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Explicit Direct Instruction (EDI) Implementation Guide: The Power of the Well-Crafted, Well-Taught Lesson
- GenresEducation
Paperback
Published October 29, 2017
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Displaying 1 - 2 of 2 reviews
March 10, 2021
This book is generally excellent. It clearly lays out a plan for teaching and it guides you through breaking down a standard into its component parts so you can effectively teach the standard in class.
It also provides helpful frameworks through engagement norms and TAPPLE.
The authors take pains to ensure that all the strategies (engagement norms/TAPPLE) are clearly spelled out and easily applied. This is where the book is the strongest.
One interesting, and I think genuinely useful strategy is to involve certain movements into the classroom. Ex: having students hold up a whiteboard or perform a gesture to answer a question. Part of (but far from the only!) reason for this is to "break up" the sitting and routine motions. I think there is a level of value in this. But, this seems to be closely linked to a rather perplexing problem in the book.
The authors define differentiation as "the idea of modifying instruction to meet a student's individual needs and learning styles." It is utterly bizarre that a generally well-research book would refer to learning styles positively. So I did some digging in the "Resources What the Research Says" section in the back. It appears that by learning styles, the authors do not mean what everyone else means.
"Research also supports the use of direct instruction with various student populations: talented and gifted students, grade-level students, and those with diverse language backgrounds or "learning styles" (Watkins & Slocum, 2004)."
So, thankfully but confusingly, learning styles apparently refers not to what we mean (audio, visual, kinesthetic) but to diverse language backgrounds.
All in all, it is a good book. I will refer back to it every now and then.
It also provides helpful frameworks through engagement norms and TAPPLE.
The authors take pains to ensure that all the strategies (engagement norms/TAPPLE) are clearly spelled out and easily applied. This is where the book is the strongest.
One interesting, and I think genuinely useful strategy is to involve certain movements into the classroom. Ex: having students hold up a whiteboard or perform a gesture to answer a question. Part of (but far from the only!) reason for this is to "break up" the sitting and routine motions. I think there is a level of value in this. But, this seems to be closely linked to a rather perplexing problem in the book.
The authors define differentiation as "the idea of modifying instruction to meet a student's individual needs and learning styles." It is utterly bizarre that a generally well-research book would refer to learning styles positively. So I did some digging in the "Resources What the Research Says" section in the back. It appears that by learning styles, the authors do not mean what everyone else means.
"Research also supports the use of direct instruction with various student populations: talented and gifted students, grade-level students, and those with diverse language backgrounds or "learning styles" (Watkins & Slocum, 2004)."
So, thankfully but confusingly, learning styles apparently refers not to what we mean (audio, visual, kinesthetic) but to diverse language backgrounds.
All in all, it is a good book. I will refer back to it every now and then.
October 4, 2024
Great for educators!
Displaying 1 - 2 of 2 reviews