Direct Instruction As An Instructional Approach

The delivery or lecture (call it what you will) is the method of getting the information over to your learners, it’s all about how you deliver the lesson as to it being a success or failure. It is the purpose of delivery and facilitating to ensure that as Susan Wallace (2007:95) states “the body of knowledge or set of competences which must be transferred to the learner.” The act of facilitator enables the students to be guided by the lecturer and “allows” the students to become responsible for their own development, only stepping in when needed. There is a balance between Lecturer and Facilitator mode.

It is usually taught following a mix of teaching methods that focus on different learning strategies, and can be

The Direct Instruction approach asks students questions both one-on-one, and as a group. The teacher teaches in front of the classroom while having the students sitting down in rows or in a group on the carpet. In Susiun Elementary school, a teacher follows a workbook while students are reading from a handout with the same content. A list of words is numbered and the students have to reply as a class what the words say and how to spell them first saying it at a steady pace, then increasing in speed. After this, students are individually tested at the end of the day consisting of the teacher following along to the student reading a passage while keeping track of their errors. Students are less competitive in this process and have individual

The explicit learning model is how I remember school being in almost every class. The teacher had a pre-determined goal that the students were to reach in a set way. The route of how the students learned the information was basically the same. In a classroom with explicit instruction the teacher has a very clear objective and lesson plan. The teacher teaches to meet that goal not necessarily allowing the students to deviate from the goal or the path to get there. The education is very much teacher-directed. As a student this is how I remember all of my classes. When I became a Freshman I was able to take biology, I was extremely disappointed when we read from the textbook day after day. I desired a hands on classroom with much less note taking and more exploration. In some instruction this can be very important. A kindergarten teacher has to ensure that the class all learns that the alphabet has a correct order. They have to learn that the symbol represents a letter and a sound. This will all build up to teaching that the letters when combined create words. Explicit teaching style believes that students use their internal understanding to comprehend external information where as constructivist is reversed.

Overall, Direct Instruction is very beneficial for my class due to the structure it provides for my students. This instruction is something that has been used before in the class and has shown positive learning outcomes. The primary instruction model was based around the Madeline Hunter Approaches. I found this model to be beneficial for my students due to the step-by-step approaches and the complexity of each step. Breaking the lesson down into the 7 different approaches helped me, the teacher, incorporate more detail about the lesson.

Differentiated instruction is different from traditional classroom instruction in several ways. In differentiated instruction, teachers use on-going assessments instead of on assessment at the end of the unit. Differentiated instruction also uses flexible grouping, such as small groups or peer pairs, rather than simply whole-group instructions. Additionally, differentiated instruction uses an array of teaching methods based on the students learning style. Finally, differentiated instruction uses a variety of learning materials.

There are five activities of instruction (pre instruction, content, learner participation, assessment, and follow through). Pre instruction motivates learners, inform learners of objectives/ agenda, inform and orient learners. Content information activities are new information, provide content and process information. Learner participation activities allow learners to engage with content. Assessment activities could be formal testing or informal testing. Follow through activities include providing job aids, promote retention, and encourage transfer of learning. Five activities of instruction were used when designing instruction. Pre instruction is the presentation (handout about gift cards). Content is demonstration. Learner participation is demonstration. Demonstration is the best method because the learner can get hands on practice which is needed for psychomotor skills. Assessment is the test. Follow through would be a video link/handout given at the beginning of

The teacher instructed the content by showing examples of pictures, letters and other learning techniques she could for them. Foremost, the teacher instructed

While the Hands-On instructor is the easiest instruction for me to learn, the most difficult teaching style for me is probably the Well-Organized instructor. The Well-Organized instructor creates the learning environment that is well-organized for him/her, but it is not necessary that I would enjoy the most because most likely the Well-Organized instructor use an instruction that well-organized and well-developed consists with PowerPoint, Outlines, and illustrations; however, the instructor is only the one who talks, and there are no discussions and are no hands-on activities that I would enjoy and engage.

DI does not thwarts teacher creativity through the teacher-student interaction guided by scripts in the Teacher Presentation books. In fact, DI requires a great deal of teacher creativity in attending to the needs and progress of all students and in designing expansion activities. Many educational professionals see that DI focuses only on basic or rote skills, but on the contrary, DI curricula quickly moves from foundational skills to very high level concepts and cognitive strategies. The last most common action as to why DI is disliked by teachers and students is due to the lack of knowledge of the workability, ease, and accommodating criteria that allows teacher and students to excel in all areas. (Bessellieu, F., Kozloff, M., Rice, J. (2001). Teachers’ Perceptions of Direct Instruction Teaching. Direct Instruction News 1(1), 14-18. doi: DIN_01_01_06.pdf / Retrieved from http://www.adihome.org/articles/DIN_01_01_06.pdf) Excerpt: “Despite the long history of extensive evaluation research that supports the effectiveness of Direct Instruction curricula, DI has not been accepted in American education as either a method of choice or even as an equal partner amongst other curricula, such as whole language and other “discovery” approaches. Part of the reason is that curriculum decisions at school and district levels frequently rest on

When you become a teacher of any subject you use different styles of teachings that reflect you as a teacher and the lesson you are trying to teach. Sometimes it can be difficult to find what styles may work best in different situations. When teaching physical education the most helpful and beneficial styles are indirect, direct, and interactive teaching. These teaching styles are critical when trying to teach physical education because they are proven to be effective. These styles will help make you an effective teacher because of the way they allow you to control and manage the information being taught. When teaching physical education these styles when incorporate to your class make you a more affective teacher. These three

Explicit instruction is important in connecting to prior knowledge and skills when beginning a learning sequence (Australian Curriculum and Reporting Authority, 2016). It helps to lay the foundational areas of reading and literacy as a whole in the early years of schooling. Effective reading instruction builds on what children already know, how students learn and on what degree of support they need to become successful in reading/learn and apply new information (Archer, 2011, p.18). Here the idea of scaffolding is evident where “the support provided by the teacher (or another student)…bridge(s) the gap between their current abilities and the intended goal” (Rupley, Blair and Nichols, 2009, p.129). It is important for students who are learning something new, to have the opportunity to have it explained, the opportunity to apply that information guided by their teachers and the opportunity to apply it independently (Archer, 2011). Through an explicit approach the responsibility for learning shifts from teacher to student as they gain confidence and competence with reading. Reading is not an automatic process and must be taught, “explicitly, systematically, early and well” (National Inquiry into the Teaching of Literacy, 2005, as cited in Hempenstall, 2016,p.5). Building on this, it is not enough for explicit instruction to be effective; it must also be efficient so that students can meet outcomes as soon as possible and are given the opportunity to apply it. This highlights

There are various instructional approaches but one that is widely employed by many teachers is the direct instruction approach. This is the classic teaching style that many people remember during K-12 grade school. The teacher would stand in front of the class lecturing while writing on the black board. That is why direct instruction is also known as “Chalk and Talk” (Evans, 2006). Direct instruction is not out of date and is still appropriate in many situations today. The following will discuss direct instruction and a few scenarios in which this teaching approach is appropriate.

Module Description 17 Learning Outcomes 17 Indicative Content 17 Delivery 18 Indicative Reading List 18 Lecture Sequence 19-20 Sample Questions 21-24

Traditional teaching styles use teacher-centered approach. It includes a teacher that stands at the front and tells students step by step instructions. The teacher decides what is learned, when it is learned, how it is learned, and how learning is evaluated. In a nutshell, the teacher is an information giver and evaluator. The students are just there to learn through lessons and direct instructions. Their attention is mainly focused on passing tests, assessments, and evaluations.