!  Overall, DI was the ______ model that had a consistently positive effect on all _ aspects of learning  Therefore, one would have expected that the US Office of Education would have strongly endorsed and supported the use of DI as the model of choice

10.  BUT … Engelmann's programs were criticized for being _________ and for emphasizing ________________ Schools of Education in universities, boards of education, the Ford Foundation and commercial publishers argued against the research and the data, and they won. Opinion triumphed over data (Engelmann, 1992; Adams & Engelmann, 1996)Engelmann, 1992Adams & Engelmann, 1996

11. Goal of DI  To accelerate student learning by maximizing ___________ in _______ and ____________ of instruction  Efficiency is achieved when students ___________, beyond the specific material in the lesson

12. Central Elements of DI philosophy  Teachers are responsible for student learning. “If the student hasn’t __________, the teacher hasn’t _________.”  Curriculum design is a critical variable in student achievement.

13. 1. Small group instruction  3-5 (greater the deficit / younger the students)  10-12 (milder disabilities / older students) desks chalkboard teacher

14. Advantages of Small Group Instruction  Increases ____ available for direct instruction  Increases control of __________variables  Provides opportunities to facilitate observational learning, peer interaction and communication  Enhances ____________ of skill

15. 2. Maximizes active student responding Observations from Juniper Gardens Study, 1980 1. How much directed reading instruction does the average first grade child receive each day in the regular classroom? 2. On the average, how much time does a third, fourth, or fifth grader spend practicing the basic mathematics facts (addition, subtraction, multiplication, and division) during each school day?

16. Observations (continued) 3. What percent of the average class period do pupils spend in transition (at the beginning and end of the period, getting ready, cleaning up, etc.) 4. How many pages of written composition does the average fourth grader write per day?

17. Results of Observations (Based on preliminary observations in a relatively small number of classrooms.) 1. ________________ 2. _________________ 3. ____________ 4. __________

18. “We keep saying that Johnny can’t read because he’s deprived, because he’s hungry, because he’s discriminated against. We say that Johnny can’t read because his daddy is not in the home. Well, Johnny learns to play basketball without daddy.” “We do best what we do most, and for many of our children that is playing ball. One of the reasons that Johnny does not read well is that Johnny doesn’t practice reading.” (Rev. Jesse Jackson, 1976)

19. 2 reasons high level ASR is important  Provides practice critical to _________.  Provides __________ to teacher on student understanding.

20. Strategies for increasing student responses  Use of _________________ - (e.g. choral responses or response cards)  ________________ - ( i.e., Little time between last student response and next task or question )

21. 3. Careful design of instructional presentations and materials  Begins by analyzing content matter and identifying central organizing ideas that enable students to learn more in less time  Instructional topics and objectives are organized into tracks that allow for systematic skill development across the length of the program  Skills are sequenced to maximize student _______ and minimize points of ________

22.  Clear _____________ is designed to minimize ambiguity for students  Instructional formats are designed to structure the ___________ between teachers and students

23. Interactions are formatted  General format: _______. (e.g., teacher touches a letter in her presentation book (m) and says the corresponding sound “My turn, this sound is /mmm/. The teacher models a few times if necessary. "Listen again, /mmm/…“) ________. The teacher does the task with the students. ("Say it with me /mmm/." (Note the explicit rule.) Teacher touches under the letter and says the sound with the students.)

24. ________. Students now do the task without help. This is understood not as a “test” of the students, but rather as information on the teacher's effectiveness and an opportunity for the children to practice. (“Do it by yourself. What sound?“) Teacher points under letter. The whole group responds until firm. **Then teacher calls on individual students.** ________. Earlier material is reviewed later. This gives more practice and aids retention.

25. Delivery Features  Scripted lessons designed to ensure clear __________ of material  _______________ active student engagement is enhanced when teachers maintain a brisk pace ability to cover _____ material holds ______________ keeps students _______, which in turn can reduce ____________

26.  Signaling Characteristics: CLARITY & CONSISTENCY __________ Preparation ________ Verification  Choral group responding mixed with ___________  ___________ (i.e., model>lead>test)  ____________

27. Assessing Progress  Ongoing mastery is used to monitor student progress Informal assessments  100% student response  _________answers on signal  ___________ are academically correct Formal assessments  _____________ are included periodically to determine student progress through programs.

28. Student-Teacher Interactions  DI defines the teacher’s role more ______ and __________ than most other forms of instruction Scripts relieve teachers of the role of “____________________” Teachers’ role is… 1) to deliver instruction in a way that is effective and motivating to students, and 2) to make critical decisions about how to adapt program based on the needs of students

29. As you watch the video, focus and comment on the following:  Teacher pacing  Signaling  Choral group responding  Individual turns  Corrective feedback  Reinforcement Do you believe the teacher was effective? What were your reactions to the lesson?

30. Additional Information:  Myths and Truths about Direct Instruction http://www.adihome.org/phpshop/articles/ individualArticle.php?type=ESP&volume=1 7&number=1&article_num=3&username http://www.adihome.org/phpshop/articles/ individualArticle.php?type=ESP&volume=1 7&number=1&article_num=3&username  Association for Direct Instruction www.adihome.org