Project Follow Through: Direct Instruction's overlooked success with Marcy Stein (Ep 39)
Jan 10, 2025
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Join Dr. Marcy Stein, professor emeritus from the University of Washington, Tacoma, as she unpacks the fascinating yet overlooked story of Direct Instruction (DI) and Project Follow Through, the largest educational experiment in the world. She reveals how DI effectively supports all students, not just the struggling ones, while discussing its origins and misconceptions. Marcy walks through a typical DI math lesson and shares strategies for bridging skill gaps, calling for a shift toward evidence-based educational practices amidst the political hurdles in academia.
Project Follow Through revealed that Direct Instruction significantly outperforms other strategies, yet its findings are often ignored in education discussions.
Direct Instruction is a nuanced approach effective for all students, involving organized lesson structures and adaptive teaching methods that enhance engagement.
The resistance against implementing evidence-based methods like Direct Instruction often arises from political factors and traditional educational philosophies that undervalue systematic instruction.
Deep dives
The Overlooked Success of Project Follow-Through
Despite being the world's largest longitudinal educational experiment, Project Follow-Through's findings significantly favored direct instruction but are often overlooked in education discussions. Funded by the U.S. government, the project aimed to discover effective instructional methods for assisting children in poverty, yet much of its impact remains unrecognized. Notably, the results demonstrated that direct instruction consistently outperformed various other instructional approaches. This raises profound questions about the implications of neglecting established, evidence-based methods in favor of less effective alternatives.
Understanding Direct Instruction
Direct instruction (DI) is often misconceived as a rigid or rote learning approach, but it is much more nuanced and effective for all students, not merely those facing academic challenges. It encompasses systematic instructional design focused on analyzing content deeply before delivery methods are implemented. DI emphasizes organized lesson structures, thorough practice, and mastery of concepts, ensuring that all students are equipped with the necessary prerequisites before progressing. The distinction between direct instruction and merely being explicit in teaching should be acknowledged, as effective DI incorporates both structured content and adaptive teaching strategies.
Implementation Insights from DI
DI lessons are designed to engage students through a structured yet flexible approach, allowing for consistent mastery of subjects while adapting to student needs. Lessons often include various tasks, enabling practice and assessment of a range of skills in one session, rather than focusing solely on a singular topic. The role of teachers in DI extends beyond mere adherence to scripts; they must adeptly monitor student progress, provide immediate feedback, and adjust their approach based on individual learning. Notably, this method's effectiveness has been enhanced even when paraeducators, rather than certified teachers, deliver instruction, emphasizing the model's resilience.
Addressing Skill Variability in Classrooms
Effective teaching strategies account for the varying skill levels present in classrooms, particularly with older students who may lack foundational knowledge. It is crucial to identify which students require additional assistance and offer tailored support through targeted interventions, such as small group tutoring or pre-teaching essential concepts. In DI, flexible grouping is implemented, allowing teachers to adjust learning experiences based on student assessments and progress. This responsive approach helps in bridging gaps, ensuring that all students can engage meaningfully with core content.
The Need for Advocacy in Educational Practices
The resistance to adopting structured educational methods like DI often stems from political factors and entrenched educational philosophies that prioritize lesser-evidence practices. Building a culture of advocacy for evidence-based instructional strategies is essential, calling for educational leaders to support educators in implementing sustainable practices. Educators must challenge the perception that systematic instruction stifles creativity, demonstrating instead that brilliant design allows for engaging and effective teaching. Ultimately, a collective commitment to prioritizing student success over traditional methodologies is necessary for progress in educational standards.
Join Anna Stokke in conversation with Dr. Marcy Stein, professor emeritus from the University of Washington, Tacoma, about her firsthand experience with Direct Instruction (DI) and Project Follow Through—the world’s largest educational experiment. Despite showing DI’s effectiveness with at-risk students, the results were largely ignored.
Marcy shares insights into the origins of DI, its instructional design, and emphasizes that it’s effective for all students, not just those struggling academically. She also addresses common misconceptions, walks through a typical DI math lesson, and gives advice on how to bridge skill gaps in the classroom. This episode unpacks the story of Project Follow Through and the ongoing fight for evidence-based education.
NOTE: The resource page contains resources and research articles mentioned in the episode: annastokke.com/ep-39-resources
TIMESTAMPS
[00:00:00] Introduction
[00:03:52] Marcy Stein’s background
[00:07:11] Origins of Direct Instruction
[00:11:26] Overview of Project Follow Through
[00:14:40] Instructional models and results of Project Follow Through
[00:23:30] What makes DI effective?
[00:25:12] Why were the results of PFT ignored?
[00:29:28] Difference between DI and di
[00:31:52] Instructional design in DI
[00:37:50] Pitfalls of multiple strategies
[00:42:55] Understanding instructional delivery in DI
[00:45:51] Managing varying abilities in the classroom
[00:48:28] Addressing prerequisite skills in older students
[00:52:40] Spiral vs. strand curriculum
[00:55:12] A typical DI math lesson structure
[00:59:34] List of DI math programs
[01:01:17] Common misconceptions about DI
[01:05:03] Challenges and resistance to DI
[01:09:02] Role of leaders and faculty in DI implementation
[01:13:51] Final thoughts
