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83 views

0001 Teaching Method

Uploaded by

Rona Cotejo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MAY 27

Direct and Indirect Instruction


BY KRISZTIBUNICA ON MAY 27, 2013

Effective teachers facilitate a variety of teaching models for instruction. Due to the diversity of
students and the wide range of topics, it is helpful to understand which teaching model(s) best suit
the outcomes desired appropriately. Borich (2011) describes two effective models of teaching called
direct and indirect instruction stating that “direct instruction strategies are best suited for the teaching
of facts, rules, and action sequences” and “indirect instruction is better suited for concept learning,
inquiry learning, and problem-centered learning.” (pg. 262, 287) Understanding when and how to
apply these strategies appropriately requires a clear understanding of outcomes. Once the outcome
is established, the process for obtaining these outcomes becomes evident. For example, in my
music classroom, teaching notation may best be suited for direct instruction as much of music
reading requires understanding of facts and rules, lower levels on Bloom’s taxonomy for cognitive
domain development. Interestingly, indirect instruction aligns with higher levels of cognitive domain
development through concepts and problem-solving tasks.

In music this can be easily done by the way I present the lesson. With music notation, I can use
indirect instruction to teach why we use music notation and reflect on abstract meaning of notation
through inquiry. Critical thinking takes place when students are giving indirect instruction activities.
With music notation, I would require them to not only be able to identify notation, but to be able to
evaluation notation concept but identifying patterns used to communicate musical elements. This
can be done at every age given the appropriate outcome expectation. Regardless, having both direct
and indirect instruction as a model of teaching helps teachers realize how to guide their students
effectively from lower levels to higher levels on Bloom’s taxonomy for cognitive development.

There are different teacher approaches to each model. Here is an example of the process for direct
and indirect instruction:

Direct Instruction: to teach facts, rules, and action sequences

 Teacher begins lesson with review of previous day’s work.


 Teacher presents new concept.
 Teacher provides guided practice.
 Teacher provides feedback.
 Teacher provides more practice, independently this time.
 Teacher provides weekly and monthly reviews.

Photo Retrieved from: http://www.worksheetlibrary.com/teachingtips/imagedirectgif.gif

Indirect Instructions: to teach concepts, patterns, and abstractions

 Teacher begins with advanced organizer to provide overall picture/context for concept
expansion.
 Teacher focuses responses from students through induction and/or deduction.
 Teacher gives examples and non examples of generalization, identifying attributes.
 Teacher draws additional examples from students.
 Teacher uses questions to guide discovery and articulation of generalization.
 Teacher involves students in evaluating responses.
 Teacher promotes and moderates discussion to strengthen and expand generalization.

What is Direct Instruction?

Direct Instruction Learning Visual Concept Diagram


Description
Based on Zig Engelmann's theory of instruction, DI is probably the most popular
teaching strategy that is used by teachers to facilitate learning. It is teacher directed
and follows a definite structure with specific steps to guide pupils toward achieving
clearly defined learning outcomes. The teacher maintains the locus of control over the
instructional process and monitors pupils' learning throughout the process. Benefits of
direct instruction include delivering large amounts of information in a timely manner.
Also, because this model is teacher directed, it lends itself to designing instruction that
is developmentally appropriate to pupils' ages and stages.

Principles of Direct Instruction


The most commonly used principles include:

Introduction/Review

Topics or information to be learned is presented to the pupils or review of information


sets the stage for learning.

Development

The teacher provides clear explanations, descriptions, examples, or models of what is


to be learned while checking for pupils' understanding through questioning.

Guided Practice

Opportunities are provided to the pupils to practice what is expected to be learned


while the teacher monitors the activities or tasks assigned.

Closure

Teachers conclude the lesson by wrapping up what was covered.

Independent Practice

Assignments are given to reinforce the learning without teacher assistance.

Evaluation

Assessment of pupil progress is conducted to determine levels of mastery.


Procedures
1. Introduction/Review
The first step in DI is for the teacher to gain the pupils' attention. Sometimes this
step is referred to a 'focusing event' and is meant to set the stage for learning to
take place. At this stage, the pupils are 'informed' as to what the learning goal or
outcome is for the lesson and why it is important or relevant. This step can
either take the form of introducing new information or building upon what has
been previously learned or covered as a review.
2. Development
Once the goal is communicated to pupils, the teacher models the behavior
(knowledge or skill) that pupils are ultimately expected to demonstrate. This step
includes clear explanations of any information with as many examples as
needed to assure pupils' understanding (depending on pupils' learning needs) of
what is to be learned. During this step, the teacher also "checks for
understanding" by asking key questions relative to what is to be learned or by
eliciting questions from pupils. At this stage, teachers can also use 'prompts'
(visual aids, multimedia presentations, etc.) to encourage pupils to process
information successfully.
3. Guided Practice
Once the teacher is confident that enough appropriate examples and
explanation of the material to be learned has been modeled with sufficient
positive pupil response to the instruction, activities or tasks can be assigned for
pupils to practice the expected learning with close teacher monitoring. It is at
this stage that teachers can offer assistance to pupils who have not yet
mastered the material and who may need more 'direct instruction' from the
teacher (step 2 repeated).
4. Closure
As a final step to this model, closure brings the whole lesson to a 'conclusion'
and allows the teacher to recap what was covered in the lesson. It is meant to
remind pupils about what the goal for instruction was and for preparing them to
complete the independent practice activities that are then assigned by the
teacher.
5. Independent Practice
Activities or tasks related to the defined learning outcomes are assigned in this
step usually after pupils have demonstrated competency or proficiency in the
3rd step. Independent practice is meant to eliminate any prompts from the
teacher and is meant to determine the degree of mastery that pupils have
achieved. (Homework can be classified as an independent practice because it is
meant to provide the opportunity for pupils to practice without the assistance or
help from the classroom teacher.)
6. Evaluation
Evaluation tools are used to assess pupils' progress either as it is occurring
(worksheets, classroom assignments, etc.) or as a culminating event (tests,
projects, etc.) to any given lesson. Evaluation of pupils' learning provides the
necessary feedback to both the teacher and the pupil and can be used to
determine whether expected learning outcomes have been met or have to be
revisited in future lessons.

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