Features of Direct Instruction: Content Analysis

Slocum, Timothy A.; Rolf, Kristen R.

doi:10.1007/s40617-021-00617-0

Cited by 14 publications

(5 citation statements)

References 22 publications

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“…Direct instruction is effective and efficient for teaching content knowledge. This approach achieves more content knowledge by involving students' reading skills (Slocum & Rolf, 2021). The better the reading skills and the ability to listen to the teacher's explanation, the better the students' understanding.…”

Section: Resultsmentioning

confidence: 99%

Investigating Eleventh Graders' Critical Thinking Skills on Reaction Rate

Muntholib

Khusmawardani²,

Yahmin³

et al. 2022

Tadris

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Critical thinking skills are high-order thinking skills in which students are required to solve complex problems. The topic of reaction rate has conceptual knowledge, cognitive skills, and psychomotor skills that can be used to assess and develop students' critical thinking skills. This study aims to analyze the critical thinking skills of science eleventh graders on reaction rate. This research applies the survey research method. As the research instrument, it uses a critical thinking skills test on the reaction rate consisting of 27 multiple choice questions with a reliability of 0.756 by involving 153 public senior high school students. The authors develop this test. The results show that the average score of respondents’ critical thinking skills was 33.66 (low category). At the sub-skill level, the average score of respondents' skills in interpreting was 32.73 (low), analyzing was 29.04 (low), inferencing was 36.77 (low), evaluating was 24.61 (low), and explaining was 33.88 (low). This shows that the learning experiences of the students have not been able to develop their critical thinking skills. Therefore, this research suggests the need for a learning strategy that can be used to improve students' critical thinking skills.

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Section: Resultsmentioning

confidence: 99%

Investigating Eleventh Graders' Critical Thinking Skills on Reaction Rate

Muntholib

Khusmawardani²,

Yahmin³

et al. 2022

Tadris

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“…It provides direct instruction and application. It describes the goals and critical features of direct instruction clarity in the presentation of lesson for student and teachers interaction of instructional designs and practice, Direct instruction provides features for effective program and development in instructional design for effective classroom teaching [26].…”

Section: Discussionmentioning

confidence: 99%

Instructional design for effective classroom Pedagogy of teaching

Mallillin

Mallillin²,

Ampongan³

et al. 2023

Eureka: J. of Educational Res.

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The study aims to examine the contribution of instructional design for effective classroom pedagogy of teaching among the respondents and identifies what makes instructional design that leads to effective classroom pedagogy of teaching among the respondents. The research employs the descriptive quantitative design because the method describes the variables and characteristics of the study. Purposive sampling is highlighted in the study. The study comprised Seventy (70) respondents only. Results show that learning process and strategy for effective pedagogy of teaching show to actively involve instruction that will lead students for better learning outcome, show to involve critical thinking, formation, analyzing inferences, and knowledge of the lesson, show to provide a phase of instructional design to effective teaching in applying, inferring, analyzing pedagogy and various learning experiences, show to advance technology of teaching to equip students with better learning, and show to rely on interactive instruction sharing and heavy discussion, role playing, peer learning, cooperative learning, simulation, and discussion. Findings show that there is a significant correlation on the contribution of instructional design for effective classroom pedagogy of teaching as observed among the respondents.

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“…Common components in the steps of DI/EI include planning learning objectives (Lombardi, 2017), modelling and explicit direction, guided and independent practice (Gersten et al, 1986;Humphrey & Feez, 2016;Moore, 2007;Tobias & Duffy, 2009), and assessment (Lombardi, 2017). DI/EI is utilized in the classroom to construct a foundational knowledge base within students to enhance recall and promote generativity (Phillips et al, 2016;Slocum & Rolf, 2021). Teaching for generativity implies that learners will be able to apply knowledge to untrained activities (Slocum & Rolf, 2021).…”

Section: Direct/explicit Instructionmentioning

confidence: 99%

“…DI/EI is utilized in the classroom to construct a foundational knowledge base within students to enhance recall and promote generativity (Phillips et al, 2016;Slocum & Rolf, 2021). Teaching for generativity implies that learners will be able to apply knowledge to untrained activities (Slocum & Rolf, 2021). For example, if writing instruction allows students to spell untaught words, then the instruction is generative.…”

Section: Direct/explicit Instructionmentioning

confidence: 99%

Direct/Explicit Instruction and Social Constructivist Practices in The Inclusive Classroom

Matthews

2024

in education

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Effective educational practices play an instrumental role in student success. In the context of an inclusive classroom, it is crucial that educators use evidence-based practices to ensure all students to meet educational outcomes. This review focuses on two evidence-based pedagogies, namely direct/explicit instruction (DI/EI) and social constructive approaches, and their effects on the inclusive classroom. Special consideration is given to cooperative learning and concrete implementation guidelines are explored. Lastly, the complimentary effects of combining DI/EI and social constructivist practices are investigated to advance the argument for using a variety of evidenced-based practices within the inclusive classroom. Keywords: Inclusive education, direct instruction, explicit instruction, socialconstructivism.

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Features of Direct Instruction: Content Analysis

Cited by 14 publications

References 22 publications

Investigating Eleventh Graders' Critical Thinking Skills on Reaction Rate

Investigating Eleventh Graders' Critical Thinking Skills on Reaction Rate

Instructional design for effective classroom Pedagogy of teaching

Direct/Explicit Instruction and Social Constructivist Practices in The Inclusive Classroom

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