Direct Instruction
Direct Instruction
Following the many approaches, theories, and development through cognitive, conceptual, constructivist styles of teaching, the Direct Instruction allows a constant source of inspiration, support, encouragement, and motivation. By starting the education of life applied to myself, my family, my daily actions in all I do, this action applies the appropriate knowledge, dispositions, and performances in developing diverse approaches to strategies that are constructive, consistent and reflective of sound practice. As we prepare to use current research, knowledge, and technology to empower our future to serve and be sensitive and responsive to the unique needs for ourselves, others, and the diverse society in which we practice, the course with Direct Instruction advocates and models quality education and a lifelong learning experience. The interest in this path will allow for more understanding and example of how to enjoy the day and to just learn keeping it simple moment to moment.
I am a strong believer that “actions speak louder than words” and through research and reading of many books, articles, and journal writings I have found that the way to allow students to grab hold of learning is allowed through the testing and costly way of implementing the action of Direct Instruction. With my interest in Social Studies as my choice of subject study, the core curriculum has undergone many changes whereas the focus has been placed on other areas of study.
Through the history of Siegfried Engelmann (Engelmann, S., & Carnine, D. (1982). Theory of instruction: Principles and applications. New York: Irvington.) between 1966 to 1969, Siegfried Engelmann was heavily involved in projects aimed at exploring the extent to which special instructional methods and innovative curricular approaches would enhance the learning of children and young adults. Carl Bereiter and Siegfried Engelmann studied the effects of intensive instruction on the acceleration of
Following the many approaches, theories, and development through cognitive, conceptual, constructivist styles of teaching, the Direct Instruction allows a constant source of inspiration, support, encouragement, and motivation. By starting the education of life applied to myself, my family, my daily actions in all I do, this action applies the appropriate knowledge, dispositions, and performances in developing diverse approaches to strategies that are constructive, consistent and reflective of sound practice. As we prepare to use current research, knowledge, and technology to empower our future to serve and be sensitive and responsive to the unique needs for ourselves, others, and the diverse society in which we practice, the course with Direct Instruction advocates and models quality education and a lifelong learning experience. The interest in this path will allow for more understanding and example of how to enjoy the day and to just learn keeping it simple moment to moment.
I am a strong believer that “actions speak louder than words” and through research and reading of many books, articles, and journal writings I have found that the way to allow students to grab hold of learning is allowed through the testing and costly way of implementing the action of Direct Instruction. With my interest in Social Studies as my choice of subject study, the core curriculum has undergone many changes whereas the focus has been placed on other areas of study.
Through the history of Siegfried Engelmann (Engelmann, S., & Carnine, D. (1982). Theory of instruction: Principles and applications. New York: Irvington.) between 1966 to 1969, Siegfried Engelmann was heavily involved in projects aimed at exploring the extent to which special instructional methods and innovative curricular approaches would enhance the learning of children and young adults. Carl Bereiter and Siegfried Engelmann studied the effects of intensive instruction on the acceleration of