Overview
As described by the National Institute for Direct Instruction, “Direct Instruction (DI) is a model for teaching that emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks” (Englemann, 2009). Direct Instruction is similar to what is likely the most familiar teaching method to most of us. The teacher takes the lead, often standing at the front of the class, and explains concepts systematically, thoroughly, and clearly. Lessons are very structured, and have a clear learning goal in mind. The main aspect of DI is that the teacher is providing students with lots of guidance, and explicitly and intentionally explaining how to do something. Teachers will also often check for understanding, ensuring that all students are following along and grasping the concept that is being taught.
Here is a short video that I found that explains the concept of Direct Instruction:
Interactive Learning Design
I definitely think that DI could have a place in our final Interactive Learning Design, which is a short unit on poetry. At the beginning of the unit, DI could be used to teach the students the poetic devices that they will be learning, as well as the different types of poems. These topics will likely include terms that are new for many students, and making sure that they are taught clearly and directly helps ensure that everyone has a clear understanding of the concept of poetic devices.
However, later in the unit, students will begin to write their own poetry, which is definitely not as teacher-led. Writing poetry is a very personal and creative process, and is more effective in a more open, student-centred environment. Instead of DI, during this stage we may use strategies like peer feedback and creative exploration. This will give students the freedom to experiment with their writing, which is not really an aspect of DI.
References
Engelmann, S. (2009). Basic Philosophy of Direct Instruction (DI). National Institute for Direct Instruction. https://www.nifdi.org/what-is-di/basic-philosophy.html
viccimeng
June 27, 2025 — 11:14 pm
Hello Anna,
Thanks for sharing with us. This is a great post! I agree that Direct Instruction (DI) is helpful at the start of a unit, especially when students need to learn new terms or ideas clearly. It’s like when someone makes a short, step-by-step video on Instagram to explain instructions or concepts. The speaker gives clear instructions, shows examples, and guides the viewer. That’s a lot like DI: it’s focused, direct, and very helpful when you’re learning something new for the first time.
But when students start writing their own poems, they need more freedom and creativity. That’s where interactive learning comes in. On Instagram, people often share their own writing or poems, and others leave comments or suggestions. This is more like peer feedback because it’s open, personal, and helps learners grow in different ways. It’s not led by a teacher, but by the students themselves, like how people create and share their own content on social media.
Overall, you did a good job and provided great points. Hope to see more of your posts in the future.
isaacb
June 26, 2025 — 10:52 pm
Hi Anna,
Great description of direct instruction! I liked the video you included as well.
I think using direct instruction in an introduction to poetry is a great way of starting off a topic. Diving into something new for a learner can be challenging, especially for something like poetry which can require specific structuring. Having an instructor to help guide them initially through the topic and prepare them with the necessary tool to approach poetry is a effective way to teach something new, which appears to be the approach you are taking for your learning resource. Direct instruction can hinder individual creativity, so I appreciate that you acknowledge this and allow students to explore their view on poetry in a more open-ended approach later on.
Thanks again for sharing!
samshariaty
June 9, 2025 — 1:41 am
Hey Anna, I really like how you explained the use of Direct Instruction in your poetry unit. When I look at it further it does actually make sense to start introduce poetic devices and types of poems using DI, since it’s a great way to make sure everyone starts with the same understanding, especially when the terms might be totally new to some students. That fits well with the idea of inclusive design, where the goal is to try and remove learning barriers from the start.
I also like how you shift to more creative, student-driven activities as you go further into the unit. Giving students space to explore and express themselves is super important, especially in something as personal as poetry. One thing I was wondering is what about students who might feel uncomfortable giving or receiving peer feedback? Some might be shy or unsure of how to give helpful comments. Do you think it might help to offer other ways to give feedback, such as doing it anonymously or letting students record short voice notes instead of writing? Overall great job!