How Long Should Direct Instruction Be?

Eric Jensen reminds us how long direct instruction should be based on brain research.

How Long Should Direct Instruction Be?

Direct instruction is great, but how long should it be - based on brain research? This is a great reminder from Eric Jensen about the length that most students can cognitively engage (in direct instruction, that is).

Thanks @DavidJHuber, for sharing this as we go back to school.

But what can be done in only 8-12 minutes? Here are 5 high-yielding strategies that fit perfectly in this short direct instruction window.

1. Expand Prior Knowledge in Direct Instruction

Part of the challenge in teaching classes of students (instead of individual students) is the range of background knowledge. Each student comes to class at a different starting point.

Direct instruction can very efficiently build prior knowledge for all students. Present visuals, videos, quick reads, or graphic organizers. Fill in prerequisite background knowledge and push the limits on enriching background knowledge.

This will allow all students to make richer connections and build schema for any given topic.

2. Focus on Concepts or Principles

More than just vocabulary instruction, use direct instruction to teach the rich concepts and principles in your curriculum.

Direct instruction can be very effective at deepening students understanding of core concepts and principles. This is especially true when mixed with examples and nonexamples.

3. Integrate Technology into Direct Instruction

There are many great edtech apps such as NearPod or EdPuzzle. These tools significantly boost engagement.

I would even venture to say that Jensen's time recommendations would skew upward if this step were implemented.

The right tech tools can make direct instruction active and hands-on.

4. Follow a You Do, We Do, I Do Approach

Typically direct instruction begins the lesson. It is followed by guided practice. It ends with independent practice.

Try flipping that.

Allow the students to struggle with the work. Then go into guided practice so they can find the best way to complete the task correctly.

Finally, use direct instruction to clarify the process or skill. The minor confusion (cognitive dissonance) caused by the earlier struggles will prime students to really listen and engage with the direct instruction.

Confusion piques interest. It gives students a reason to need the direct instruction.

5. Connect Direct Instruction to Other Disciplines

As much as possible integrate other content into your direct instruction. This will raise the relevance for the students.

For example, a science teacher might check in with the math teacher to see what concepts or skills they are currently studying. Then in a science lesson, show how that math topic relates to the science content.

Direct Instruction has an Important Place

When done right, direct instruction can be one of the most efficient instructional approaches. The research supports it, but remember a few key points to make it effective:
  1. Brains have time limits.
  2. Brains love engagement.
  3. Brains love connections.
  4. Technology boosts active participation.
  5. Confusion creates motive.

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