Direct instruction is positioned at the teacher-centered end of the teacher-centered to student-centered instruction continuum (Table 3). As with all instructional styles, there are many options for specific teaching/learning activities.
Table 3. Learning Methods and Styles.
|Specifics and Examples
|Traditional lecture addressing a single topic, question, or problem.
|Addresses broad concepts and facts. Presentation most often in a hierarchy. Often inclusive of major and minor points.
|Orderly brainstorming in response to a question of inquiry.
|Orderly sorting of responses into categories by the instructor and students. Inclusive of examples, specifics, exceptions, etc.
|Instructor-led instruction with posing a question or similar statement.
|Students actively or passively anticipating or directing possible solutions.
|Presentation of a realistic situation demonstrating a general principle or strategy.
|May be instructor- or student-led discussion to generate the presented principle or strategy.
|Short topics that generate discussion periods shifting energy from instructor to student.
|Short lecture sets the scenario for the topic or issue. Discussion commences. Summary lecture consolidates ideas, solutions, and themes generated during discussion.