Did you hear the one about a curriculum with fifty years of research that actually demonstrates its effectiveness? There’s a new meta-analysis in the peer-reviewed journal the Review of Educational Research that looks at over five hundred articles, dissertations, and research studies and documents a half-century of “strong positive results” for a curriculum regardless of school, setting, grade, student poverty status, race, and ethnicity, and across subjects and grades.
Ready for the punchline? That curriculum is called “Direct Instruction.”
Hey, wait. Where’s everybody going? I’m telling you, Direct Instruction is the Rodney Dangerfield of education. It gets no respect.
I know what you’re thinking. “Direct Instruction? DISTAR, Corrective Reading and Reading Mastery? Basal programs? Scripted curriculum? That stuff’s been around since the Earth cooled. It’s not just old school, it’s the oldest school. Who cares about ‘DI’ when there’s so much cool, cutting edge, and disruptive stuff going on education? This is the age of ed tech, personalized learning, and competency-based progressions. The future is here and it’s OER, social media integration, virtual reality, and makerspaces. Direct instruction!? You gotta be kidding me. See you at SXSW EDU!”
Hold on and look again. The central assumption of DI is...