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Essay / Research Paper Abstract
A 5 page research paper. In the late 1960s and early 70s, S.E. Engelmann and his colleagues designed a comprehensive instructional model, Direct Instruction (DI), for Project Follow Through, a large experimental program funded by the federal government (Stein, Carmine and Dixon, 1998). DI integrates effective teaching practices with a sophisticated curriculum design that includes classroom organization and management, which is augmented by careful monitoring of student progress (Stein, Carmine and Dixon, 1998). This examination of DI, first of all, looks at what, precisely, constitutes DI practices and then investigates whether or not DI holds the potential to increase the academic achievement of English Language Learners (ELLs). Bibliography lists 7 sources.
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5 pages (~225 words per page)
File: D0_khdiell.rtf
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funded by the federal government (Stein, Carmine and Dixon, 1998). DI integrates effective teaching practices with a sophisticated curriculum design that includes classroom organization and management, which is augmented by
careful monitoring of student progress (Stein, Carmine and Dixon, 1998). The following examination of DI, first of all, looks at what, precisely, constitutes DI practices and then investigates whether or
not DI holds the potential to increase the academic achievement of English Language Learners (ELLs). The record of scholastic achievement associated with DI is impressive. Nadler (1998) asserts that
DI has raised students IQs through training that teaches them to apply logical distinctions to new information. It has worked well with children who are both below and above the
norm in their grade level (Nadler, 1998). It accommodates both advanced programs and those addressing remedial needs (Nadler, 1998). At the heart of DI is its highly sophisticated analysis
of curriculum (Stein, Carmine and Dixon, 1998). This position takes into account that fact that many students, particularly those from disadvantaged economic backgrounds, enter school less prepared than their more
advantaged counterparts relative to necessary background knowledge. While DI is teacher-directed, rather than student-centered, it differs markedly from traditional teacher-directed models of instruction, which rely on textbooks which frequently overwhelm
students with concepts and ideas that are presented in a disorganized fashion (Stein, Carmine and Dixon, 1998). When this occurs, students often resort to rote learning rather than actually building
on understanding (Stein, Carmine and Dixon, 1998). The primary goal of DI is not only to increase the quantity of student learning, but also its quality, so that the student
develops the necessary background knowledge to implement further understanding. Engelmanns theory stipulates that learning can be dramatically increased if instructional materials are sufficiently clear to rule out any likely
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