LESSON 3:

TEACHING-LEARNING APPROACHES:
THE CONSTRUCTIVISM AND THEORY-
BASED DIRECT INSTRUCTION
OVERVIEW

• This lesson deals with approaches to teaching-learning.

• We will focus on the two teaching approaches;
Constructivism and Direct Instruction.
• The impacts of these two approaches on classroom teaching
and learning will be also examined in detail.

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TOPIC COVERED

• Teaching and Learning Approaches

• Theory-based Direct Instruction and Learning
• Constructivism and Learning

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Teaching and Learning Approaches
TEACHING AND LEARNING
APPROACHES
• Teachers use a range of teaching-learning approaches when
developing and implementing teaching and learning in the
classroom.
• They prefer an approach appropriate to the situation, the
needs of the learner, and the particular learning context.
• Two of those approaches are:
a. direct instruction (teacher- centered instruction)
b. constructivism (learner-centered instructions.

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TEACHING AND LEARNING
APPROACHES
• Direct instruction approach is used to describe a
phenomenon in which a teacher or an expert passes
information directly to learners.
• The information passed to learners is well structured with
clearly defined objectives set to be achieved.
• In constructivist approach, learners engage in solving
problem in different situations and environments
contributing to knowledge construction.

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Theory-based Direct Instruction and Learning
DIRECT INSTRUCTION

• Direct instruction (created by Engleman and Becker) refers

to instructional approaches that are structured, sequenced
and led by teachers, and /or the presentation of academic
content to students by teachers, such as in a lecture or
demonstration.
• Teachers are ‘directing’ the instructional process or
instruction is being ‘directed’ at students.
• It is based on the theory that all children can be taught, and
all details of instruction must be controlled to minimize the
chance of students’ misinterpreting the information being
taught and to maximize the reinforcing effect of instruction.

(The Glossary of Education Reform, 2013).

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DIRECT INSTRUCTION

• When teachers explain exactly what students are expected

to learn, and demonstrate the steps needed to accomplish a
particular academic task, students learn more.
• The responsibility of student learning rests squarely with
teacher design and delivery of instruction.
• Direct instruction rejects the assumption that students will
spontaneously develop insights on their own.
• Direct instruction takes learners through the steps of
learning systematically, helping them see both the purpose
and the result of each step.
(https://www.slideshare.net/ldivincenzo/direct-instruction )

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MODEL OF DIRECT INSTRUCTION

• Setting clear goals for students and making sure they

understand these goals.
• Presenting a sequence of well-organized assignments.
• Giving students clear, concise explanations and illustrations
of the subject matter.
• Asking frequent questions to see if the students understand
the work. Giving students frequent opportunities to practice
what they have learned.
(https://www.slideshare.net/ldivincenzo/direct-instruction )

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MODEL OF DIRECT INSTRUCTION

Source: https://slideplayer.com/slide/10860630

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DIRECT INSTRUCTION

• Direct instruction approach is used to describe a

phenomenon in which a teacher or an expert passes
information directly to learners. The information passed to
learners is well structured with clearly defined objectives
set to be achieved (Panda, 2017).
• Teachers activate students’ relevant prior knowledge,
experience and help them to connect it to the new
knowledge they gain from a lesson.
• They also familiarize learners with the focus of a lesson. In a
student friendly language, they explain the lesson’s purpose
telling students what they are expected to do (Graves,
2004).
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 DIRECT INSTRUCTION
ADVANTAGES
• Delivering large amounts of information in
a timely manner.
• Correlated with improved learning among
primary children from working and middle
class backgrounds.
• Positive effects with at-risk students, and
with students with learning disabilities.
• Proven effective in teaching basic skills
(such as how to use a microscope).
• Proven effective in teaching skills that are
fundamental to more complex activities
(such as prerequisite skills for long
division).
• Provides a good foundation for new
teachers learning the language of
instruction.
DISADVANTAGES
• Since DI is very structured, it
could inhibit student and teacher
creativity .
• Could present a philosophical
challenge to teachers who see
their role as facilitators of
learning *
• Not useful for teaching less-
structured topics (such as English
composition or the analyses of
social issues).
https://www.slideshare.net/ldivinc
enzo/direct-instruction
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Constructivism and Learning
CONSTRUCTIVISM

• Constructivism can be defined as “the idea that

development of understanding requires the learner to
actively engage in meaning –making” (Brader - Araje and
Jones, 2002).
• Knowledge is constructed by learners through an active,
mental process of development; learners are the builders
and reactors of meaning and knowledge.
• Constructivism advocates learner-centeredness.
• It signifies learning using prior knowledge and connecting it
to new information.

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CONSTRUCTIVISM

• It challenges the learner to construct their own knowledge and

test their understanding of the material.
• Big curricular concepts are pursued and presented from whole to
part.
• Students are encouraged to question concepts and explain their
reasoning as an essential part of learning.
• Social discourse among students is valued and necessary to
understand and transform every one’s learning.
• Teachers and students collaborate to examine enduring concept
• Proponents: Dewey, Piaget and Vygotsky
(https://www.slideshare.net/ArunJoseph22/constructivism-in-
teaching-ppt )
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CONSTRUCTIVISM IN TEACHING

• Constructivism teaching is based on the belief that learning

occurs as learners are actively involved in a process of
meaning and knowledge construction.
• Learners are the makers of meaning and knowledge.
• Constructivism teaching fosters critical thinking and creates
motivated and independent learners.

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CONSTRUCTIVISM AND LEARNING

• Learning is assumed to be a social activity. Learners in

constructivist learning approach are able to connect with
their friends and teachers during their interaction in
learning activities.
• Constructivists approach involves a student-centred
approach to learning, where attention to the individual and
respect for students’ background given.

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CONSTRUCTIVISM AND LEARNING

• Group dialogue which explores an element of domain with

the purpose of leading to the creation and sharing of topic
understanding.
• Teachers identify a specific strategy for students, then
model exactly where, how, and why to apply the strategy to
get meaning as mystery.
• Once students are on the strategies of good readers,
teachers can gradually hand over to students the
responsibility of using these strategies as they read
independently (Graves, 2004).

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CONSTRUCTIVISM & LEARNING

• In constructivism approach learners get experience through

learning process and gain new knowledge in attempt of
solving particular problems.
• Learning is an interlinked system where learning process is a
step toward exploring more knowledge (Alexander, 2003).
• Example: A learner who learns the chronology of dates
related to certain past events, gets to know the meaning of
chronology. When learners come up with new meanings,
they are able to associate them with the related situations
(PANDA, 2019)

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PRINCIPLES OF CONSTRUCTIVIST
TEACHING
• Pose problems that are or will be relevant to the students.
• Structure learning around essential concepts.
• Strategies: The teacher has to work on the mind, on the
feeling of the child we have to provide opportunities to
success the child.
• Child rearing practices are very important.
• The teacher’s task is to train the pupil to perceive the object
accurately to the mind. we cannot neglect the imaging and
intuitive side of the child this is important for promoting
creativity in children.

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CHARACTERISTICS OF CONSTRUCTIVIST
TEACHING:
• According to Audrey Gray, the characteristics of a
Constructivist classroom are as follows: The learners are
actively involved.
• The environment is democratic.
• The activities are interactive and student centred.
• The teacher facilitates a process of learning in which
students are encouraged to be responsible and autonomous

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THE CONSTRUCTIVIST CLASSROOM

Role of Teachers:
• In the constructivist classroom the teacher role is to prompt and
facilitate discussion.
• The teachers’ main focus should be on guiding students by asking
questions, it will lead them to develop their own conclusions on
the subject.
• Examples of Instructional Strategies:
– Experiments
– Research project
– Field trips
– Films
– Class Discussions
•
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THE CONSTRUCTIVIST CLASSROOM

• Three major roles for facilitators to support students in

constructivist learning environments are:
a. Modeling b. Coaching c. Scaffolding
• A constructivist classroom environment provides
opportunities for students to question the material being
presented and explore various topics as their interests.
• The goal is to produce a democratic classroom environment
that provides meaningful learning experiences for
autonomous learners.
• In a constructivist classroom, by contrast the teacher and
the student share responsibility and decision making and
demonstrate mutual respect.

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BENIFITS OF CONSTRUCTIVISM IN
TEACHING
• Children learn more and enjoy learning.
• Promote divergent thinking.
• Education works best when it concentrates on thinking and
Understanding rather than on rote memorization. Boost the
confidence of learners.
• Constructivism concentrates on how to think and Understand.
• Promote collaborative learning.
• Constructivism gives students ownership of what they learn,
Since learning is based on students.
• Engaging the creative instincts develops student’s abilities to
Express knowledge through a variety of ways.
• Constructivism promotes social and communication skills By
creating a classroom environment that emphasizes.
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IMPLICATIONS OF EDUCATION:

A constructivist teaching Sequence:

1. Elicitation of ideas
2. Orientation
3. Restructuring of ideas
4. Clarification and exchange
5. Exposure to conflict situations
6. Construction of new ideas Evaluation
7. Application of ideas
8. Review change in ideas

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THE ENGLISH LANGUAGE CLASSROOM

• For every concept introduced there should be multiple ways

of demonstrating the learning to the students
• The classroom environment should be democratic,
providing each student an opportunity to participate in the
discussion.
• Aids like colourfully illustrated children’s dictionaries,
student –Created serial post cards, visual responses to
poetry and an abundance of student work should be
encouraged and displayed throughout the classroom.

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CONCLUSION

• Direct instruction approach describes phenomena in which

a teacher or expert passes information directly to learners.
• Constructivist teaching fosters critical thinking and creates
active and motivated learners a constructivist approach free
teachers to make decisions.
• Constructivist teaching and learning is a beautiful
experience if done with the right attitude and happy mind.

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REFLECTION TASK

Write a 150-word reflection on the constructivism and direct

instruction on teaching and learning in the classroom.

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REFERENCE

Bookmark:
• Ivy Panda. (2019, May 21). Comparison and contrast of
direct instruction with constructivist learning
approaches. Retrieved from
https://ivypanda.com/essays/comparison-and-contrast-of-
direct-instruction-with-constructivist-learning-approaches-
research-paper/
• https://www.slideshare.net/ArunJoseph22/constructivism-
in-teaching-ppt

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End of Slides