Direct instruction

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The direct instruction ( Latin instruere "ready to teach, teach") is a teacher-centered teaching method for learning facts and basic knowledge as well as training of cognitive skills. The teacher actively controls and structures the learning process.

history

Various sources of direct instruction are given in the literature. The handbook article by Rosenshine and Stevens (1986) on the "Teaching Functions" and the systematic teaching program by Siegfried Engelmann , who in the USA developed the "Direct Instruction" from the more general approach of classroom teaching based on behavioral analysis, are mentioned most frequently 1970s achieved the best results in Project Follow Through, the largest long-term study ever undertaken with over 100,000 students . In German-language literature, direct instruction is usually referred to inconsistently, for example as "direct teaching", "direct instruction", "direct instruction", "direct support", "direct instruction" or simply "DI".

Implementation in class

The structured procedure is characteristic of direct instruction, which from the perspective of teaching-learning research means that the functionally different phases in the classroom are coherently coordinated.

  1. Presentation phase: The teacher checks the learning requirements, provides information on the learning objective, activates previous knowledge and presents the new or repeated learning content step by step using a structured view (e.g. blackboard or advance organizer).
  2. Guided practice: The teacher asks numerous questions, tasks or requests and repeats them. The repetitions are done in different variations. All students are activated in this phase.
  3. Feedback and correction: The teacher has a supportive effect if the answer is wrong and confirms if the answer is correct.
  4. Exercise without guidance: In this phase, the students deal with the learning content to be practiced individually or in partner or group work. The teacher gives corrective feedback and regularly reviews the learning progress of the students.

Quittenbaum sums up the most uniform and common features of direct instruction as follows: "Direct instruction is a teacher-centered teaching method in which the teacher sets the learning objectives, continuously monitors the learning status of the students, clearly structures the learning material, proceeds in small steps, provides feedback and student contributions corrected, as well as carrying out exercise phases with and without guidance. "

Pedagogical orientation

According to Wellenreuther, the adaptive character of direct instruction is particularly noteworthy: Lessons and learning steps are based on the learner's level of learning and, in the sense of a “modern lesson”, are based on scientific knowledge of the learning process; this makes it clear why the frequent equation with “traditional teaching” (or “ frontal teaching ”) is incorrect. Quittenbaum points out that in German-language teaching literature a detailed description of direct instruction is mostly omitted and that sometimes contradicting characteristics are given; The practical implementation was either not addressed at all or only insufficiently.

Learning effects

Direct instruction belongs to the manageable group of teaching methods whose relative effectiveness has been empirically proven with regard to the implementation of clear learning objectives (Rosenshine / Stevens 1986, Ditton 2002, Borich 2004). A large number of publications and empirical studies suggest that direct instruction is effective even with demanding cognitive learning goals. In addition, even learners with little previous knowledge or learning difficulties can achieve positive learning successes. In the large-scale meta-meta-analysis by John Hattie “What works best?”, The characteristic direct instruction based on four meta-analyzes and 304 studies performed well and placed in the upper range of the strongest influencing factors with an effect size of .59 learning success: “According to Hattie, direct instruction means lessons controlled by the teacher, in which she defines the learning objectives of the lesson and makes them transparent to the students. The teacher is active in the lesson, explains content, monitors the students' learning progress, acts as a model for successful problem solving and summarizes the central results at the end of the lesson. "

literature

  • Andreas Helmke: Teaching quality and teacher professionalism. Klett / Kallmeyer, Seelze-Velber 6th edition 2015.
  • Elke Wild, Jens Möller (Ed.): Educational Psychology. Springer, Heidelberg 2009, ISBN 978-3-540-88572-6 .
  • Nancy Quittenbaum: Training for direct instruction. Klinkhardt Verlag 2016, ISBN 9783781520868 .
  • Martin Wellenreuther: Direct instruction - the ugly duckling of education? In: teaching . Friedrich Annual Booklet XXXIV 2016.
  • Olaf Köller: “What works best in school? Hattie's findings on the effects of school and teaching variables on school performance ”. In: Discussion of the Hattie Study. Klett / Kallmeyer, Seelze 2nd edition 2014, ISBN 978-3-7800-4804-2 .
  • Thomas Kim, Saul Axelrod: "Direct instruction: An educators' guide and a plea for action". In: The Behavior Analyst Today. Volume 6, No. 2, 2005, ISSN 1539-4352, pp. 111-120.
  • Siegfried and Therese Engelmann: Children's school from zero to five years. A guide for parents. Hyperion-Verlag, Freiburg i. Br. 1969/1984, ISBN 3778603140
  • Gary L. Adams, Siegfried Engelmann: Research on Direct Instruction: 25 Years Beyond DISTAR . Educational Achievement System Publisher, Seattle WA 1996
  • Siegfried Engelmann: Teach Your Child to Read in 100 Easy Lessons . Simon & Schuster Verlag, New York 1986. ISBN 978-0-671-63198-7
  • Siegfried Engelmann, Elaine C. Bruner: Reading Mastery - Level 2 Storybook 1 . Reading Mastery Rainbow Edition series, Sra 1997, ISBN 978-0026863551
  • Siegfried Engelmann: Teaching needy kids in our backward system: 42 years of trying . Association for Direct Instruction ADI Press, Eugene (Oregon) 2007.
  • Ludger Brüning, Tobias Saum: Direct instruction - conveying skills effectively. New German School, Essen 2019, ISBN 978-3-87964-324-0 .

Web links

Individual evidence

  1. ↑ See Quittenbaum 2016: p. 9.
  2. ↑ Kim / Axelrod 2005: pp. 111-120.
  3. ↑ See Quittenbaum 2016: p. 13.
  4. ↑ See Helmke 2015: p. 198.
  5. ↑ Quittenbaum 2016: p. 15.
  6. ↑ See Wellenreuther 2016: pp. 82–84.
  7. ↑ See Quittenbaum 2016: p. 10.
  8. ↑ See Quittenbaum 2016: p. 13.
  9. ↑ See Quittenbaum 2016: p. 9.
  10. ↑ See Wellenreuther 2016: p. 84.
  11. ↑ Köller 2014: p. 34.
  12. ↑ National Institute for Direct Instruction NIFDI: Research on Direct Instruction: 25 Years Beyond DISTAR (Engelmann & Adams, 1996)