BHASHA DEEP kARYAKRAM ANTARGAT VACHAN ARTHGRAHAN UTTAR KASOTI BABAT
Direct instruction is teacher-centered. It is as you would imagine: the teacher giving instruction with little to no input from the students, as in a lecture. It is most often used when presenting new information. Direct instruction yields a 5 percent retention rate and is therefore most effective when accompanied by demonstrations, small discussions and visual aids. Direct instruction should be limited to 20-minute mini-lectures to prevent students from losing interest.
All five instructional types have beneficial uses, but teachers should not rely on one type. Students make up a diverse population with varying backgrounds, knowledge and learning styles. What works well for one will not necessarily work well for another. Varying instruction makes a teacher more likely to reach all her students.
Indirect Instruction
Indirect instruction is student-centered. It is best used when the process of arriving at a conclusion or product is as important as the conclusion or product itself. Concept mapping, problem solving and reflective discussion are all types of indirect-instruction activities. Indirect instruction is used for research projects and technology-usage projects. Tactile learners can appreciate indirect instruction the most because they learn by doing.
All five instructional types have beneficial uses, but teachers should not rely on one type. Students make up a diverse population with varying backgrounds, knowledge and learning styles. What works well for one will not necessarily work well for another. Varying instruction makes a teacher more likely to reach all her students.
All five instructional types have beneficial uses, but teachers should not rely on one type. Students make up a diverse population with varying backgrounds, knowledge and learning styles. What works well for one will not necessarily work well for another. Varying instruction makes a teacher more likely to reach all her students.
Indirect Instruction
Indirect instruction is student-centered. It is best used when the process of arriving at a conclusion or product is as important as the conclusion or product itself. Concept mapping, problem solving and reflective discussion are all types of indirect-instruction activities. Indirect instruction is used for research projects and technology-usage projects. Tactile learners can appreciate indirect instruction the most because they learn by doing.
All five instructional types have beneficial uses, but teachers should not rely on one type. Students make up a diverse population with varying backgrounds, knowledge and learning styles. What works well for one will not necessarily work well for another. Varying instruction makes a teacher more likely to reach all her students.
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