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Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction, refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s.
Explicit instruction is another cornerstone of sheltered instruction, with teachers clearly articulating learning objectives, providing step-by-step explanations, and offering multiple examples to reinforce understanding. Graphic organizers serve as valuable tools for organizing information visually, helping students grasp complex concepts more ...
The strong-interface position views language learning much the same as any other kind of learning. In this view, all kinds of learning follow the same sequence, from declarative knowledge (explicit knowledge about the thing to be learned), to procedural knowledge (knowledge of how the thing is done), and finally to automatization of this procedural knowledge.
C = A+B needs two instructions. RISC — arithmetic instructions use registers only, so explicit 2-operand load/store instructions are needed: load a,reg1; load b,reg2; add reg1+reg2->reg3; store reg3,c; C = A+B needs four instructions. Unlike 2-operand or 1-operand, this leaves all three values a, b, and c in registers available for further ...
An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." [1] It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. [2]
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of ...
[85] [86] [87] Further more specific criticisms include the following: minimal guidance is inefficient compared to explicit instruction due to a lack of worked examples, minimal guidance leads to reduced opportunities for student practice, and minimal guidance happens inevitably in project-based learning as a result of the teacher having to ...
Alternatively, direct ‘instruction where working examples, scaffolding techniques, explicit explanation and feedback are beneficial to learning (Alfieri, 2011). In addition, time spent practising newly learned concepts improves problem solving skills (Pas and Van Gog, 2006).