Direct Instruction

High-Access Instruction: Practical Strategies to Increase Active Learning in Diverse Classrooms

“…Choral, or group, responding is an age-old strategy that works very well when the answers are short and the same (Archer, Gleason, & Issacson, 1995;Carnine, Silbert, & Kameenui, 1997). It provides a safe environment for practicing new skills while keeping engagement and attention focused for all students.…”

Examining the effectiveness of implementing Orton-Gillingham reading intervention on student engagement for elementary students with challenging behaviors.

“…As discussed, Direct Instruction is characterized by clear presentation of academic content, sequenced components and sub-components of skills, teacher supported instruction, including high rates of opportunities to respond (OTRs), systematic review of content, systematic feedback, initial and ongoing assessment, and student mastery of concepts and skills (Becker & Gersten, 1982;Carnine, Silbert, Kame'enui, & Tarver, 2004). The Orton-Gillingham Reading Instruction includes these essential features of DI as part of an explicit instruction multisensory phonics-based instructional program for students with reading difficulties.…”

“…Direct Instruction is characterized by clear presentation of academic content, sequenced component and sub-component skills, teacher directed instruction, high rates of opportunities to respond (OTRs), systematic review of content, systematic feedback, initial and ongoing assessment, and learning concepts and skills to mastery (Becker & Gersten, 1982;Carnine, Silbert, Kame'enui, & Tarver, 2004). The DI process can be simply summarized as a model -lead -test sequence of instruction in which the teacher first explicitly models, then leads students through guided practice, and finally assesses student knowledge through more independent and authentic activity (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008).…”

“…Explicit, or direct, instruction is "a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students" (Rosenshine, 1987, p. 34). DI is characterized by clear presentation of academic content, sequenced components and sub-components of skills, teacher supported instruction, high rates of opportunities to respond (OTRs), systematic review of content, systematic feedback, initial and ongoing assessment, and student mastery of concepts and skills (Becker & Gersten, 1982;Carnine, Silbert, Kame'enui, & Tarver, 2004). Rosenshine (1986) reviewed research on teacher effectiveness variables and out of that review found ten common components of teacher effectiveness in direct instruction.…”

The effects of transition intervention on students with mild disabilities.

“…This allowed for verification by two recorders as well as classroom use for giving the student feedback. Training strategies used were direct instruction (Carnine, Silbert, & Kameenui, 1990) and the learning strategy (Ellis, Lenz, & Sabornie, 1987;Schumaker, Deshler, & Ellis, 1986). Students, teacher aides, and teachers received training in all strategies prior to baseline.…”