1/ Ah yes, instruction.

Instruction had its moment in the early 2000s. States were adopting statewide rubrics (or requiring the adoption of teaching rubrics within certain guidelines, and reform movements built on instructional models popped up (see Gates Foundation and teacher coaching or TAP). If you read the first couple of newsletters in the series, you may know that adopting instructional expectations (like TAP) or instructional coaching (like the Gates Foundation tried) isn’t going to work (or will be severely limited) sans a strong curriculum and well-defined instructional expectations. The key here is that you need two things:

1) a strong curriculum.

2) Strong expectations and clarity on the use of direct instruction. Not inquiry-based learning. Not project-based learning. Not 1:1 computers just for funsies. Good old-fashioned direct instruction.

Success in schools comes down to your ability to focus on the simple things that will move mountains for your students. We owe it to millions of students who are falling behind because we chase shiny things that feel good instead of believing what the research tells us. We did it with whole language reading instruction and we’re doing it with instruction. STOP IT. Just teach a quality curriculum using direct instruction.

Or to put it another way, Stop innovating. Just “focus.”

2/ Direct Instruction Manifesto

Science of Reading had its moment. It’s time for direct instruction. Direct Instruction (DI) is a teacher-led instructional approach that is structured, sequenced, and delivers lessons in small, manageable units. This method emphasizes clear, explicit teaching to maximize learning efficiency. DI operates on the premise that all students, regardless of background, can learn effectively if given properly designed and executed instruction. Lessons are highly interactive, with teachers using scripted plans to ensure clarity and consistency. Students are actively engaged through questioning and practice, receiving immediate feedback to correct errors and reinforce learning. DI is particularly effective in teaching basic skills such as reading, writing, and math, but it can be applied across various subjects. The approach is data-driven, with frequent assessments to monitor student progress and adjust instruction as needed. It aims to ensure mastery of the material by all students, minimizing misunderstanding and ensuring that learning gaps are addressed promptly. What does that look like in practice? Well, there are a few different models that we will accept as an evidence-based variation of DI:

The Gradual Release Method

The GRM takes a few forms and is often described in different ways. The graphic above and the table below largely capture what we mean by the GRM.

Here’s what we think is most important when setting instructional expectations for Direct Instruction:

• Clarity of the Learning Target - This does NOT mean you have to post learning objectives. Our favorite way to communicate learning targets/objectives is to show the type of question students will be expected to answer correctly by the end of the lesson along with a tidy criteria guide. The key here is clarity for the teacher and the students about what is to be accomplished.

• Explicit Modeling - The teacher is the expert in the room. The students need to benefit from hearing from the expert. That’s like the entire value proposition of sitting in a classroom with a highly trained expert!

• Guided Practice - When in doubt, spend your time here. The teacher guides the learning with purposeful and high leverage…

• Checks for Understanding - For the love of effective instruction please plan your main CFUs ahead of time. And for crying out loud, make calling on non-volunteers a staple of your approach. Cold call well.

• Assess - By the end of the lesson the teacher should know if students learned what they were supposed to learn that day. Use a quick exit ticket, mini quiz, Kahoot, whatever. Take notes on what they didn’t understand and why.