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The key is applying the relevant good practice linked to each aspect. a focus on teacher exposition or active student learning or a detailed recap and recall of previous learning etc. Teachers may re-order the learning sequence and choose to elevate one aspect as a feature of the lesson above others e.g. It is a visual mnemonic highlighting nine key aspects of effective direct instruction and promotes a fast-paced and wholly engaging lesson. It is not a fixed model that will lock teachers into a formula with no control or flexibility of how a lesson proceeds. Hunter responded to her critics by emphasising that individual steps could be omitted, extended or re-ordered to reflect different learning intentions and that teachers should use the ITIP as a guide to practice rather than a fixed prescription. The same caveat applies to the above diamond lesson plan. In 1987 Slavin complained of the ‘Hunterization of America’s schools’. Her seven guidance steps for lesson planning became known as Hunter’s lesson plan. Direct instruction guidelines of this type tend to be marmite and repel and attract teachers and academics in fairly equal measure. Whereas many teachers gain confidence from a recommended sequence of instruction others see regimentation, the suppression of teacher creativity and limits to student participation. Guidelines for direct instruction have a long history dating back to Herbart’s five principles of instruction in 1806 and stepping through Morrison 1926, Glaser 1962, Gagne 1974 and perhaps most influential of all, in terms of teacher adoption, Madeline Hunter’s ‘Instructional Theory into Practice’ (ITIP) in 1982. In 2010 he also updated teacher effectiveness research with the publication of seventeen principles of effective instruction. Rosenshine’s findings are integral to the above diamond lesson plan model. Rosenshine published a handy guide to the research entitled, ‘Five meanings of direct instruction’ in 2008 and detailed the core steps employed by successful teachers. In a succession of overlapping research studies observers catalogued and isolated the instructional steps common to teachers whose students consistently gained high exam pass rates. The ‘whole class’ form of direct instruction arose from extensive ‘teacher effectiveness’ research in the 1970s and early 1980s.
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This ‘whole class’ form of direct instruction should not be confused with ‘scripted’ direct instruction as originally developed by Siegfried Engelman in the 1960s. Sweller (2006), Hattie (2009), Rosenshine (2012), Marzano (2017) have all reported the many hundreds of research studies that voice the same consistent message – direct instruction works. It is not dictation, rote learning or copying notes from the board. Direct instruction or what is often referred to as ‘whole class teaching’ is highly starred within educational research as one of the most effective forms of teaching and learning. Direct instruction is often misconstrued. The diamond lesson plan presents a dynamic model for direct instruction that is designed to draw all students into stimulating and productive learning.