Author: HENRY

Direct Instruction Approach

Running head: Direct Instruction Approach

Direct Instruction Approach
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Direct instruction is the use of straightforward, explicit teaching techniques, usually teaching a specific skill. It is a teacher-directed method whereby the teacher stands in front of students to deliver the content. Indirect instruction, students are not divided into groups; therefore, its the most effective. According to Madeline Cheek Hunter, direct instruction is the most robust approach. Direct instruction is more effective for some purposes and students than for others.According to Thomas Good, 1979 he describes direct instruction as effective teaching whereby a teacher sets the learning goals, assesses students progress and frequently makes class presentations on how to do assigned work. It also allows for more orientation where students can ask more questions and request assistance.
Moreover, direct instruction links class work with the environment making it easy for students to apply class work can help with the situation.Despite its importance, there are still raising issues about direct instruction approach where you find that for instance, many people resist it for either personal or philosophical reasons. At a personal level, for example, some teachers feel the prescriptive curriculum, and scripted lessons take away their professional right to choose what and how to teach their students. At a philosophical level, many teachers are concerned that direct instruction produces short term surface learning, flies in the face of progressive educational theories and uses ability grouping to organise classes. Its also noted that the structure of the direct teaching method could be rigid enough to hinder the creativity of the teacher; therefore, it needs to be improved.

References
Carnine,D.,Silbert,J.,Kammeenui,E.J.&Tarver,S.G'(1997)Direct instruction reading .Columbus, OH

Gersten, R., Woodward, J&Darch, C. (1986).Direct instruction a research-based approach to curriculum design and teaching.Exceptional Children,53(1),17-31