In this post, Sandra-Jane (S-J) Grier, CDN’s Delivery and Engagement Partner, explores how EDI, often associated with Equality, Diversity and Inclusion, also stands for Explicit Direct Instruction in teaching. S-J breaks down what EDI is, why it’s essential for all lecturers to understand, and how it can enhance your teaching approach.
The world of education is a dynamic and ever-evolving landscape, filled with a myriad of acronyms that can sometimes feel overwhelming. From SQA, IV, EV, SCQF, AiFL, to EDI, the list goes on and on. And that’s even before we dive into the acronyms related to learning and teaching practices! For both newly appointed and seasoned college lecturers, these acronyms, while convenient, can often make conversations a bit tricky to navigate.
New lecturers entering this exciting sector are typically chosen for their industry-specific skills and up-to-date expertise. This knowledge is crucial for delivering current vocational programs. However, a common challenge they face is quickly getting up to speed with pedagogies for learning and effectively sharing their expertise with students.
One teaching practice that sometimes gets a bad rap for being too lecturer-led is EDI. And no, in this instance, I’m not referring to Equality, Diversity, and Inclusion, but to Explicit Direct Instruction (EDI).
So, what exactly is Explicit Direct Instruction, and why should lecturers, whether new or experienced, be aware of it?
The term Direct Instruction (DI) was originally coined by Siegfried Engelmann. It refers to a mastery-based theory of instruction that Engelmann believed to be an efficient and effective way to teach any skill to learners, regardless of their age or stage. This method requires:
a careful analysis of the skill to be taught, a careful analysis of each learner, and very careful execution of the presentation that is intended to ‘teach’ or establish new behaviour (Engelmann, 1980, p. 4).
Engelmann’s DI theory was further developed by Barak Rosenshine in his 1986 article, Synthesis of Research on Explicit Teaching. Based on his understanding of working memory, generative learning activities, and the importance of appropriate challenge (desirable difficulties), Rosenshine identified six EDI teaching functions integral to explicit direct instruction:
- Review: Prior learning and underpinning knowledge and skills.
- Presentation: Lesson goals/objectives, modeling of skills, presenting new information in small steps.
- Guided Practice: Students working alone but with appropriate guidance.
- Corrections and Feedback: Correcting mistakes and misconceptions, providing both product and process-oriented feedback.
- Independent Practice: With lecturer assistance only provided when necessary.
- Weekly and Monthly Reviews: Spaced retrieval practice opportunities.
For many years, CDN has helped support the initial professional development of newly appointed college lecturers through our Teaching in Colleges Today (TiCT) units, available at SCQF levels 7 and 8 (yes, more acronyms!). Our TiCT units were reaccredited and updated in 2021 to better reflect and support the development of key professional competencies within the Professional Standards for Lecturers in Scotland’s Colleges. Delivered in partnership with an increasing number of colleges across Scotland, our TiCT units feature a wide range of associated online learning content on CDN’s LearnOnline platform.
Here, lecturers will find a variety of information on topics including Rosenshine’s six EDI teaching functions and more, to build their knowledge of learning, teaching, and assessment practices. These materials are available for self-directed or facilitated study, and anyone setting up a free CDN LearnOnline account can use them to refresh their understanding of pedagogies and instructional techniques, even if their college isn’t formally delivering the TiCT units currently.
Ready to enhance your teaching skills? Set up your free CDN LearnOnline account today and explore our wealth of free to use resources. If you have any questions or want to offer TiCT within your college, don’t hesitate to reach out. Let’s make learning and teaching even more effective together!
Sandra-Jane (S-J)
References
Engelmann. S. (1980) Direct Instruction. (Volume 22) Educational Technology Publications.
Rosenshine. B, V. (1986) Synthesis of Research on Explicit Teaching. Educational Leadership, 43:60-69.