Former high school math teacher, Greg, expresses the value of Direct Instruction he expects to find in his work with preschool students after attending the National Direct Instruction Conference and Institutes.
Teachers aren’t the only ones benefiting from instruction in the implementation of DI. Nazam Hussain, an Educational Psychologist in England, has been commissioned to conduct a study of the effectiveness of DI in two school sites in the UK–something Hussain believes will be the first of its kind in England.
Bailey, a first year teacher from Utah, explains how the National Direct Instruction Conference and Institutes helped prepare her for her first year teaching DI.
Kim, a teacher who has been using Direct Instruction for two years, tells the sweet story of a student who persevered to achieve her goals in Kim’s DI class. Also, hear how Direct Instruction is impacting her students and her perspective on teaching.
Jayne Bradshaw explains the growth seen in students–both academically and social-emotionally–after implementing Direct Instruction programs the last two years. Her school, along with others in the UK, are implementing DI as part of a government supported plan to boost student performance.
Chloe Sanders, teacher at Midland Academies in the United Kingdom, talks about the role the Engelmann Foundation is playing in helping to bring Direct Instruction to schools in the UK through a government bid program–a project years in the making–and the importance of highly trained professionals in implementing the programs. Ms. Sanders adds that England has a big push to offer only programs supported by research and evidence–key features making DI their program of choice in Math and English. The coordinated support between the National Institute for Direction Instruction (NIFDI) and the financial backing of the Engelmann Foundation through the Conference Grant Program made the trip to the National Direct Instruction Conferences in Institutes in Eugene, OR for her and her colleagues possible.