Direct and Indirect Instruction Model

Student’s Name

Institution

Direct and Indirect Instruction Model

Learning is a process that is known to be continuous all through anyone’s life. The dynamism of the world’s content necessitates adventuring, and this simplification is through introduction of learning centers such school. People pay to be taught in this learning centers that compost individuals in different levels of learning. Regardless of the level of the institution in the learning hierarchy, two prominent teach model have been applied to teach, which include direct and indirect models. The choice of a model to be used depends largely with the lesson, institution policies, and the academicians administering the lesson.

1. If you were to describe the direct instruction model, what characteristics would you include? What would be the topic of a lesson plan in your area that would be ideally suited to the direct model and why?

Direct instruction model has been applicable in teaching for an unspecified duration. In this model, a teacher or a lecturer impacts knowledge to learners using direct material that can easily be understood. Mostly, application of direct instruction model leave most of the work to the teacher and it requires strict following of lesson plan. As a result, Students are not given the opportunity to brainstorm. Additionally, use of learning procedures such as lab session, workshop, internship, and discussion are exempted. The positive sides of this model include inclusion of both quick and slow learners, reduction of time wastage in learning, and reduction of learning cost to the learner. On the contrary, direct instruction model has been blamed of making learners lazy, reducing teacher-student interaction, and reduces diversification in knowledge acquisition (Borich, 2007). In my application of direct instruction model, I find it appropriate in teaching different types of languages such as the official and the non-official language in a job interview.

2. Explain the use of the word “indirect” in the indirect instruction model. Provide a content example to illustrate your point.

Indirect learning is applicable in the teaching process where concepts are involved and solutions are sought for problems. The idea behind indirect instruction model is to make learners active in the learning process by giving them an opportunity to contribute. It is proven over time that practical learning processes enhance mastery and indirect instruction model embrace that ideology. Therefore, the term indirect is used in this context because the process gives learners crude information, which they transform in their understanding fit for their mastery. By so doing, teachers do not give information in open context manner forcing the learners to do their parts to ingest the information delivered to them (Borich, 2007). For instance, indirect instruction model would be used in teaching mathematics where a teacher gives an example intended to provide the learner with a formula to handle sums of a similar nature.

3. Why shouldn’t direct instruction be used all the time? Give an example in which it would clearly not be appropriate.

Learning processes sometimes become boring or complex to student. When that happened, it is necessary to proof student otherwise by making the process enjoyable and easy. For that to happen, the teacher needs to give direct information by breaking the complex part for the learners and relating them to real life situation where applicable. However, direct learning might not be appropriate to teach lab session such as surgical processes since in that case students’ involvement is necessary so that they can appropriately apply the same on their own.

4. Include one idea or quote that you found interesting, worthwhile remembering, etc. and you will explain why you felt that way?

“Early studies estimated that 70% to 80% of all questions required the simple recall of facts; only 20% to 30% required the high-level thought processes of clarifying, expanding, generalizing, and making inferences.(Corey 1940) Eventually, little has changed since these early studies.”

“It was once said that tell them and they will forget, show them and they will recall, involve them in the act or process and they will understand. These words have remained true until today (Borich, 2007).”

References

Borich, G. D. (2007). Effective teaching methods: Research-based practice. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall.