Direct instruction is primarily based on the theoretical foundation of Skinner’s ope-rant conditioning and the educational lesson plans designed by Berit Engelmann. The direct instruction model is that the instructor teaches some information, the learner repeats the information, and then the instructor asks questions about the information and the learner responds to the instructor’s questions. If the answer is incorrect, the instructor corrects it until the learner knows the correct answer. In this model, the instructor is able to maximize the amount and effectiveness of learning for each learner, and is always prepared and on target for the learner’s possible behavior. The work of learning is broken down into small steps, and the reinforcement of learning through each small step in the process controls the desired behavior and increases the likelihood that the desired behavior will recur, with each step in the process being followed by feedback and the learner being rewarded for correct behavior.
The direct instruction method is suitable for small groups of five to ten students. The instructor begins by breaking the lesson down into a few easily understandable topics and follows a scripted flow to begin teaching. Each instruction must be sure that the students are actually learning the concept, so that each student must respond immediately after the instruction. The instructional method is based on a lecture by the teacher, with the students as the audience; the teaching procedure consists of four general stages: announcing the purpose of the lesson and introducing the new lesson, teaching the new lesson, consolidating and reviewing, and assigning homework. The advantages of this method are: it can give full play to the teacher’s leading role, the teacher controls the whole classroom and controls the teaching progress; it can accommodate a large number of listeners. The disadvantages of this method are: less activities for students; susceptible to the influence of the teacher’s teaching experience and the difficulty and interest of the material. The lecture method has certain limitations, if it is not used to arouse students’ attention and interest, and does not inspire students’ thinking and imagination.
Like our blueprint, it is possible to use the direct instruction method. Because our topic is about Chinese food, there are many contents that are unfamiliar to foreign learners, and some of them are about the history of food culture, so direct teaching can better help learners build a whole concept of Chinese food culture. But on the other hand, if only direct teaching is not enough to satisfy the content of our group, I think there should be a combination of two or three teaching modes to better fulfill the teaching purpose.
References:
Cox, C. (n.d.). NIFDI Presents Two Webinars Highlighting DI Literacy and Math Programs. NIFDI. https://www.nifdi.org/15/index.php?option=com_content&view=article&id=52&Itemid=27.
Renard, L. (2019, March 28). Direct instruction – A practical guide to effective teaching. BookWidgets Blog. https://www.bookwidgets.com/blog/2019/03/direct-instruction-a-practical-guide-to-effective-teaching.
YouTube Video: https://youtu.be/TkjxO3PSzwk
YouTube Video: https://youtu.be/F_HzrRBOU7I