direct instruction


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direct instruction

[də′rekt in′strək·shən]
(computer science)
An instruction containing the address of the operand on which the operation specified in the instruction is to be performed.
References in periodicals archive ?
Wilson was somewhat sceptical of the literature and review submissions claiming the success of bilingual programs and subsequently recommended the normalising of literacy approaches and the take up of Direct Instruction (DI).
Therefore, the purpose of this study was to examine the effects of an experiential learning approach to instruction, in comparison to direct instruction, on the successful intelligence of secondary agricultural education students.
Proponents of Direct Instruction claim that it superior to student-centred approaches which can lack structure and are reliant on students' personal constructions of knowledge (Farkota, 2003).
Then they estimated the impact on student learning of class time allocated to direct instruction versus problem solving.
When implementing the cooperative learning activities in the experimental group and the direct instruction in the control group, the student textbook "Science for Elementary Eighth Grade" was used for both groups as a main source book.
The Direct Instruction (SRA) Curriculum will provide a foundation for the children as they transition to qualified and confident adults.
The respondents were asked to select in which of the core curriculum areas (language arts, mathematics, social studies, and science) paraprofessionals provided direct instruction to students with visual impairments.
Subsequently, the aim of this project was to summarize and evaluate the subset of literature that has special relevance to the comparison of Multiple Intelligence and Direct Instruction.
At least 60 percent of the overall personnel evaluation must relate to student performance and up to 40 percent must relate to professional practices, including the ability to implement differentiated instruction strategies to meet student needs for remediation or acceleration and the ability of administrators to manage so as to maximize resources used for direct instruction.
In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students.

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