Adams and Englemann (1996) made a useful connection between direct instruction and acceleration, as the principle objective of direct instruction is to provide instruction to accelerate the performance of the students; that is, teach more in less clock time, aim at teaching generalizations beyond rote learning, sequence learning and constantly

develop this ability even with direct phonics instruction. Once beginning readers have some awareness of phonemes and their corresponding graphic representations, research has indicated that further reading instruction heightens their awareness of language, assisting then in developing the later stages of phonemic awareness (Sensenbaugh, 2005). Editor's Preface: Direct instruction-whether by whole class lecture, or one on one compulsion isn't the most progressive style of learning in the world, but it may have a role. Below, Sara Briggs offers teachers four teaching tips for getting more out of direct instruction. Learning can be chapter Direct Instruction W hen I ( J. M. D.) began my teacher preparation program in the late 1970s, I was astonished to discover that elementary classrooms looked very different from the ones I remembered from the 1950s and 1960s. As I observed and partici-pated in classrooms at various grade levels,I enjoyed watching many types of instruc- In Steps 2 and 3, students try their hand at explaining the meaning of mutualism. They devise an explanation or an example from their own lives (Step 2). Next, they draw an image depicting what they think mutualism means (Step 3). A few days later, the teacher reviews the new term using Steps 4, 5, and 6, which needn't be executed in sequence. Direct Instruction: 5 Step Lesson Plan Model Teachers _____ Grade _____ Curricular Area(s) _____ Framework/Standards _____ Direct instruction is a useful tool for teaching students new skills and procedures. There are several key steps you should follow when using direct instruction that will be detailed in