Direct Instruction

This chapter highlights and encourages the use of Direct Instruction (DI) as an evidence-based strategy that helps students participate in instruction with extensive guided practice and opportunities for meaningful review and feedback to refine their understanding as they develop independent skills. This chapter considers that, whether enacted as part of a particular published DI program or embedded more universally in the routine instructional processes and practices of daily instruction, DI approaches are invaluable to student learning. Suggestions are made for ways that DI procedures and practices should work cohesively to improve teaching and learning. In addition, there is a discussion about the strategies aligned with DI principles and the interrelations between effective Direct Instruction and formative assessment.

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Author information

Authors and Affiliations

1. Institute of Education, University of Plymouth, Plymouth, UK Garry Hornby
2. Learning Across Boundaries Consulting Ltd, Atlanta, GA, USA Deborah Greaves

1. Garry Hornby