We have seen the future, and it sucks.

Direct Instruction: A Half Century of Research Shows Superior Results

13th February 2018

Read it.

Direct Instruction was pioneered by Siegfried Engelmann in the 1960s and is a scientific approach to teaching. First, a skill such as reading or subtraction is broken down into simple components, then a method to teach that component is developed and tested in lab and field. The method must be explicitly codified and when used must be free of vagueness so students are reliably led to the correct interpretation. Materials, methods and scripts are then produced for teachers to follow very closely. Students are ability not age-grouped and no student advances before mastery. The lessons are fast-paced and feedback and assessment are quick. You can get an idea of how it works in the classroom in this Thales Academy promotional video. Here is a math lesson on counting. It looks odd but it works.

Needless to say, teacher Unions and other proglodytes hate it because it doesn’t fit the Narrative.

Many teachers don’t like DI when first exposed to it because it requires teacher training and discipline. Teachers are not free to make up their own lesson plans. But why should they be? Lesson plans should be developed by teams of cognitive psychologists, educational researchers and other experts who test them using randomized controlled trials; not made up by amateurs who are subject to small-sample and confirmation bias. Contrary to the critics, however, DI does leave room for teachers to be creative. Actors also follow a script but some are much better than others. Instructors who use DI enjoy being effective.

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