Direct Instruction

Direct instruction was founded by Siegfried Engelmann in 1964 at the University of Illinois Institute for Research on Exceptional Children. Direct instruction is a general term for the explicit teaching of skills through lecture style teaching or demonstrations of the material. This is different than exploratory learning where the student is taught by doing.

Direct instruction follows an instructional principle. This principal states “when teachers explain exactly what students are expected to learn, and demonstrate the steps needed to accomplish a particular academic task, students learn more”.

Direct instruction sets aside the assumption that students will spontaneously develop insights on their own. Rather, direct instruction takes learners through the steps of learning systematically, helping them see both the purpose and the result of each step.

Direct Instruction roots its success in teaching through scientific research and study. DISTAR is a specific direct instruction model also developed by Siegfried Engelmann and Wesley C. Becker. “Project Follow Through,” the largest educational study ever conducted in America, found that the DISTAR program was proven to be by far, the most effective model in education (Englert, Carol S. Remedial & Special Education, 1984).

Direct Instruction at CDG

Much of the core curriculum taught at CDG utilizes the direct Instruction teaching methodology. Direct Instruction has proven to be a successful teaching mechanisim with students of all ages with or without exceptionalities. Direct Instruction programs are part of a large, on-going research and development project conducted by Siegfried Engelmann and his associates at the University of Oregon.

The incorporation of direct instruction at CDG provides the opportunity for your child to meet the goals and expectations for core academic material set out by the Ontario Ministry of Education in a manner that has been scientifically proven to be effective (Engelmann, S. 2007; Englert, Carol S. 1984). This ensures a higher probability for learning success.