Direct Instruction and Student- Centered Instruction

 Direct Instruction and Student-Centered Instruction 

Direct Instruction

Direct instruction is a teaching approach where the teacher delivers content directly to students. Lessons are goal-oriented and structured by the teacher. The text explains, "Direct instruction is particularly appropriate for teaching a well-defined body of information or skills that all students must master" (Dean et al., 2012; Dick, Carey, & Carey, 2015; Frontier & Rickabaugh, 2014). Research from the 1970s and 1980s explored a variety of ways to teach direct instruction effectively.

Direct Instruction in the Classroom

The textbook outlines six key steps to delivering an effective direct instruction lesson:

  1. State learning objectives and orient students to the lesson

  2. Review prerequisites

  3. Present new material

  4. Conduct learning probes

  5. Provide independent practice

  6. Assess performance and provide feedback

  7.  Provide distributed practice and review

While the structure remains consistent across subjects, the way it is implemented will naturally vary by grade level and classroom dynamics. Some classes may move quickly through certain steps, while others may need more time and support.

When stating the learning objectives, students must understand what they are about to learn, this gives them a clear goal and sense of purpose. During orientation, the teacher helps students develop a positive mental set, which refers to their attitude and readiness to learn. This can be done in many creative ways that build excitement and focus.

Reviewing prerequisites ensures students have the background knowledge needed to move forward. If students didn’t grasp yesterday’s lesson, it will be difficult for them to succeed in today’s.

Presenting new material should be logically organized and engaging. While methods will differ by classroom, keeping students attentive and involved is key.

Learning processes such as questioning help check for understanding in real time. The text highlights the importance of wait time, noting that teachers often move on too quickly, especially with students perceived as low-achieving. This can unintentionally send the message that low expectations are in place (Miller, 2013).

Independent practice gives students the chance to apply new knowledge on their own. It’s essential not to assign this step until we’re confident students are ready. During this time, the teacher can assess who needs more support.

Finally, assessing performance and providing feedback allows us to measure student understanding and guide future instruction. Whether through a formal quiz or a quick check-in, assessment should always inform next steps in learning.

Discussions in Instruction

The textbook also explores whether teachers should engage students in discussions on controversial or subjective topics. It concludes that doing so can be highly beneficial. "Research finds that discussing controversial issues increases knowledge about the issues, while encouraging deeper understanding of the various sides of an issue" (Asterhan & Schwarz, 2016; Johnson & Johnson, 1999; Mercier et al., 2017).

Classroom discussions with affective objectives that target students’ feelings, attitudes, and values can help shape their thinking in meaningful ways.

Whole-class discussions may be teacher-led or student-led. The goal is to encourage students to form and express their own ideas, while the teacher steps in only as needed to guide or clarify.

Small group discussions require thoughtful preparation and structure. Without it, they can lose focus quickly. It’s helpful for teachers to provide a few guiding questions to help students get started and stay on track.

Constructivist View of Learning

The constructivist theories of learning emphasize that students must actively discover and transform complex information, comparing new ideas to what they already know and adjusting their understanding when needed. The textbook states, "In a student-centered classroom, the teacher becomes the ‘guide on the side’ instead of the ‘sage on the stage,’ helping students to discover their own meaning instead of lecturing and controlling all classroom activities"(Noddings, 2008; McCombs, 2010; Zmuda, 2008). This perspective is strongly influenced by theorists Jean Piaget and Lev Vygotsky. Vygotsky’s concepts, such as social learning, the zone of proximal development, cognitive apprenticeship, and mediated learning, have all played a major role in shaping this view.

Constructivist teaching often uses a top-down approach, which means students begin with complex, real-world problems and then work backwards to figure out the basic skills they need to solve them. As the text explains, "students begin with complex problems to solve and then work out or discover the basic skills required" (Slavin, p. 196).

Peer interaction is a central part of the constructivist approach. Students learn from each other, build on one another’s ideas, and often become more interested in a topic when they see their peers are engaged. The text supports this by saying, "Research finds that interest is strongly influenced by social factors (if your peers are interested in something or support your interest, you are likely to be interested)" (Bergin, 2016).

Another important strategy is discovery learning, where students learn through hands-on experiences and exploration rather than just being told the answers. This method can be used across all subjects and grade levels and encourages deeper understanding and ownership of learning.

Self-regulated learners are students who understand which learning strategies work best for them and know when and how to use them. This skill is especially important in student-centered classrooms. When students know how to manage their own learning, they’re more likely to succeed independently.

In reading instruction, constructivist methods can also shine. The text highlights reciprocal teaching, a small-group strategy where students learn to ask questions, summarize, clarify, and predict—fostering strong metacognitive skills and helping those who struggle with reading comprehension. Another approach, Concept-Oriented Reading Instruction (CORI), includes five key elements: clear content goals, offering student choice, hands-on activities, a variety of informational texts, and student collaboration (Wigfield & Guthrie, 2010). These methods make reading more engaging, meaningful, and student-driven.

Cooperative Learning

Cooperative learning is an instructional approach where students work together in small, mixed-ability groups to achieve shared learning goals. There are many effective ways to use cooperative learning in the classroom. The text suggests that keeping groups together for at least a week (or longer) can help them build strong collaboration and communication skills. It’s also crucial to explicitly teach and model group work skills before expecting students to work successfully in teams.

Research shows that cooperative learning is more effective than traditional instructional methods when done well. One key to its success is individual accountability—each student must contribute meaningfully—and group recognition, which motivates teams to stay on task and work together toward shared goals. These elements have been shown to significantly boost engagement and achievement.

Problem-Solving and Thinking Skills

Problem-solving skills can be developed using several techniques, one of which is means-end analysis. This strategy encourages students to identify their end goal, assess their current situation, and determine the steps needed to bridge the gap between the two. While this approach takes practice and patience, it builds critical thinking and resilience.

Another important skill is the ability to identify relevant information, especially when dealing with word problems. Students must learn to separate what’s essential from the extra “fluff” often included in these problems. The text also emphasizes that using visual representations, like diagrams or charts, can be incredibly helpful in solving complex problems.

Teaching students how to think critically is just as important as teaching content. Critical thinking is the ability to make thoughtful, rational decisions about what to do or believe. This kind of thinking doesn’t come naturally—it needs to be taught and practiced over time. As the text explains, "Effective teaching of critical thinking depends on setting a classroom tone that encourages the acceptance of divergent perspectives and free discussion" (Epstein, 2008). It’s especially effective to teach these skills through familiar, relevant topics that students already care about. This makes abstract thinking feel more real and connected to their lives.

Reflection

As a second-year third-grade teacher, this information has deepened my understanding of how different instructional approaches can shape the learning experience. While direct instruction helps provide structure and clarity, I’m especially inspired by the constructivist approach and the power of cooperative learning. I plan to incorporate more small-group, mixed-ability tasks where students can work together toward shared goals. I believe this will not only strengthen their academic skills but also build confidence and a sense of community. When students collaborate, they become more engaged, motivated, and invested in their learning, something that’s especially important at this developmental stage. I’m excited to model and teach group work skills, knowing that with the right support, my students can thrive both independently and together.

Citations 

Slavin, R.E. (2020). Educational Psychology: Theory and Practice (13th ed.). Boston, MA: Pearson Education.

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