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Direct instruction has shown most effective in the early K-3 years, where significant IQ gains have been found and the program has shown to be effective among students with a "higher probability of failure in school over the long-term" (Becker & Engelmann, 2004). High school follow up has been conducted however and shows that direct instruction students perform better academically and are more likely to stay in school (Becker & Engelmann, 2004). Further the research supports the notion that Direct Instruction can be generalized across time and populations (Becker & Engelmann, 2004).
The Direct Instruction Model also receives the highest positive effects and outcomes among students who have been exposed to other educational models including the Open Classroom Model, the Cognitive Oriented Curriculum Model and the Behavioral Analysis Model (Becker & Engelmann, 2004).
In fact a high correlation between "academic and affective outcomes" suggest that the Direct Outcome Model should be utilized to help children not only perform well academically but also improve self-esteem with respect to school (Becker & Engelmann, 2004).
The Direct Instruction Approach, which focuses on an approach to academic material that includes sequenced steps of instruction incorporating demonstration and modeling, practice through directed exercises and independent application to real life situations clearly results in higher rates of teacher...
Direct Instruction requires a high rate of teacher involvement during the early stages of instruction and gradual empowerment of students to take over the application of learning and apply the knowledge gained in the classroom.
Proponents of direct instruction believe that Direct Instruction provides the classroom with educational subject material in a manner that will facilitate learning in the most efficient manner, and studies thus far support the notion that cognitive understanding and functioning is achieved among students participating in this type of educational programming. Though some educators may be slow to adopt due to the high level of teacher involvement required, overall Direct Instruction has proved promising for the educational field.
References
Becker, W.C. & Engelmann, S. (2004). "Sponsor findings from project follow through."
University of Oregon. October 11, 2004, http://darkwing.uoregon.edu/~adiep/ft/becker.htm
Kozloffm, M. (n.d.). "Direct Instruction." Department of Specialty Studies, University of North Carolina at Wilmington. October 12, 2004, http://people.uncw.edu/kozloffm/effectivefeatures.html
Lindsay, J. (2004). "Direct Instruction: The Most Successful Teaching Model." October
12, 2004, http://www.jefflindsay.com/EducData.shtml
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