52nd National Direct Instruction Conference Keynotes Available
Videos from the recent National Direct Instruction Conference and Institutes are now available for viewing. The first presentation, by Dr. Carl Hendrick, took place on July 21. Dr. Hendrick is an educational consultant, researcher, and author based at Academica University of Applied Sciences in Amsterdam. His presentation, 10 Rules for Designing Effective Learning that Work for Every Student, explains the link between Direct Instruction design features and the Science of Learning. Click here to view the video.
On July 22, Ernesto Rodriguez, Founder/Director of Kindful Restorations in Riverside, California, presented Direct Instruction: Not Only for Reading, But Also for Building a Better Life. Ernesto describes his life journey after spending 8 years in solitary confinement to leading a non-profit organization working to help incarcerated individuals transition to life outside of prison. During his confinement, he corresponded with Doug Carnine, Direct Instruction program author and University of Oregon professor emeritus, and learned how to present Corrective Reading. He went on to help many inmates learn to read. His presentation highlights the critical need to ensure all students are given the benefit of an effective education. Click here to view his compelling keynote.
On July 24, NIFDI President Kurt Engelmann gave the conference closing remarks. His presentation is titled The Bias in Favor of Experienced Learners. Kurt describes the keynote as follows: “In this keynote, I address an iniquitous and highly prevalent bias in education – the bias in favor of experienced learners. Out of all of the different biases that can be found in our schools and colleges of education, this bias is perhaps the most detrimental to novice learners, many of whom come from at-risk backgrounds. Instruction in so many schools is oriented to those who already have a head start and are at least partially familiar with the content of the lessons they encounter. This practice boosts the confidence and self-concept of these students while the confidence and self-concept of less-experienced learners suffer. Labels attached to novice students’ aptitude, readiness, or other characteristics become self-fulfilling as novices do not receive instruction that matches their needs.” Click here to view this important presentation.