What is Direct Instruction (DI)?

The Franklin Academy has adopted a Direct Instruction format, a proven system of education. To help you understand what Direct Instruction is, please read the following description:

The goal of Direct Instruction is to accelerate learning by maximizing efficiency in the design and delivery of instruction. Many people are familiar with some elements of Direct Instruction such as rapid pacing and choral group response which are punctuated by individual turns. However, the design of Direct Instruction is not as familiar.

The design of Direct Instruction eliminates the time-consuming lesson planning on the teacher’s part. Instead, it includes every piece that is necessary to make the lessons successful. Each Direct Instruction program is extensively revised based on specific student error data from field tests. Scripting the lessons allows sharing of these “polished stones” across teachers. It also reduces too much teacher-talk which at times can decrease pupil motivation, draw out the lesson unnecessarily, and often causes confusion by changing the focus of the tasks


DI Features and Benefits


  1. Shifts emphasis from a child's problems or 'deficits' to mastering tasks.
  2. All children are given brief (but highly accurate) placement tests before placed in a level and lesson of a curriculum.
  3. Children are 'placed' in temporary homogenous groups based on their current skills. Groups are cross-graded.


  1. Focuses children's, teachers' and parents' attention on growth, not remediation, Instills clear direction and fosters higher expectations - and therefore effort. Progress is monitored more easily More is learned in a given time.
  2. Children receive instruction precisely tailored to their skill level
  3. Allows efficient use of teacher time, Assists teacher in bringing students to mastery at each step. Provides more flexibility for scheduling and placement. The teacher does not have to spend more time with children who need more help than the rest. Students can easily be moved to groups that are suited to their strengths. Cross-grade grouping (e.g. students from k-2 might be in the same reading group) means that each teacher has fewer groups to teach. Allows teaching to the performance pace appropriate for each group. The smaller range of differences among the students means smaller differences in instructional methods. Individualization is possible within the group of students.

Additional Information