According to (Magliaro et al., 2005), direct instruction is an evidence based teaching method that “focuses on the interaction between teachers and students” (p.41). This interaction can be broken down into two distinct categories; (1) instruction that is structured with explicit steps led by the teacher (such as a teacher setting out instructions to read an article, then watch a particular video, in order to answer questions they have created on a worksheet) and/or (2) the presentation or demonstration of knowledge to students by the teacher (for example, a teacher standing in front of the class lecturing on how to do a multiplication equation) (Lambardi, 2019).

It’s important to note that there has been a lot of debate surrounding the effectiveness of direct instruction as it is often associated with being an ‘outdated approach’, which made me connect this approach back to week 1 and the concept of behaviourism. According to (Magliaro et al., 2005), direct instruction focuses on the key components of modelling information in a way that tasks are broken into smaller components that need to be mastered before moving onto to more advanced learning. This is reflective of behaviourism as “instruction is structured around the presentation of the target stimulus and the provision of opportunities for the learner to practice making the proper response” (Ertmer & Newby, 2013, p.10). Moreover, they both look at learning as observable and highlight the importance of reinforcement by creating a structured lesson plan.

In my groups blueprint we use direct instruction in multiple ways. For instance, we have established learning goals in a chronological order so students understand how the course will be outlined and what is expected of them. To continue, we have purposely organized units to build off one another, starting with overall knowledge of particular sections of the topic of gender inequalities in health before concluding with policies and health pathways in gender inequalities in health as a whole. Furthermore, my group used direct instruction, as the class is meant for first year University students and will be thus, delivered through a lecture based approach. Moreover, the knowledge being taught will either be directly from the teacher themselves or will be shown through videos and journal articles that they have specifically chosen.

Refernces:

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.

Lombardi, P. (2019). Instructional Methods, Strategies, and Technologies to Meet The Needs of All Learners. Retrieved from https://granite.pressbooks.pub/teachingdiverselearners/

Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. Educational Technology Research and Development, 53(4), 41–55. https://doi.org/10.1007/bf02504684