Summary of Principles of Direct Instruction
Citation: Huitt, W. (1996). Summary of principles
of direct instruction. Educational Psychology Interactive. Valdosta, GA:
Valdosta State University. Retrieved [date], from
Return to | Transactional Model of Direct Instruction | Overview of Instruction |
Direct Instruction |
Summary of direct
- More teacher-directed instruction (> 50%) and less seatwork (< 50%).
- Active presentation of information (could be by teacher, computer, another student).
- Gain students' attention
- Providing motivational clues
- Use advance organizers
- Expose essential content
- Pretesting/prompting of relevant knowledge
- Clear organization of presentation.
- component relationships
- sequential relationships
- relevance relationships
- transitional relationships
- Step-by-step progression from subtopic to subtopic (based on task analysis).
- Use many examples, visual prompts, and demonstrations (to mediate between concrete and
- Constant assessment of student understanding (before, during and after the lesson).
- Alter pace of instruction based on assessment of student understanding (you're teaching
students, not content).
- Effective use of time and maintaining students' attention (appropriate use of classroom
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Direct Instruction | Overview of Instruction |
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