|
Direct Instruction (DI) is an instructional method that is focused on systematic curriculum design and skillful implementation of a prescribed behavioral script. On the premise that all students can learn and all teachers successfully teach if given effective training in specific techniques, teachers may be evaluated based on measurable student learning. A frequent statement in discussions of the methodology is "If the student doesn't learn, the teacher hasn't taught." (Tarver, 1999) Direct Instruction was originally developed in the 1960s by Siegfried Engelmann and the late Wesley C. Becker of the University of Oregon, and it was the subject of an extensive federally funded research and implementation program called Project Follow Through. It is sometimes used in resource room programs in schools. ==History== Although they came from different backgrounds–Engelmann was a preschool teacher and Becker was a trained researcher from the University of Illinois–both sought to identify teaching methods that would accelerate the progress of historically disadvantaged elementary school students. DI was an attempt to merge rule learning with the principles of applied behavior analysis.〔Englemann, S.E.(1968). Relating operant techniques to programming and teaching. ''Journal of School Psychology, 6,'' 89-96.〕 In this light, it can be considered a highly successful combination〔Kim, T. & Axelrod, S. (2005). Direct Instruction: An Educators’ Guide and a Plea for Action. ''The Behavior Analyst Today, 6.(2),'' Page 111-123.(BAO )〕 The DISTAR (Direct Instruction System for Teaching Arithmetic and Reading) program gained prominence during Project Follow Through (1967–1995), the largest federally funded experiment in public education. Features of DI include: *Explicit, systematic instruction based on scripted lesson plans. *Ability grouping. Students are grouped and re-grouped based on their rate of progress through the program. *Emphasis on pace and efficiency of instruction. DI programs are meant to accelerate student progress; therefore, lessons are designed to bring students to mastery as quickly as possible. *Frequent assessment. Curriculum-based assessments help place students in ability groups and identify students who require additional intervention. *Embedded professional development/coaching. DI programs may be implemented as stand-alone interventions or as part of a schoolwide reform effort. In both instances, the program developers recommend careful monitoring and coaching of the program in order to ensure a high fidelity of implementation. Direct Instruction has been effectively delivered through peers to students with learning disabilities.〔Marchand-Martella, & Martella (2002) An Overview and Research Summary of Peer-Delivered Corrective Reading. ''The Behavior Analyst Today, 3 (2),'' 214 -235 ()〕 Peer delivery offers teachers new ways to effectively use the curriculum.〔Marchand-Martella, & Martella (2002) An Overview and Research Summary of Peer-Delivered Corrective Reading. ''The Behavior Analyst Today, 3 (2),'' 214 -235 ()〕 The approach has also been examined as an effective model to assist students in a resource room with homework completion, bolster executive functioning skills and improve teacher efficiency.〔Effective Direct Instruction Practices in Special Education Settings CS Englert.''Remedial and special education'', 1984 vol. 5 no. 2 38-47. 〕 In the past decade Direct Instruction curricula, especially Language for Learning, have become popular tools for teaching language arts skills to children with developmental disabilities such as autism and other Pervasive Developmental Disorders. Knowledge of Direct Instruction methods is mandatory for any applicant aspiring to become a Board Certified Behavior Analyst (BCBA). Board certification in behavior analysis is an attempt to set quality levels for behavior analytic practice (see Professional practice of behavior analysis). 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Direct Instruction」の詳細全文を読む スポンサード リンク
|