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C. Direct Instructional Model
The direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy includes methods such as
lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations.
The direct instruction strategy is effective for providing information or developing step -by-step skills. This strategy also works
well for introducing other teaching methods, or actively involving students in knowledge construction.
Direct instruction is usually deductive. That is, the rule or generalization is presented and then illustrated with examples. While this
strategy may be considered among the easier to plan and to use, it is clear that effective direct instruction is often more complex than it would first
appear. Direct instruction methods are widely used by teachers, particularly
in the higher grades. The predominant use of direct instruction methods needs to be evaluated, and educators need to recognize the limitation of
these methods for developing the abilities, processes, and attitudes required for critical thinking, and for interpersonal or group learning.
Students ’ understanding of affective and higher level cognitive objectives
may require the use of instructional methods associated with other strategies.
26 In this model the teacher becomes the decision maker. Person,
Hinson, and Brown 2001: 11 say the teacher will be engaged in many planning decisions, such as deciding what heshe would like to teach,
heshe wishes to teach, about and how heshe will go about the reading process. It is highly structured and teacher directed. The teacher control
occurs when the teacher selects and directs the learning tasks. According to Joyce and Weil 1986: 326 the teacher also provides
feedback and correction for the students’ mistake. Direct instructional
model is one of the highest priorities on the assignment and complexion of academic tasks in the classroom
Direct instructional model is similar to traditional teaching. Generally speaking traditional teaching is directed toward teaching
academic content. It is also characterized by teacher-centered and teacher- dominated classroom Peterson, 1999: 231
The disadvantages of direct instructional teaching model http:www.usask.caeducationcourseworkmcvittiejmethodsdirect.html
are that: 1. We must learn simple tasks before complex ones, and that only
measurable learning is worthwhile. 2. Students do not have a sense of the overall purpose of t he simple steps.
However, if the teacherlecturer tells them the purpose, by using advance organizers, this disadvantage is overcome.
27 3. Teacherslecturers
cannot assess what the students’ prior knowledge is, so will be unaware of why particular students cannot learn.
4. Retention of how to solve the problems is low, because the students have not struggled with the problem themselves. This disadvantage can
be overcome by having the students do many complex problems on their own. However, this means that one of the advantages time
efficiency is lost. 5. Direct instruction as an instructional method works for only a small
percentage of students, not for a great variety. The students who have other than verbal intelligence, or who come from different cultural
world views will fail. The advantages of direct instructional model are that:
1. The teacherlecturer has control of the timing of the lesson. 2. Students are physically easy to monitor.
3. The teacherlecturer has control over what will be learned, and who will learn. If the teacherlecturer wants to reward the middle class
students, this is the kind of teaching method to use. 4. The curriculum can be covered, so the teacherlecturer can say that
shehe taught the material. 5. Some material should be taught this way. Any information for which
there is one right answer, and for which that answer is relatively simple, can be taught efficiently and honestly by using direct
instruction.
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D. Intelligence
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