B.F. Skinner theorized that organisms are capable of learning to "operate" in their environment in order to obtain or avoid a particular consequence (Snowman & Biehler, 2003). Skinner further believed that human voluntary behavior can be strengthened or weakened with the immediate implementation of positive or negative reinforcement.
When applying the behavioral theory to classroom instruction there are various teaching models that an instructor can chose to adopt in order to successfully educate his or her students. Direct instruction, a widely used model in schools across the United States, is one form of a behaviorist theory model that is often referred to as "teacher-led" instruction (Orlich & Harder, 2004). The direct instruction method promotes a highly structured and scripted teaching method that focuses on a fast-paced learning environment where students and teachers are constantly interacting with one another (Snoman & Biehler, 2003). Direct instruction is a skills-oriented approach that emphasizes the use of a group that is led by face-to-face instruction from teachers and aides who have carefully planned lessons in which basic skills are broken down into small building blocks that are placed in specific order so that they may be presented effectively to each student (Carnine, 2000). This method is an effective tool when an instructor is trying to obtain and incorporate new information, extend and enhance understanding of basic skills, correct misconceptions, develop vocabulary, or support concept formation (Snowman & Biehler, 2003).
If an educator decides to employ behaviorism theories in his or her classroom, it is imperative that the instruction method that is chosen is used correctly. There are several strengths to the direct instruction method and research has indicated that this method is an effective way to transfer skills across a broad range of learners and subject areas (Adams & Engelmann, 1996).
