Direct instruction as a teaching strategy

Over the course of the semester I’ve learnt there are various teaching strategies. The most commonly used teaching method, however, is ‘direct instruction’ or ‘chalk and talk’. Anyone who goes to school is familiar with this strategy. Basically, direct-instruction is a teacher-centred approach in which the teacher delivers “academic content in a highly structured format, directing the activities of learners and maintaining a focus on academic achievement” (Killen, 2007). As a teaching method, direct instruction has come under scrutiny over the years. However, if used correctly, direct instruction can be a very useful teaching strategy.


Studies in support of direct instruction have revealed this approach to be valuable for “standardised tests, and skills based subjects such as Reading and Mathematics” (Killen, 2007). Direct instruction has also been found to be most appropriate for introducing new content or area of study, as it requires developing student’s basic knowledge and skills, before giving them a more active role in knowledge attainment, such as experimentation for instance (Killen, 2007). Furthermore, direct instruction emphasises “teaching in small steps, providing for student practice after each step, guiding students during initial practice, and providing all students with a high level of successful practice” (Rosenshine, 1987:34 in Killen, 2007).

I was fortunate enough to witness a lesson where I saw all of the above in action. It was a Maths lesson, and the class was being introduced to a new subject area: fractions. As a teaching strategy it was appropriately and correctly used. By the end of the lesson, it was clear the students benefited from direct instruction strategy. The teacher was able to effectively explain and demonstrate new content, provide the students with plenty of opportunities to practice, and provide feedback in a non-threatening manner. I could tell that by the end of the lesson almost every student in the class retained and comprehended the information they had just learnt. This is quite remarkable. Though, it is important to consider there are multiple teaching strategies teachers can use to aid in student’s comprehension and development of skills, and direct instruction is just one of these. Ultimately, teachers need to ascertain if the method is appropriate for the context or not, in order to ensure its effectiveness.

References:

Killen, R. (2003). Using direct instruction as a teaching strategy. In Effective Teaching Strategies: Lessons from Research and Practice, (4th ed.), (pp 101-124). Thomson Social Science Press.