Direct Instruction Models And Lecture Instruction Model

This paper explores published articles that report on results from research conducted on direct-instruction model and lecture-instruction model. The articles, however, vary in their definitions and uses. Lindsey (2014) suggest that Direct-Instruction works, providing rapid gains, gains that persist, gains that increase self-esteem because children have real skills they can be proud of. Lindseys statement, merely hits the surface of Direct-Instruction since it is best for learning specific concepts and/or skills. When delivering direct-instruction the instructor must have sound knowledge and skill that is logically organized and it is ideal that the learners already poses the prerequisite knowledge for this instruction to be most successful. This paper examines Peterson, Schwerdt and Wuppermann (2011) research in relation to three other research articles to suggest that both direct and lecture instruction models should be studied in order to determine different approaches with the two and which works better for the learners. Other articles look at this instruction model differently and, therefore, offer different results. Direct instruction was first developed by Siegfried Englemann and Wesley C. Becker. Few studies have been conducted on teaching styles, two of the instruction models that are used today is direct-instruction and lecture-instruction models. Schwerdt and Wuppermann (2011) suggest that few rigorous studies look inside the classroom to see what kinds ofShow MoreRelatedDirect Instruction As An Instructional Approach936 Words   |  4 PagesDirect Instruction is often associated with traditional lecture style teaching in the classroom and is most commonly used teaching method. 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