In our search for innovation, we sometimes overlook the structured strategies that consistently yield results. One such practice is Direct Instruction—not to be confused with passive lecturing.
According to John Hattie’s research, Direct Instruction has a weighted mean effect size of 0.56, with the potential to considerably accelerate student achievement. This finding is based on:
• 8 meta-analyses
• 3,052 studies
• Over 520,000 students
• More than 10,000 measured effects
That’s not anecdotal. That’s compelling evidence.
But what is Direct Instruction, really?
It’s a teacher-led approach that is:
• Structured and sequenced
• Driven by clear learning intentions and success criteria
• Committed to student engagement and clarity
• Built around modeling, guided practice, and real-time checking for understanding
In essence: It’s not about the teacher doing all the talking—it’s about doing the right talking, at the right time, with the right support.
Benefits include:
• Clarity: Learning goals are transparent and accessible
• Efficiency: Time is focused on what truly matters
• Equity: Every student has a fair chance to succeed under direct supervision
Let’s not discard what works. Let’s return to what moves learning forward.
Have you revisited Direct Instruction lately? How do you balance it with other approaches in your classroom?
Abderrazak Behhar 