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on February 19, 2009 at 1:19:53 pm
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Background on the Engelmann/Becker Direct Instruction (DI) instructional system
"Direct Instruction" as described here, refers to the instructional system and curricula pioneered by Siegfried Engelmann and the late Wesley Becker. (This differs from the generic "direct instruction", which refers to any explicit instruction).
Learners taught in small ability-level groupings so that all students are starting at the appropriate point in the curriculum. For any ability group, the emphasis is on mastery, and skills are firmed for mastery at each step.
Attention is focussed on, and active responding is cued by, the teacher.
Scripted presentation of carefully designed instruction to cover concept building, balance of new and review material, and active practice opportunities.
Emphasis on high paced, active responding as a group and individually,with frequent feedback and correction.
Direct Instruction materials are currently used by thousands of schools across the nation and internationally; however, specific information is not available on the number or demographics of children or centers using the materials.
Also see, for a more complete description and glossary of DI: Engelmann Module
Athabasca University, Psych 387; Module Authors: Joseph Parsons and David Polson
Instructional Designer/Technical Advisor:Lyle Grant
Zig’s long time friend and colleague, Geoff Colvin, asks Zig questions about episodes in Zig’s 45-year career in education.
Zig’s responses are frank, sometimes poignant, sometimes funny, and often entertaining.
The conversation was filmed before an audience during the 2008 annual Direct Instruction Conference, Eugene Oregon.
Time: 38 minutes
20/20 News report about reading in schools; John Stossel--2 parts
John Stossel reports on the failure of Whole Reading instruction in schools, the success of Direct Instruction implementations and some of the reasons that the reading program has inexplicably not been widely adopted. Interviews with Zig Engelmann, examples of implementation and student performance.
This session will be an overview of Direct Instruction, focusing particularly on the development of reading and language skills using the Reading Mastery and Language for Learning curriculum. Program design and instructional techniques will be emphasized.
Workshop of interest at July 20-24, 2008 National Direct Instruction Conference, Eugene, OR
34th Annual National Direct Instruction Conference and Institutes at Eugene
July 20-24, 2008
Hilton Eugene Hotel & Conference Center
Eugene, OR
One highlight that might be of particular interest
E SESSIONS—MONDAY & TUESDAY AFTERNOONS
E3) Fluency and Direct Instruction Anne Desjardin, Tim Slocum, Cathy Watkinss
Intended Audience: Open
"For many academic skills, accurate performance is not enough. To be most useful in a wide variety of situations, these skills must be fluent. Fluency is the combination of accuracy, speed,
and ease of performance. In this session, participants will learn strategies and tactics to promote fluency of key skills taught in Direct Instruction programs. The session will (a) explore the importance of fluency, (b) teach the use of the Standard Celeration Chart for monitoring fluency, (c) identify skills for which fluency is important, and (d) recommend specific fluency-building procedures that can be used to supplement Direct Instruction programs."
Direct Instruction was developed in the 1960s and has been revised and renamed over the years. The Direct Instruction model was first branded as the Direct Instruction System for Teaching Arithmetic and Reading (DISTAR), which included DISTAR Reading, DISTAR Arithmetic, and DISTAR Language I . While Direct Instruction products have evolved over the years, the Direct Instruction approach remains the same, and the version of Direct Instruction (DISTAR) used in the studies in this report are still available and relevant to today’s consumers. An overview of Direct Instruction programs for preschool and kindergarten children follows. Direct Instruction products are also available for older students.
Programs for Pre-K, K, Elementary-age
DISTAR Reading became Reading Mastery. Reading Mastery includes these programs:
DISTAR Language I has become Language for Learning. (Student materials only are still available for the original DISTAR Language I.) There are currently two companion programs:
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