Direct Instruction

research conducted on direct-instruction model and lecture-instruction model. The articles, however, vary in their definitions and uses. Lindsey (2014) suggest that Direct-Instruction works, providing rapid gains, gains that persist, gains that increase self-esteem because children have real skills they can be proud of. Lindseys statement, merely hits the surface of Direct-Instruction since it is best for learning specific concepts and/or skills. When delivering direct-instruction the instructor must

Direct Instruction Following the many approaches, theories, and development through cognitive, conceptual, constructivist styles of teaching, the Direct Instruction allows a constant source of inspiration, support, encouragement, and motivation. By starting the education of life applied to myself, my family, my daily actions in all I do, this action applies the appropriate knowledge, dispositions, and performances in developing diverse approaches to strategies that are constructive, consistent

Building Comprehension Skills Brittany Cronin COE 501—Introduction to Research and Evaluation in Education Fall B 2014 Dr. Ray Ostos Building Comprehension Skills Walk into any school and you will hear the word comprehension. Comprehending text is a necessity for all students in all grade levels as well as individuals entering college and beyond. With the launch of the Common Core State Standards, students need to be able to show their comprehension of text numerous ways, and if the students

students. The data being analyzed consists of three different points of data that enables the research to be more reliable and provides a more accurate view of student performance in the classes with direct instruction as the method of teaching, and classes where the teacher utilizes hands-on instruction as their primary method of teaching. To conduct this research, there have been six teachers selected from Mena Middle School. Two of the teachers are novice teachers, having less than three years experience

schools providing direct services to the children with EBD. This may be in the form of counseling, behavior plan writing, family and community outreach, or response to intervention and crisis intervention (Agresta, 2004). The helping professionals in schools generally have undergone rigorous training in working with children, and they also tend to be the center of services, often working with administration, educational staff, community and family (Agresta, 2004). Effective instruction for students

future employment and higher-level educational opportunities. When students have difficulties with attention, memory or retrieval issues it can interfere with their abilities to solve word problems. They often lack specific strategies or sequenced instruction for solving these types of problems. Presenting multiple strategies that take advantage of a hands-on-approach and the use of manipulatives can facilitate learning by teaching students

Direct instructions (DI) are instructional approaches that breaks down complex concepts into small learning steps. These learning steps are taught in sequence. Students are provided with ample time to practice each learning step. In addition, students master one step before moving to the next. DI also involves the teacher providing students with explicit explanations and demonstrations. The teacher uses less formal language throughout the learning process. Students’ mastery is frequently monitored

Direct Instruction There are various instructional approaches but one that is widely employed by many teachers is the direct instruction approach. This is the classic teaching style that many people remember during K-12 grade school. The teacher would stand in front of the class lecturing while writing on the black board. That is why direct instruction is also known as “Chalk and Talk” (Evans, 2006). Direct instruction is not out of date and is still appropriate in many situations today. The

academic achievement. Direct Instruction formulates student learning with a focus on structuring learning in linear and cumulative ways, continually checking student understanding throughout learning to ensure maximum retention of information and to ensure equality of learning outcomes for all students. (McMullen & Madelaine, 2014, p. 140) Direct instruction structures learning with focus on demonstrating learning, guiding learning and individual application. While Direct Instruction is a teacher centred

to substantiate the fact that direct instruction is much more effective than minimally guided instruction. Throughout the past few years, there have been continuing arguments about the effect of instructional practices in the classroom. Some experts believe that students learn more efficiently through minimally guided instruction, also known as discovery learning, constructivist learning, and inquiry learning. Others believe that students need more direct instruction, and do not successfully learn