As you would be aware, over the past few years we have been moving towards the Direct Instruction method of teaching literacy and numeracy at St Mary's. This model is underpinned by the Science of Learning and Cognitive Load Theory.
Direct Instruction (DI) is a model for teaching that emphasises well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks. It is based on the theory that clear instruction that eliminates misinterpretations, can greatly improve and accelerate learning. Research shows that DI can improve academic performance.
DI operates with the philosophic understanding that:
- All children can be taught.
- All children can improve academically and in terms of confidence.
- All teachers can succeed if provided with adequate training and materials.
- All details of instruction must be controlled to minimise the chance of students misinterpreting the information being taught and to maximise the reinforcing effect of instruction.
Why does DI work?
There are four main features of DI that ensure students learn faster and more efficiently than any other program or technique available:
Students are placed in instruction at their skill level.
When students begin the program, each student is tested to find out which skills they have already mastered and which ones they need to work on. From this, students are grouped together with other students needing to work on the same skills. These groups are organised by the level of the program that is appropriate for students, rather than the grade level the students are in.
The program’s structure is designed to ensure mastery of the content.
The programs are organised so that skills are introduced gradually, giving children a chance to learn those skills and apply them before being required to learn another new set of skills. Only 10% of each lesson is new material. The remaining 90% of each lesson’s content is review and application of skills students have already learned but need practice with in order to master. Skills and concepts are taught in isolation and then integrated with other skills into more sophisticated, higher-level applications. All details of instruction are controlled to minimise the chance of students' misinterpreting the information being taught and to maximise the reinforcing effect of instruction.
Instruction is modified to accommodate each student’s rate of learning.
A particularly wonderful part about DI is that students are retaught or accelerated at the rate at which they learn. If they need more practice with a specific skill, teachers can provide additional instruction within the program to ensure students master the skill. Conversely, if a student is easily acquiring the new skills and needs to advance to the next level, students can be moved to a new placement so that they may continue adding to the skills they already possess.
Programs are field-tested and revised before publication.
DI programs are very unique in the way they are written and revised before publication. All DI programs are field-tested with real students and revised based on those tests before they are ever published. This means that the program your student is receiving has already been proven to work.
Over the past three years, the staff at St Mary's have worked to learn the skills required to deliver effective DI programs. The company providing coaching and feedback for our staff is COGLearn. Before COGLearn was formed, the founding staff worked at Broadbeach Public School, Gold Coast, and implemented the same DI programs that we use at St Mary's. Consistently over many years, the school experienced massive growth in student achievement. The data below shows their 2021 NAPLAN results; the light green is ABOVE the national average and dark green indicates WELL ABOVE.
