Name: Jeson Ayawon Alabat Instructor: Mrs. Ma. Riniella M.
Ardiente
Course: BECED – 3 Subject: Early Childhood Education Curriculum Models
The Direct Instruction (DI) Model
Structured teaching method designed to maximize student learning through explicit, systematic, and
teacher-led instruction. It was developed in the 1960s by Siegfried Engelmann and Wesley Becker and
is grounded in behavioral principles. The model is particularly effective for teaching basic skills in
subjects like reading, math, and language arts, especially to students who are at risk of academic
failure.
Key Features of the Direct Instruction Model:
Scripted Lessons: Teachers use pre-designed, scripted lessons to ensure consistency and clarity. These
scripts guide the teacher on what to say, how to say it, and when to say it, reducing variability in
teaching.
Clear Objectives: Each lesson has specific learning objectives that are explicitly communicated to
students.
Small, Sequential Steps: Content is broken down into small, manageable steps. Each step builds on
the previous one, ensuring a logical progression of skills and knowledge.
Active Student Participation: Students are expected to respond frequently and actively during the
lesson. This can involve choral responses, individual responses, and practice activities.
Immediate Feedback and Correction: Teachers provide immediate feedback, correcting errors as
they occur. This helps prevent the reinforcement of incorrect responses and ensures that students stay
on track.
Mastery Learning: The model emphasizes mastery of content before moving on to new material.
Students must demonstrate understanding and proficiency at each step.
Frequent Assessment: Ongoing assessment is used to monitor student progress and inform instruction.
This can involve both formal assessments and informal checks for understanding.
Paced Instruction: Instruction is delivered at a brisk pace to maintain student engagement and cover
material efficiently.
Numerous studies have shown that Direct Instruction is effective in improving academic outcomes,
particularly for students from disadvantaged backgrounds or those with learning disabilities. The model
has been implemented in various educational settings, including general education, special education,
and early childhood education.
Sources:
Engelmann, S., & Carnine, D. (2011). Theory of instruction: Principles and applications. ADI Press.
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct
instruction curricula: A meta‐analysis of a half century of research. Review of Educational Research,
88(4), 479-507.
Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). Introduction to direct
instruction. Allyn & Bacon.
https://www.google.com/url?
sa=t&source=web&rct=j&opi=89978449&url=https://www.byrdseed.com/direct-
instruction/&ved=2ahUKEwiR5OayhqyIAxV1sFYBHW-
xHh8QFnoECC0QAQ&usg=AOvVaw2GSh46nNzNDywFnvQG1oCO
Name: Jeson Ayawon Alabat Instructor: Mrs. Ma. Riniella M. Ardiente
Course: BECED – 3 Subject: Early Childhood Education Curriculum Models
The Direct Instruction (DI) Model
Structured teaching method designed to maximize student learning through explicit, systematic, and
teacher-led instruction. It was developed in the 1960s by Siegfried Engelmann and Wesley Becker and
is grounded in behavioral principles. The model is particularly effective for teaching basic skills in
subjects like reading, math, and language arts, especially to students who are at risk of academic
failure.
Key Features of the Direct Instruction Model:
Scripted Lessons: Teachers use pre-designed, scripted lessons to ensure consistency and clarity. These
scripts guide the teacher on what to say, how to say it, and when to say it, reducing variability in
teaching.
Clear Objectives: Each lesson has specific learning objectives that are explicitly communicated to
students.
Small, Sequential Steps: Content is broken down into small, manageable steps. Each step builds on
the previous one, ensuring a logical progression of skills and knowledge.
Active Student Participation: Students are expected to respond frequently and actively during the
lesson. This can involve choral responses, individual responses, and practice activities.
Immediate Feedback and Correction: Teachers provide immediate feedback, correcting errors as
they occur. This helps prevent the reinforcement of incorrect responses and ensures that students stay
on track.
Mastery Learning: The model emphasizes mastery of content before moving on to new material.
Students must demonstrate understanding and proficiency at each step.
Frequent Assessment: Ongoing assessment is used to monitor student progress and inform instruction.
This can involve both formal assessments and informal checks for understanding.
Paced Instruction: Instruction is delivered at a brisk pace to maintain student engagement and cover
material efficiently.
Numerous studies have shown that Direct Instruction is effective in improving academic outcomes,
particularly for students from disadvantaged backgrounds or those with learning disabilities. The model
has been implemented in various educational settings, including general education, special education,
and early childhood education.
Sources:
Engelmann, S., & Carnine, D. (2011). Theory of instruction: Principles and applications. ADI Press.
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct
instruction curricula: A meta‐analysis of a half century of research. Review of Educational Research,
88(4), 479-507.
Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). Introduction to direct
instruction. Allyn & Bacon.
https://www.google.com/url?
sa=t&source=web&rct=j&opi=89978449&url=https://www.byrdseed.com/direct-
Name: Jeson Ayawon Alabat Instructor: Mrs. Ma. Riniella M. Ardiente
Course: BECED – 3 Subject: Early Childhood Education Curriculum Models
instruction/&ved=2ahUKEwiR5OayhqyIAxV1sFYBHW-
xHh8QFnoECC0QAQ&usg=AOvVaw2GSh46nNzNDywFnvQG1oCO
The Direct Instruction (DI) Model
Structured teaching method designed to maximize student learning through explicit, systematic, and
teacher-led instruction. It was developed in the 1960s by Siegfried Engelmann and Wesley Becker and
is grounded in behavioral principles. The model is particularly effective for teaching basic skills in
subjects like reading, math, and language arts, especially to students who are at risk of academic
failure.
Key Features of the Direct Instruction Model:
Scripted Lessons: Teachers use pre-designed, scripted lessons to ensure consistency and clarity. These
scripts guide the teacher on what to say, how to say it, and when to say it, reducing variability in
teaching.
Clear Objectives: Each lesson has specific learning objectives that are explicitly communicated to
students.
Small, Sequential Steps: Content is broken down into small, manageable steps. Each step builds on
the previous one, ensuring a logical progression of skills and knowledge.
Active Student Participation: Students are expected to respond frequently and actively during the
lesson. This can involve choral responses, individual responses, and practice activities.
Immediate Feedback and Correction: Teachers provide immediate feedback, correcting errors as
they occur. This helps prevent the reinforcement of incorrect responses and ensures that students stay
on track.
Mastery Learning: The model emphasizes mastery of content before moving on to new material.
Students must demonstrate understanding and proficiency at each step.
Frequent Assessment: Ongoing assessment is used to monitor student progress and inform instruction.
This can involve both formal assessments and informal checks for understanding.
Paced Instruction: Instruction is delivered at a brisk pace to maintain student engagement and cover
material efficiently.
Numerous studies have shown that Direct Instruction is effective in improving academic outcomes,
particularly for students from disadvantaged backgrounds or those with learning disabilities. The model
has been implemented in various educational settings, including general education, special education,
and early childhood education.
Sources:
Engelmann, S., & Carnine, D. (2011). Theory of instruction: Principles and applications. ADI Press.
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct
instruction curricula: A meta‐analysis of a half century of research. Review of Educational Research,
88(4), 479-507.
Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). Introduction to direct
instruction. Allyn & Bacon.
https://www.google.com/url?
sa=t&source=web&rct=j&opi=89978449&url=https://www.byrdseed.com/direct-
Name: Jeson Ayawon Alabat Instructor: Mrs. Ma. Riniella M. Ardiente
Course: BECED – 3 Subject: Early Childhood Education Curriculum Models
instruction/&ved=2ahUKEwiR5OayhqyIAxV1sFYBHW-
xHh8QFnoECC0QAQ&usg=AOvVaw2GSh46nNzNDywFnvQG1oCO
The Direct Instruction (DI) Model
Structured teaching method designed to maximize student learning through explicit, systematic, and
teacher-led instruction. It was developed in the 1960s by Siegfried Engelmann and Wesley Becker and
is grounded in behavioral principles. The model is particularly effective for teaching basic skills in
subjects like reading, math, and language arts, especially to students who are at risk of academic
failure.
Key Features of the Direct Instruction Model:
Scripted Lessons: Teachers use pre-designed, scripted lessons to ensure consistency and clarity. These
scripts guide the teacher on what to say, how to say it, and when to say it, reducing variability in
teaching.
Clear Objectives: Each lesson has specific learning objectives that are explicitly communicated to
students.
Small, Sequential Steps: Content is broken down into small, manageable steps. Each step builds on
the previous one, ensuring a logical progression of skills and knowledge.
Active Student Participation: Students are expected to respond frequently and actively during the
lesson. This can involve choral responses, individual responses, and practice activities.
Immediate Feedback and Correction: Teachers provide immediate feedback, correcting errors as
they occur. This helps prevent the reinforcement of incorrect responses and ensures that students stay
on track.
Mastery Learning: The model emphasizes mastery of content before moving on to new material.
Students must demonstrate understanding and proficiency at each step.
Frequent Assessment: Ongoing assessment is used to monitor student progress and inform instruction.
This can involve both formal assessments and informal checks for understanding.
Paced Instruction: Instruction is delivered at a brisk pace to maintain student engagement and cover
material efficiently.
Numerous studies have shown that Direct Instruction is effective in improving academic outcomes,
particularly for students from disadvantaged backgrounds or those with learning disabilities. The model
has been implemented in various educational settings, including general education, special education,
and early childhood education.
Sources:
Engelmann, S., & Carnine, D. (2011). Theory of instruction: Principles and applications. ADI Press.
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct
instruction curricula: A meta‐analysis of a half century of research. Review of Educational Research,
88(4), 479-507.
Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). Introduction to direct
instruction. Allyn & Bacon.
Name: Jeson Ayawon Alabat Instructor: Mrs. Ma. Riniella M. Ardiente
Course: BECED – 3 Subject: Early Childhood Education Curriculum Models
https://www.google.com/url?
sa=t&source=web&rct=j&opi=89978449&url=https://www.byrdseed.com/direct-
instruction/&ved=2ahUKEwiR5OayhqyIAxV1sFYBHW-
xHh8QFnoECC0QAQ&usg=AOvVaw2GSh46nNzNDywFnvQG1oCO
The Direct Instruction (DI) Model
Structured teaching method designed to maximize student learning through
explicit, systematic, and teacher-led instruction. It was developed in the 1960s by Siegfried Engelmann
and Wesley Becker and is grounded in behavioral principles. The model is particularly effective for
teaching basic skills in subjects like reading, math, and language arts, especially to students who are at
risk of academic failure.
Key Features of the Direct Instruction Model:
Scripted Lessons: Teachers use pre-designed, scripted lessons to ensure consistency and clarity. These
scripts guide the teacher on what to say, how to say it, and when to say it, reducing variability in
teaching.
Clear Objectives: Each lesson has specific learning objectives that are explicitly communicated to
students.
Small, Sequential Steps: Content is broken down into small, manageable steps. Each step builds on
the previous one, ensuring a logical progression of skills and knowledge.
Active Student Participation: Students are expected to respond frequently and actively during the
lesson. This can involve choral responses, individual responses, and practice activities.
Immediate Feedback and Correction: Teachers provide immediate feedback, correcting errors as
they occur. This helps prevent the reinforcement of incorrect responses and ensures that students stay
on track.
Mastery Learning: The model emphasizes mastery of content before moving on to new material.
Students must demonstrate understanding and proficiency at each step.
Frequent Assessment: Ongoing assessment is used to monitor student progress and inform instruction.
This can involve both formal assessments and informal checks for understanding.
Paced Instruction: Instruction is delivered at a brisk pace to maintain student engagement and cover
material efficiently.
Numerous studies have shown that Direct Instruction is effective in improving academic outcomes,
particularly for students from disadvantaged backgrounds or those with learning disabilities. The model
has been implemented in various educational settings, including general education, special education,
and early childhood education.
Sources:
Engelmann, S., & Carnine, D. (2011). Theory of instruction: Principles and applications. ADI Press.
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct
instruction curricula: A meta‐analysis of a half century of research. Review of Educational Research,
88(4), 479-507.
Name: Jeson Ayawon Alabat Instructor: Mrs. Ma. Riniella M. Ardiente
Course: BECED – 3 Subject: Early Childhood Education Curriculum Models
Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). Introduction to direct
instruction. Allyn & Bacon.
https://www.google.com/url?
sa=t&source=web&rct=j&opi=89978449&url=https://www.byrdseed.com/direct-
instruction/&ved=2ahUKEwiR5OayhqyIAxV1sFYBHW-
xHh8QFnoECC0QAQ&usg=AOvVaw2GSh46nNzNDywFnvQG1oCO
Name: Jeson Ayawon Alabat Instructor: Mrs. Ma. Riniella M. Ardiente
Course: BECED – 3 Subject: Early Childhood Education Curriculum Models
The Direct Instruction (DI) Model
Structured teaching method designed to maximize student learning through explicit, systematic, and
teacher-led instruction. It was developed in the 1960s by Siegfried Engelmann and Wesley Becker and
is grounded in behavioral principles. The model is particularly effective for teaching basic skills in
subjects like reading, math, and language arts, especially to students who are at risk of academic
failure.
Key Features of the Direct Instruction Model:
Scripted Lessons: Teachers use pre-designed, scripted lessons to ensure consistency and clarity. These
scripts guide the teacher on what to say, how to say it, and when to say it, reducing variability in
teaching.
Clear Objectives: Each lesson has specific learning objectives that are explicitly communicated to
students.
Small, Sequential Steps: Content is broken down into small, manageable steps. Each step builds on
the previous one, ensuring a logical progression of skills and knowledge.
Active Student Participation: Students are expected to respond frequently and actively during the
lesson. This can involve choral responses, individual responses, and practice activities.
Immediate Feedback and Correction: Teachers provide immediate feedback, correcting errors as
they occur. This helps prevent the reinforcement of incorrect responses and ensures that students stay
on track.
Mastery Learning: The model emphasizes mastery of content before moving on to new material.
Students must demonstrate understanding and proficiency at each step.
Frequent Assessment: Ongoing assessment is used to monitor student progress and inform instruction.
This can involve both formal assessments and informal checks for understanding.
Paced Instruction: Instruction is delivered at a brisk pace to maintain student engagement and cover
material efficiently.
Numerous studies have shown that Direct Instruction is effective in improving academic outcomes,
particularly for students from disadvantaged backgrounds or those with learning disabilities. The model
has been implemented in various educational settings, including general education, special education,
and early childhood education.
Sources:
Engelmann, S., & Carnine, D. (2011). Theory of instruction: Principles and applications. ADI Press.
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct
instruction curricula: A meta‐analysis of a half century of research. Review of Educational Research,
88(4), 479-507.
Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). Introduction to direct
instruction. Allyn & Bacon.
https://www.google.com/url?
sa=t&source=web&rct=j&opi=89978449&url=https://www.byrdseed.com/direct-
instruction/&ved=2ahUKEwiR5OayhqyIAxV1sFYBHW-
xHh8QFnoECC0QAQ&usg=AOvVaw2GSh46nNzNDywFnvQG1oCO
