This short book effectively outlines the development of Direct Instruction, its core principles, what it looks like in practice and how it is supported by a large body of evidence.
A short, lucid and salient description of Direct Instruction, what it isn’t and what makes it effective.
Martin Kozloff explains the roots of Direct Instruction and shows how it is built upon a system of logic. One of the key assumptions of Direct Instruction is that learners are essentially logical and can learn anything if it is presented so that only one interpretation is possible.
A succinct and crystal-clear outline of the principles of Direct Instruction. Start your in-depth study of DI here.
Zig Engelmann analyses the origins of the terms in modern education and considers the teacher training problems inherent in using (lowercase) direct instruction.
Zig Engelmann dispels the myth that Direct Instruction is only useful for poor children. While it undoubtedly accelerates achievement amongst working class students, DI proved even more effective with middle class students. Class and affluence are no excuse for depriving children of effective teaching methods.
This lucid article explains the philosophical and practical advantages of ‘instructivist’ education, and highlights the power of Direct Instruction as an excellent example of well-designed teaching procedures and curricula.
This article considers various statements by educationalists about what constitutes developmentally appropriate practice, and shows how Direct Instruction programmes incorporate these principles. The article gives helpful indications of the purpose and features of various DI programmes.
The story of Project Follow Through makes for extraordinary reading. Despite the fact that Direct Instruction out-performed every other intervention evaluated on every measure, education officials refused to endorse the findings of their own report or to apply them to American education. Watkins’ article highlights the ways in which ideology and politics often trump sound evidence.
The authors confront the misinformation that is peddled about Direct Instruction, and oint to the evidence that supports a carefully structured curriculum taught in a warm, safe environment.
SRA publish Direct Instruction materials. Here is their view of how the research supports the use of Direct Instruction programmes with students with special educational needs.
A short summary challenging the main myths and misconceptions about Direct Instruction.
A more detailed discussion of the myths and misrepresentations that are actively promoted about Direct Instruction. Tarver refutes these claims and questions why educators refuse to acknowledge successful teaching methods.
As soon as Direct Instruction begins to have an effect, objectors appear in the media. In Australia, politicians admired the impact of DI with poorer, disadvantaged communities with predictable results. This article answers the misleading claims made about the programme by its opponents.