Direct instruction is a method for imparting basic knowledge or developing skills in a goal-directed, teacher-controlled environment. The teacher identifies clearly defined learning outcomes, transmits new information or demonstrates a skill, and provides guided practice. Direct instruction is designed to maximize academic learning time through a highly structured environment in which students are "on task" and experience high degrees of success.

Direct instruction has its roots in behaviorism. Behavioral theorists emphasize breaking behaviors and skills into component tasks and mastering each subcomponent. They emphasize the importance of modeling desired behavior and using feedback and reinforcement to guide students toward desired goals. The clearest empirical support for direct instruction came from the teacher effectiveness research of the 1970s and 1980s. By studying the relationship between teaching behaviors and student achievement in classrooms, researchers concluded that direct instruction produced greater time-on-task and higher student achievement, particularly for the acquisition of basic information and skills.

Direct instruction can be used effectively to promote acquisition of knowledge that is well structured and that can be taught in a step-by-step fashion, such as parts of speech, the multiplication tables, or the capitals of the fifty states. It is also effective in teaching how to perform simple and complex skills such as how to subtract, read a map, or swing a golf club. Although direct instruction is widely used, it is not appropriate for teaching concepts and generalizations, higher-level thinking, inquiry, problem solving, group processes, or independent learning.

In general, a direct instruction lesson proceeds through five phases. Teachers begin the lesson with an orientation phase. The teacher clarifies the goals of the lesson, explains why the lesson is important, ties the lesson to previous lessons and students' prior knowledge, and motivates students. This establishes the students' mental set and prepares them for the lesson. This initial phase is followed by phase 2, presentation or demonstration. The teacher demonstrates the skill or presents new information. If a skill is being taught, each step must be identified and demonstrated accurately. If new information is being taught, the information must be well organized and logically presented. Effective teachers give multiple examples, provide accurate demonstrations, restate the information often, and use visual models or illustrations.

The third phase is guided practice. The teacher structures the initial practice by walking the students through, step-by-step, and giving feedback on correct and incorrect responses. When students understand, the teacher moves to guided practice in which students work independently while the teacher monitors student work and gives individual feedback. Guided practice is most effective in short increments repeated over time. At the end of guided practice, phase 4 checks for understanding and provides feedback, informally or formally, verbally or in writing. The most common tactic in this phase of the lesson is teacher questioning, but assessing independent work, giving a quiz, or observing a live or taped performance may also be appropriate. Feedback must be given as soon as possible after practice and be specific and focused on behavior.

The final phase of a direct instruction lesson is extended practice. Extended practice reinforces the knowledge or skill. It can be accomplished through seatwork or homework, but should only be given when students are at or nearmastery and timely feedback can be given. Extended practice over time increases retention, transfer, and automaticity.

The learning environment in a direct instruction lesson is highly structured by the teacher. Students are expected to be careful listeners and keen observers.