Direktundervisning

Direktundervisning, or direct instruction, is a teacher-centered approach that emphasizes explicit, systematic teaching of specific skills with clear mastery criteria. Lessons follow a structured sequence designed to maximize accuracy and efficiency.

Key features include scripted lessons, explicit modeling, guided practice with immediate feedback, frequent checks for understanding, and quick progression through small, sequential steps. Instruction often uses choral or individual responses and routines for introduction, practice, and mastery checks.

Origins and scope: Developed in the United States in the 1960s by researchers such as Siegfried Engelmann and Gerald Carnine, Direct Instruction was implemented through DISTAR programs (Direct Instructional Systems for Teaching and Reading), including Reading Mastery and Spelling Mastery, among others.

Evidence: Meta-analyses show robust gains in achievement, especially in early reading and mathematics for at-risk students, when implementation fidelity is high. Effects vary by subject, population, and context.

Criticism and considerations: The approach is often regarded as rigid and content-focused, with concerns about creativity and cultural relevance. It requires substantial teacher training, resources, and fidelity to scripts, which may limit adaptability to some curricula or settings.

Current use: Direct Instruction remains in use in some schools and countries, typically for foundational skills, literacy, and numeracy, often alongside other instructional methods to balance skill-building with inquiry and higher-order understanding.