In 2016 Good to Great Schools Australia (GGSA) commissioned Dr Annie Holden of ImpaxSIA Consulting to undertake an interim evaluation of the impacts to date of the implementation of the Flexible Literacy for Remote Primary Schools Program (FLRPS).
Good to Great Schools Australia supports schools to deliver the Direct Instruction (DI) program which combines explicit instruction pedagogy with a comprehensive curriculum, student assessment and scripted lessons.
Good to Great Schools Australia delivers Explicit Direct Instruction (EDI), which uses well-crafted, well taught lessons to assist teachers to deliver effective instruction that significantly lifts student achievement.
The successful implementation of Direct Instruction requires effective behaviour management. The program that Good to Great Schools Australia supports is based on Positive Behaviour Interventions and Support (PBIS).
Our vision at Good to Great Schools Australia is ‘Great Teachers delivering effective instruction and every child reaching their full potential’. Direct Instruction (DI) helps schools deliver this vision as it ensures students learn faster, more efficiently and more effectively.
Explicit Direct Instruction (EDI) gives teachers a step-by-step guide to creating and delivering effective lessons that maximise student learning across all areas of the Australian Curriculum in primary and secondary schools.
This case study runs through Miss Evans’ day, from getting prepared before school to ensure she is ready to teach ‘bell-to-bell’, to delivering various DI sessions throughout the day that include the curriculum subjects such as Maths, Reading, Writing and Spelling.
Within ‘Direct Instruction: A Principal’s perspective’ we take a look at a typical day for one of our principals.
At the time of writing, Finn Buckley was a principal of Cape York Aboriginal Australian Academy’s Hope Vale Campus.