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Journal articles on the topic 'Direct instruction'

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Published: 4 June 2021
Last updated: 28 July 2024

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1

Stein, Marcy, Douglas Carnine, and Robert Dixon. "Direct Instruction." Intervention in School and Clinic 33, no. 4 (March 1998): 227–33. http://dx.doi.org/10.1177/105345129803300405.

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2

Lee Swanson, H. "Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis." Educational and Child Psychology 17, no. 3 (2000): 101–21. http://dx.doi.org/10.53841/bpsecp.2000.17.3.101.

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The purpose of this paper is to identify the components of various cognitive instructional models that best predicted effect sizes for students with learning disabilities. Based on an exploratory analysis, eight models were identified: Direct instruction (sequencing & segmentation), explicit strategy training, monitoring, individualised remedial training, small interactive group instruction, teacher-indirect instruction, verbal questioning/attribution instruction, and technology mediated instruction. The models were tested in a hierarchical weighted least square regression analysis. The results indicated that explicit strategy instruction (explicit practice, elaboration, strategy cuing) and small group interactive settings best predicted the magnitude of treatment outcomes. Although direct instruction also positively predicted the magnitude of effect size, its effects were mitigated when an explicit strategy model was entered into the equation. The results support the robust effects of strategy training as a general heuristic for instructing students with learning disabilities.
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3

Moore, Joseph. "Direct Instruction: a model of instructional design." Educational Psychology 6, no. 3 (January 1986): 201–29. http://dx.doi.org/10.1080/0144341860060301.

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4

Caballero, Mari, and Jerry Liss. "Universal Design for Learning and Direct Instruction in a Special Education Practicum." Journal of Technology-Integrated Lessons and Teaching 2, no. 1 (June 23, 2023): 88–94. http://dx.doi.org/10.13001/jtilt.v2i1.7727.

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The Instructional Planning Project (IPP) assignment is set in an online practicum course for graduate students in a high incidence special education teacher preparation program. The IPP assignment is the culminating assignment in a sixteen-week long course. The course provides students with a lesson plan template, for a reading or math lesson, that integrates direct instruction and Universal Design for Learning. The template is used for the major IPP assignment as well as for prior lesson plan assignments. Detailed instructions and a rubric are provided on Canvas, the learning management system, for the IPP assignment, where practicum students infuse Universal Design for Learning principles into a direct instruction lesson.
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Zendler, Andreas, and Manuel Gohl. "Direct Instruction vs. Computer Simulation and their Learning Outcome in Engineering Education." International Journal of Engineering Education 1, no. 2 (December 15, 2019): 91–98. http://dx.doi.org/10.14710/ijee.1.2.91-98.

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Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assessed with reference to the optics of bridge and the material usage for the bridge. The empirical findings show that learning with direct instruction was superior to computer simulation.
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Dichanz, Horst, and John A. Zahorik. "Zauberformel „Direct Instruction“." Bildung und Erziehung 39, no. 3 (September 1986): 295–310. http://dx.doi.org/10.7788/bue.1986.39.3.295.

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7

Gersten, Russell, Douglas Carnine, and John Woodward. "Direct Instruction Research." Remedial and Special Education 8, no. 6 (November 1987): 48–56. http://dx.doi.org/10.1177/074193258700800610.

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8

Taggart, Andrew. "Fitness—Direct Instruction." Journal of Teaching in Physical Education 4, no. 2 (January 1985): 143–50. http://dx.doi.org/10.1123/jtpe.4.2.143.

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Young students who train intensively for competition reach much the same level of physiologic development as do adult athletes who undergo an equivalent program of conditioning. Failure to find a training response in more average children cannot therefore be attributed to a preexistent adequate level of habitual activity. Presumably blame for any absence of response must be attributed to an inadequate program of physical education (too low an intensity relative to normal daily activity, and/or too little involvement of the individual class members, V. Seliger, 1968). Given a vigorous program that involves all students for most of the class time, it is possible to induce gains not only in performance test scores, but also in aerobic power muscular strength, and sensory perception. (Shephard, 1982, p. 193)
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9

Winter, Sam, Elizabeth Glenville, and Ann Lendrumc. "Direct Instruction Spelling." School Psychology International 11, no. 1 (February 1990): 45–54. http://dx.doi.org/10.1177/0143034390111007.

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10

Davidson, George. "Beyond Direct Instruction: Educational Leadership in the Elementary School Classroom." Journal of School Leadership 2, no. 3 (May 1992): 280–88. http://dx.doi.org/10.1177/105268469200200303.

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The instructional imperatives of the principalship demand a knowledge of more than the direct instruction model. Changing the role of the direct instruction model from an instructional methodology to a planning tool permits the principal to introduce additional instructional methods based upon the characteristics of the school and the classroom. The article presents a set of frames for the implementation of instructional methods and strategies.
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11

Brown, Virginia L. "Direct Instruction Mathematics: A Framework for Instructional Accountability." Remedial and Special Education 6, no. 1 (January 1985): 53–58. http://dx.doi.org/10.1177/074193258500600112.

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12

Gorjanac Ranitović, Marijana M., Mirjana T. Maričić, Mia R. Marić, Aleksandar V. Petojević, and Snežana S. Gordić. "TEACHERS’ PERCEPTIONS OF INSTRUCTIONAL GUIDANCE IN ONLINE MATHEMATICS TEACHING." Узданица XIX, no. v (2022): 115–32. http://dx.doi.org/10.46793/uzdanica19.s.115gr.

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The purpose of the research was to examine teachers’ perceptions of the re- quirements and benefits of using indirect versus direct instruction in online mathematics teach- ing and its relation with socio-educational variables. Also, it is examined whether, compared to other subjects, teachers more often apply a certain type of instruction in mathematics classes, and what teaching materials and tools for communication they use when applying direct and indirect instruction in online mathematics teaching. The results showed that teachers perceive the benefits and requirements of indirect instruction compared to direct instruction, and this perception is a slightly determined by levels of their education and work experience. About half of teachers, use direct instruction more often in online mathematics classes, compared to the other subjects. They use a wide range of teaching materials and tools for communication. The results have implications for the further professional development of teachers in the domain of using direct and indirect instructions in mathematics teaching.
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13

Apache, R. R. Goyakla. "Activity-Based Intervention in Motor Skill Development." Perceptual and Motor Skills 100, no. 3_suppl (June 2005): 1011–20. http://dx.doi.org/10.2466/pms.100.3c.1011-1020.

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This study assessed the effectiveness of an activity-based intervention program and a direct instruction program for preschool children with disabilities. Two groups of preschool students (average age = 4.1 yr.), classified as having developmental delays or at risk for such delays, were selected. They were provided 15 weeks of physical education through activity-based intervention and 15 weeks of physical education by direct instruction. Instruction was provided three times a week for 30-min. each session. In the fall semester the morning group received physical education through activity-based intervention, while the afternoon group received physical education through direct instruction. In the spring semester delivery of instruction was reversed for each group. The curriculum and activities provided to each group were identical with only the instructional delivery format altered. Two sets of pre- and post-tests using the Test of Gross Motor Development were administered before and after each 15-wk. instructional period. Group improvement in skills was compared between instructional methods. Significant improvement in both locomotor and object control skills through the activity-based intervention was found compared to direct instruction. Activity-based intervention was shown to be easily adapted to a naturalistic educational setting befitting that of preschool education.
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Stoner, Julia B., Ann R. Beck, Marcia Dennis, and Howard P. Parette. "The Use of Instructional Technology in Direct Vocabulary Instruction." Journal of Special Education Technology 26, no. 3 (September 2011): 35–46. http://dx.doi.org/10.1177/016264341102600304.

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15

Magliaro, Susan G., Barbara B. Lockee, and John K. Burton. "Direct instruction revisited: A key model for instructional technology." Educational Technology Research and Development 53, no. 4 (December 2005): 41–55. http://dx.doi.org/10.1007/bf02504684.

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Suydam, Marilyn N. "Research Report: Direct Instruction." Arithmetic Teacher 32, no. 9 (May 1985): 37. http://dx.doi.org/10.5951/at.32.9.0037.

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17

Proctor, Thomas J. "Attitudes Toward Direct Instruction." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 12, no. 1-2 (January 1989): 40–45. http://dx.doi.org/10.1177/088840648901200107.

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18

MacKenzie, Ann Haley, Kristen Rademaker, Peter Lindeman, Will Thomas, Jack Parker, Erika Shugart, and Cathy Iammartino. "Editor's Corner: Direct Instruction." Science Teacher 90, no. 2 (November 2022): 6–7. http://dx.doi.org/10.1080/00368555.2022.12293730.

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19

Rüütmann, Tiia, and Hants Kipper. "EFFECTIVE TEACHING STRATEGIES FOR DIRECT AND INDIRECT INSTRUCTION IN TEACHING ENGINEERING IMPLEMENTED AT TALLINN UNIVERSITY OF TECHNOLOGY." Problems of Education in the 21st Century 36, no. 1 (December 10, 2011): 60–75. http://dx.doi.org/10.33225/pec/11.36.60.

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In teaching engineering it is important to select the proper instructional strategy for a specific learning outcome. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in the above named domains). Facts, rules and action sequences are taught using instructional strategies emphasizing knowledge acquisition (direct instruction). Concepts, patterns and abstractions are taught using strategies emphasizing inquiry or problem solving (indirect instruction). Knowledge acquisition and inquiry are different types of learning outcomes and they must be taught using specific strategies producing the desired outcome. Both types of learning may be combined, providing a menu of teaching strategies that help students solve problems, think critically and work cooperatively. This article presents teaching strategies suitable for direct and indirect instruction used in teaching engineering at Estonian Centre for Engineering Pedagogy at Tallinn University of Technology. Key words: teaching engineering, direct instruction, indirect instruction.
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20

Risberg, Jonas, and Gustav Lymer. "Requests and know-how questions: Initiating instruction in workplace interaction." Discourse Studies 22, no. 6 (October 1, 2020): 753–76. http://dx.doi.org/10.1177/1461445620928239.

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While it is recognized that instruction between co-workers is a central component of everyday workplace interaction and learning, this study investigates the ways in which such instructional events are practically initiated in interaction. We analyse recordings of everyday work at a radio station, where journalists prepare and broadcast local news. In our data, a distinction can be made between two interactional contexts from which instructional interactions emerge: searches, where one party is looking for a suitable helper; and established interactions, where the initiation of instruction is prefigured by immediate prior interaction. A further finding is that these two contexts are associated with two different ways of initiating instruction. Direct requests are used in established interactions. In searches, we instead find questions regarding the other person’s procedural knowledge – what we term know-how questions. We finally discuss the ways in which instructional configurations are assembled without reference to institutionally defined instructor/instructed roles.
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Woodward, Kathleen Elizabeth. "Instructional Methods for Limited English Proficient Students in Subject Area Courses." International Journal for Innovation Education and Research 5, no. 1 (January 31, 2017): 28–46. http://dx.doi.org/10.31686/ijier.vol5.iss1.99.

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This paper studies the question of what instructional strategies are most effective for classrooms with limited English proficient (LEP) students when teaching history content courses. Two specific instructional strategies are researched. The first is the ordering of direct instruction and constructivist activities. Is it best to begin with direct instruction, then move to a constructivist activity or is it best to order lessons in reverse order? The results of the study also offer insight into the efficacy of doing only direct instruction vs. constructivist activities. The second question studied is regarding group vs. individual work. Which type of work results in the most and deepest content knowledge for LEP students and what is useful about each type of work? A controlled experimental method was used with pre and post quizzes, teacher/researcher observation, and student surveys and interviews. The study finds that student learning is maximized for LEP students when direct instruction precedes a constructivist activity. Using both instructional strategies, but in this order, was shown to be the most effective instructional strategy. Individual vs. group work showed less clear results, but the student interviews provided insight into why LEP students sometimes prefer group work, even if their knowledge gained is not noticeably increased.
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Cvjetićanin, Stanko, and Mirjana Maričić. "Doprinos primene direktne u odnosu na indirektnu hands-on instrukciju na postignuća učenika u početnom obrazovanju u prirodnim naukama." Inovacije u nastavi 35, no. 1 (2022): 75–90. http://dx.doi.org/10.5937/inovacije2201075c.

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Ensuring the optimal (adequate) level of instructional guidance in teaching natural sciences in primary education is of utmost importance for the proper acquisition and application of knowledge. The goal of this paper is to examine the contribution of direct hands-on instruction relative to an indirect one on student achievement regarding the movement and properties of materials in classes of integrated natural sciences (classes of the World around Us and Science and Social Studies). The research tasks include a comparative analysis of the quality of students' knowledge acquired with the application of direct in relation to indirect hands-on instruction, as well as the analysis of the permanence of that knowledge. The following methods were used in the research: theoretical analysis method, descriptive-analytical method, and experimental method. The research technique is testing, and the instrument is knowledge tests (pre-test, post-test, and re-test). The research sample consisted of 94 students of the third grade of primary school, divided into two groups: E1 (application of indirect hands-on instruction) and E2 group (application of direct hands-on instruction). The results of the research indicate that the students of the E1 group achieved somewhat better and more lasting knowledge about the movement and properties of materials in relation to the students of the E2 group. However, a significant difference between their achievements was observed only at the cognitive level evaluated in the post-test. This leads to the conclusion that both types of hands-on instructions should be applied in the third grade when teaching the content related to the movement and properties of materials. In addition, greater preference should be given to indirect over direct hands-on instruction because it not only provides an opportunity for students to have better achievement, but also it enables a greater degree of independent research and experimental work.
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Cvjetićanin, Stanko, and Mirjana Maričić. "Doprinos primene direktne u odnosu na indirektnu hands-on instrukciju na postignuća učenika u početnom obrazovanju u prirodnim naukama." Inovacije u nastavi 35, no. 1 (2022): 75–90. http://dx.doi.org/10.5937/inovacije2201075c.

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Ensuring the optimal (adequate) level of instructional guidance in teaching natural sciences in primary education is of utmost importance for the proper acquisition and application of knowledge. The goal of this paper is to examine the contribution of direct hands-on instruction relative to an indirect one on student achievement regarding the movement and properties of materials in classes of integrated natural sciences (classes of the World around Us and Science and Social Studies). The research tasks include a comparative analysis of the quality of students' knowledge acquired with the application of direct in relation to indirect hands-on instruction, as well as the analysis of the permanence of that knowledge. The following methods were used in the research: theoretical analysis method, descriptive-analytical method, and experimental method. The research technique is testing, and the instrument is knowledge tests (pre-test, post-test, and re-test). The research sample consisted of 94 students of the third grade of primary school, divided into two groups: E1 (application of indirect hands-on instruction) and E2 group (application of direct hands-on instruction). The results of the research indicate that the students of the E1 group achieved somewhat better and more lasting knowledge about the movement and properties of materials in relation to the students of the E2 group. However, a significant difference between their achievements was observed only at the cognitive level evaluated in the post-test. This leads to the conclusion that both types of hands-on instructions should be applied in the third grade when teaching the content related to the movement and properties of materials. In addition, greater preference should be given to indirect over direct hands-on instruction because it not only provides an opportunity for students to have better achievement, but also it enables a greater degree of independent research and experimental work.
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Rüütmann, Tiia, and Hants Kipper. "Teaching Strategies for Direct and Indirect Instruction in Teaching Engineering." International Journal of Engineering Pedagogy (iJEP) 1, no. 3 (October 10, 2011): 37. http://dx.doi.org/10.3991/ijep.v1i3.1805.

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<p class="MsoNormal" style="text-align: justify; margin: 0cm 0cm 10pt; tab-stops: 0cm;"><span class="AbstractChar"><span style="font-family: &quot;Times New Roman&quot;; font-size: 9pt;" lang="EN-US"><strong>It is important to select the proper instructional strategy for a specific learning outcome in teaching engineering. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in the above named domains). Facts, rules and action sequences are taught using instructional strategies of direct instruction. Concepts, patterns and abstractions are taught using strategies of indirect instruction. Strategies of both types of learning may be combined, providing a menu of teaching strategies that help students solve problems, think critically and work cooperatively. This article presents teaching strategies suitable for direct and indirect instruction used in teaching engineering.</strong></span></span></p>
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25

Ashby-Davis, Claire. "Direct Instruction in Metacognition: Two Instructional Methods Related to Cloze." Kappa Delta Pi Record 22, no. 3 (April 1986): 86–90. http://dx.doi.org/10.1080/00228958.1986.10517767.

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Readence, John E., R. Scott Baldwin, and Martha H. Head. "Direct Instruction in Processing Metaphors." Journal of Reading Behavior 18, no. 4 (December 1986): 325–39. http://dx.doi.org/10.1080/10862968609547579.

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Two experiments were conducted to explore the efficacy of instruction with third-grade subjects in processing metaphors based on the principles of the direct explicit teaching of reading comprehension and current metaphor theory. In Experiment 1, process instruction was validated. In Experiment 2, process instruction was compared to traditional basal instruction in the context of a unit on metaphor. Statistically significant differences were found in favor of process instruction. The psychological processes involved in metaphorical interpretation are discussed and directions for future research suggested.
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Richmond, Aaron S., Anastasia M. Bacca, Jared S. Becknell, and Ryan P. Coyle. "Teaching Metacognition Experientially." Teaching of Psychology 44, no. 4 (September 16, 2017): 298–305. http://dx.doi.org/10.1177/0098628317727633.

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We investigated the effects of using experiential learning and direct instruction to teach metacognitive theory and to determine whether instructional type differentially affected higher vs. lower level learning. We randomly assigned 87 introductory psychology students to either experiential learning or direct instruction conditions. We pretested participant’s knowledge of metacognitive theory, and then participants received either experiential or direct instruction, after which they completed a posttest of knowledge of metacognitive theory. After covarying prior knowledge, data suggested that experiential learning may be more effective than direct instruction for teaching metacognitive theory, particularly for higher level recall and recognition assessments. Our results suggest that when taught using experiential learning, students may process information at a deeper level and recall more information because they may have related new information to their past experiences, engaged in the course material, and may have increased self-efficacy for the learned material.
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Kuder, S. Jay. "Vocabulary Instruction for Secondary Students With Reading Disabilities: An Updated Research Review." Learning Disability Quarterly 40, no. 3 (February 8, 2017): 155–64. http://dx.doi.org/10.1177/0731948717690113.

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This article presents an update and extension of the research on instructional methods for vocabulary learning by secondary-age students with learning disabilities. Seven studies that have been published since the last comprehensive review of the research were located. Four instructional methods were found to be the most effective: mnemonic instruction, learning strategies that utilized morphemic analysis, direct instruction, and multimedia instruction. In addition, peer-mediated instruction was found to be a successful approach for supporting vocabulary learning, although it was not possible to separate the effects of peer mediation from the instructional methods used. Implications for classroom practice and for future research are discussed.
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Lardika, Rola Angga, and Singha Tulyakul. "The Effect of Direct Instruction Model in Physical Education Towards Students’ Adversity Quotient (AQ)." Journal Sport Area 5, no. 1 (June 3, 2020): 1–12. http://dx.doi.org/10.25299/sportarea.2020.vol5(1).4460.

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The effect of direct instruction model in physical education towards students’ adversity quotient (AQ). The purpose of this study is to determine the significance of the effect of direct instruction in physical education and problem-solving skills to survive the problems that faced students (Adversity Quotient). The applied method is experiment one group pretest posttest design. The procedures of this research are observation, interview, treatment program preparation, analysis and conclusion. The research findings are achieved experiment group with direct instruction model giving significant influence towards students’ adversity quotient level with score on (sig.),000 < α=0,005. Based on the data, it can be concluded that the direct instructional model giving significant affect towards the level of students’ adversity quotient.
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Hill, Robin K., and Mark Guzdial. "Pondering variables and direct instruction." Communications of the ACM 62, no. 4 (March 20, 2019): 6. http://dx.doi.org/10.1145/3311717.

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31

Bereiter, Carl. "Does direct instruction cause delinquency?" Early Childhood Research Quarterly 1, no. 3 (September 1986): 289–92. http://dx.doi.org/10.1016/0885-2006(86)90036-0.

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32

Sweeting, Terry, and Judith E. Rink. "Effects of Direct Instruction and Environmentally Designed Instruction on the Process and Product Characteristics of a Fundamental Skill." Journal of Teaching in Physical Education 18, no. 2 (January 1999): 216–33. http://dx.doi.org/10.1123/jtpe.18.2.216.

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This study investigated the effects of direct instruction and an environmentally designed instructional strategy on the product and process characteristics of kindergarten and second grade children in the standing long jump. One hundred and sixteen kindergarten and second grade students participated in the study and were assigned to a 3-day, 60-trial, direct instruction group or a 3-day, 60-trial, environmentally designed instruction group. A pretest, posttest, and retention test were administered in a flat mat testing condition and one designed to elicit performance through the testing environment (the swamp). Both instructional intervention groups were different from the control group at the posttest and the retention test. Younger students, less skilled students, and students tested at the pretest benefited most from the environmental testing condition. With age, skill, and experience the environmental testing condition lost its advantage. The instructional interventions had different effects on the process characteristics of the jump.
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Hicks, S. Christy, Christopher J. Rivera, and Charles L. Wood. "Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability." Language, Speech, and Hearing Services in Schools 46, no. 3 (July 2015): 194–206. http://dx.doi.org/10.1044/2015_lshss-14-0088.

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Purpose Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability. Method A multiple-baseline design across prepositions was used in this study with replication across students. Results Results of this study found that students were able to use and respond to prepositions consistently after receiving direct instruction on each of the 3 target prepositions. Furthermore, all 3 students demonstrated maintenance and generalization of the prepositions. Conclusion These results have implications for practice that could influence preposition acquisition for students with intellectual disability, providing educators with a simple, efficient instructional approach.
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Mansyur, Jusman, and Darsikin Darsikin. "Enhancing Direct Instruction on Introductory Physics for Supporting Students’ Mental-Modeling Ability." International Education Studies 9, no. 6 (May 26, 2016): 32. http://dx.doi.org/10.5539/ies.v9n6p32.

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<p class="apa">This paper describes an instructional design for introductory physics that integrates previous research results of physics problem-solving and the use of external representation into direct instruction (DI). The research is a part of research in obtaining an established instructional design to support mental-modeling ability. By integrating with the previous research results of problem-solving and external representation with the characteristics of DI, we obtained stages of a hypothetical design. The hypothetical design has been developed by implementing phases of formative research to obtain a final model of enhanced direct instruction (EDI). Results of experimental phase showed that EDI can support the students’ mental-modeling ability.</p>
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K. Sunitha, Purvi Dagwale, Ruhani Kumari, and Navdeep Singh Konsal. "Building A Thriving Learning Environment: A Guide To Education Management." Help: Journal of Community Service 1, no. 1 (June 14, 2024): 24–33. http://dx.doi.org/10.62569/hjcs.v1i1.21.

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This paper delves into the critical role of instructional design in cultivating thriving learning environments. It dissects two prominent pedagogical approaches: collaborative learning and direct instruction. The paper unpacks the theoretical foundations of each method. It explores the strengths of collaborative learning (fostering critical thinking, communication, problem-solving skills through social learning theory and constructivism), highlighting its ability to cultivate deeper understanding and increased motivation among students. However, the paper acknowledges potential challenges associated with collaborative learning, including management complexities and assessment difficulties. Conversely, the paper analyzes the merits of direct instruction. It emphasizes the effectiveness of this approach in establishing a strong foundation in fundamental skills and ensuring clear, consistent instruction. However, the paper recognizes potential drawbacks of direct instruction, such as limited student engagement and a potential neglect of higher-order thinking skills. Recognizing the influence of factors like student age, learning objectives, and subject matter, the paper underscores the importance of education managers strategically selecting the most appropriate approach. Ultimately, the paper advocates for a balanced approach that capitalizes on the strengths of both collaborative learning and direct instruction to create a dynamic and engaging learning experience, empowering students to develop essential 21st-century skills
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Lando, John. "Grammatical instruction and implicational features." ITL - International Journal of Applied Linguistics 119-120 (January 1, 1998): 65–78. http://dx.doi.org/10.1075/itl.119-120.05lan.

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Abstract The present study examines the relationship between direct grammatical teaching of the past tense system of standard Italian and the use of some implicational features which, without being the object of direct instruction, are normally found within the same structure and context of the instructed ones. The subjects of the experiment were 60 tertiary learners of L2 Italian from a variety of Italian regional dialect background (age 18-25), receiving a period of intensive instruction on the use of the past tense system of standard Italian. The incidence of use of implicational features was measured on the basis of a written test prior to a three week period of intensive instructional treatment, followed by immediate and delayed written posttests. Similar monitoring was carried out with a control group of 40 comparable learners, who had not received direct instruction. The results of the study support the hypothesis that explicit and intensive form-focused instruction, when combined with continuous meaning-focused practice of instructed features, encourages an increased and more accurate use of other features that are closely related to the targeted ones.
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Mitsch, Maryssa Kucskar, and Samantha Riggleman. "Effectively Integrating Direct Instruction and Discrete Trial Training Across Routines, Activities, and Environments." Beyond Behavior 29, no. 3 (January 24, 2020): 152–61. http://dx.doi.org/10.1177/1074295620901526.

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With young children, there is often an instructional focus on naturalistic interactions between the child and environment. In special education, there are times when direct instruction (di) and discrete trial training (DTT) are both needed, requiring a balance of explicit DTT and child-initiated instruction. This article discusses what individually and developmentally appropriate di and DTT practice and real-life examples look and sound like, and explains how to embed them across routines, activities, and environments.
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Eppley, Karen, and Curt Dudley-Marling. "Does direct instruction work?: A critical assessment of direct instruction research and its theoretical perspective." Journal of Curriculum and Pedagogy 16, no. 1 (June 18, 2018): 35–54. http://dx.doi.org/10.1080/15505170.2018.1438321.

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Gilson, Carly B., Erik W. Carter, and Elizabeth E. Biggs. "Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students With Intellectual and Developmental Disabilities." Research and Practice for Persons with Severe Disabilities 42, no. 2 (March 31, 2017): 89–107. http://dx.doi.org/10.1177/1540796917698831.

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Effective vocational instruction is an essential aspect of preparing students with intellectual and developmental disabilities (IDD) for the world of work. We systematically reviewed research on instructional methods used to teach employment skills to secondary students with IDD. We identified 56 studies involving 766 participants with IDD. Four intervention approaches emphasized technology or some other instructional stimulus (i.e., self-management devices, video-based, audio-based, picture and tactile-based) and four focused on live instructors (i.e., direct instruction, augmentative and alternative communication, simulation, peer-delivered). Among the 21 instructional methods used within these approaches, performance feedback, device-assisted instruction, response prompting, and community-based instruction were the most common. We address the extent to which these intervention approaches were effective across students, instructional methods, settings, and outcomes, as well as offer recommendations for future research and practice.
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Cicchelli, Terry. "An Instructional Adaptation For Gifted Students: The Non‐direct Instruction Pattern." Exceptional Child 32, no. 2 (July 1985): 107–14. http://dx.doi.org/10.1080/0156655850320207.

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Binder, Carl, and Cathy L. Watkins. "Precision Teaching and Direct Instruction: Measurably Superior Instructional Technology in Schools." Performance Improvement Quarterly 3, no. 4 (October 22, 2008): 74–96. http://dx.doi.org/10.1111/j.1937-8327.1990.tb00478.x.

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Binder, Carl, and Cathy L. Watkins. "Precision Teaching and Direct Instruction: Measurably Superior Instructional Technology in Schools." Performance Improvement Quarterly 26, no. 2 (2013): 73–115. http://dx.doi.org/10.1002/piq.21145.

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Sanders, Sara, Lauren Hart Rollins, Linda H. Mason, Ashley Shaw, and Kristine Jolivette. "Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development." Intervention in School and Clinic 56, no. 3 (July 20, 2020): 131–40. http://dx.doi.org/10.1177/1053451220941414.

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Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.
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Lo, Chung Kwan. "Examining the Flipped Classroom through Action Research." Mathematics Teacher 110, no. 8 (April 2017): 624–27. http://dx.doi.org/10.5951/mathteacher.110.8.0624.

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There is a growing interest in using a flipped classroom format in day-to-day teaching. According to Bishop and Verleger (2013), direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some materials before class. Therefore, the in-class time is no longer occupied by teachers' direct instruction. Teachers can provide more interactive learning activities to facilitate peer interactions.
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Smets, Wouter, and Katrien Struyven. "Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction." Education Sciences 8, no. 3 (August 3, 2018): 113. http://dx.doi.org/10.3390/educsci8030113.

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This literature review focuses on achieving educational equity through catering for differences in students’ instructional needs. In heterogeneous classes the need for tailored direct teacher instruction is dependent upon students’ instructional needs. Realist review methodology is used to study how instructional strategies can add to catering for students’ different needs. The focus lies on two proactive strategies in which teachers cater for these differences, namely preteaching and extended instruction. The aim of this realist review is to verify how preteaching and extended instruction may contribute to catering for students’ different instructional needs. It is noticed that the complexity of differentiated teaching is not always reflected in studies on preteaching and extended instruction. The focus of many studies lies in measuring learning progress in a linear and fixed way for a selected group of students which is not aligned with theory on differentiated instruction which suggests cyclical teaching processes. To respond to students’ needs ongoing monitoring of cognitive and affective indicators of learning is needed. Implications for theory and practice are discussed.
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Tang, Qianghong. "Protocol-Guided Teaching in Junior-Secondary Physics Education: An Analysis of the Learning Protocol for the Velocity Instruction Based on Real-World Circumstances." Science Insights Education Frontiers 16, no. 2 (June 30, 2023): 2565–75. http://dx.doi.org/10.15354/sief.23.or356.

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Protocol-guided teaching is a student-centered instructional model in which the teacher creates the learning protocol prior to the lesson in order to direct students toward active and autonomous learning. A well-structured learning protocol is essential for the effective application of this instructional paradigm. This article evaluates the significance of protocol-guided instruction in junior secondary physics education by analyzing the learning protocol for velocity instruction. Protocol emphasizes situation-based learning and the inquiry chain method.
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Zahriani, Zahriani. "Kontektualisasi Direct Instruction Dalam Pembelajaran Sains." Lantanida Journal 2, no. 1 (June 26, 2014): 95. http://dx.doi.org/10.22373/lj.v2i1.667.

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Direct Instruction is one teacher teaching model is centered on the center or teacher. This learning model emphasizes the delivery of content is done verbally by the teacher to the learner. In the implementation of this model has the characteristic form of the five phases of a very important activity in the form of submission of the learning objectives, demonstrate knowledge and skills, guiding the training, checking understanding and provide feedback and provide advanced training and implementation. Research conducted on the use of the model of Direct Instruction in science learning so far shown significant results to increase students' understanding of science concepts. Direct Instruction is still relevant models used to study the science of materials that explain concepts and procedural and can be combined with other learning models, the use of the media is to help the implementation of the Direct Instruction model study
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Brent, George, Nicholas Diobilda, and Florence Gavin. "Camden Direct Instruction Project 1984-1985." Urban Education 21, no. 2 (July 1986): 138–48. http://dx.doi.org/10.1177/004208598602100202.

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Winarno, Sri, Kalaiarasi Sonai Muthu, and Lew Sook Ling. "Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach." International Education Studies 11, no. 1 (December 29, 2017): 119. http://dx.doi.org/10.5539/ies.v11n1p119.

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Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students’ knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation.Objective: This study aimed at exploring lecturers’ and students’ perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom.Design: A quasi-experimental design was used.Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved.Findings and Results: Learning outcomes were significantly positively (Sig. p=.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach 4.71(.472). Whereas, 1.99(.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills 4.70(.50).
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Corn, Anne L., and Alan J. Koenig. "Literacy for Students with Low Vision: A Framework for Delivering Instruction." Journal of Visual Impairment & Blindness 96, no. 5 (May 2002): 305–21. http://dx.doi.org/10.1177/0145482x0209600503.

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This study identified the levels of direct and consultative instructional services needed for teaching literacy skills to students with low vision. The findings support the need to provide consistent, direct instruction to students with low vision in almost all areas of literacy and literacy-related skills.
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