The direct instruction learning approach is described as the use of explicit teaching techniques to help learners understand and explore a new skill (Magliaro, Lockee & Burton, 2005). As Magliaro, Lockee and Burton outline in their article entitled, “Direct Instruction Revisited: A Key Model for Instructional Technology”, direct instruction is distinct from the lecture approach and is rooted in behavioral theory (Magliaro, Lockee & Burton, 2005). More specifically, Magliaro, Lockee & Burton define direct instruction as “instructional model that focuses on the interaction between teachers and students” (Magliaro, Lockee & Burton, 2005, p. 41). The key characteristics of direct instruction include; modelling, feedback, and reinforcement (Magliaro, Lockee & Burton, 2005).
Magliaro, Lockee & Burton (2005) claim that the direct instruction model of learning is superior to other learning models as it reveals higher scores of engagement and achievement (Magliaro, Lockee & Burton, 2005). Thus, proving to be beneficial for all levels of learners. Although, I believe there are limitations to this mode of instruction. One of which is that science related topics lack the experimental and hands on aspect of learning that is integral for overall understanding of the topic.
The direct instruction approach aligns with my groups interactive learning resource in several different ways, including; feedback, reinforcement and modelling. For our interactive learning resource, learners are able to explore several different example of brain breaks and apply them to settings within their classroom. The types of brain breaks are modelled clearly and effectively to ensure the learner has a grasp of the content. The reinforcement aspect of direct instruction is executed in our interactive learning resource in the reflection component. In this component, learners are instructed to recall the types of brain breaks and pick the one that best suits their classroom needs and they think will be beneficial for their students.
Reference:
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