Direct instruction
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Direct instruction is a general term for the explicit teaching of a skill-set using lectures or demonstrations of the material, rather than exploratory models such as inquiry-based learning.
This method is often contrasted with tutorials, participatory laboratory classes, discussion, recitation, seminars, workshops, observation, case study, active learning, practica or internships. Usually it involves some explication of the skill or subject matter to be taught and may or may not include an opportunity for student participation or individual practice. Some direct instruction is usually part of other methodologies, such as athletic coaching.
Direct instruction may be ad hoc or even an incidental digression. Although there is usually some element of frontal instruction and a general concept of the skill or lesson, there may or may not be a formal lesson plan.
This form of instruction is often contrasted with discovery learning (Tuovinen, & Sweller,1999). While many support discovery learning, because they feel students learn better if they "learn by doing," there is little empirical evidence to support this claim, quite the contrary in fact (Tuovinen and Sweller, 1999). Kirschner, Sweller, and Clark (2006) suggest that fifty years of empirical data does not support those using these unguided methods of instruction.
Opponents of direct instruction believe methods of measuring student progress, favor skills that are themselves emphasized by direct instruction and deemphasized by discovery education[citation needed]. In addition they suggest aptitude tests focus on students' ability to solve problems, while discovery education emphasizes critical information-seeking and active, fruitful participation in social discourse, goals that cannot be easily measured by traditional empirical methods[citation needed].
Please see Direct Instruction for more information on the educational programs developed by Seigfried Engelmann.
[edit] References
- Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2) 75-86
- Tuovinen, J. E., & Sweller, J. (1999). "A comparison of cognitive load associated with discovery learning and worked examples". Journal of Educational Psychology 91 (2): 334–341. doi:.
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