Direct instruction is a learning strategy characterized by presenting information to students in a straightforward manner then allowing them opportunities to subsequently apply their knowledge (Chase & Klahr, 2017). Direct instruction usually includes breaking down knowledge, instructions, and complicated tasks into a series of smaller, clearly stated, steps (Gersten, Woodward, & Darch, 1986). This learning strategy provides a number of advantages including potentially reducing the cognitive load of students (Chase & Klahr, 2017), minimizing the potential for students getting off-topic during instruction, and enabling teachers to better determine where specific learning misunderstandings occur during lessons (Gersten, Woodward, & Darch, 1986). Nevertheless, the direct instruction learning strategy may present drawbacks such as limiting individual students’ abilities to make connections to the material (Schwartz et al. 201, as cited in Chase & Klahr, 2017).

The direct learning approach can be effective when teaching about anxiety in teens, which is our group’s chosen topic. For instance, since our course is designed for secondary-aged students, this may be the first time many participants are encountering psychological principles or studying anxiety in depth. The direct learning approach should generally minimize any assumptions that students already have knowledge or an understanding of the given curriculum (Gersten, Woodward, & Darch, 1986). This means that using the direct learning approach, providing comprehensive, basic information about anxiety in adolescence is of utmost importance. It should also be broken down appropriately into manageable modules.

Furthermore, it is important to allow students to then utilize this information, sometimes referred to as “tell and practice” (Chase & Klahr, 2017). This may include giving students a practice worksheet where they will need to apply the knowledge they have acquired during class to help solve a specific problem. Additionally, learners can apply their knowledge through quizzes and tests. This would allow teachers to identify which specific aspects of the course content are not being proficiently learned by students, and enable instructors to give feedback to students. A teacher using the direct instruction learning approach may then repeat instruction or demonstration of a concept that is difficult for students (Gersten, Woodward, & Darch, 1986). 

Overall, this approach would present potentially new information about anxiety to students in a straightforward and clear manner. This approach may be effective in covering the most potential information, broadening students’ understanding of anxiety. A drawback of this approach, especially for this course, is that many students may have personal connections to the topic of anxiety in adolescence and the direct learning approach may limit student’s ability to contribute to the class or enhance the connections they could otherwise make.

References

Chase, C. C., & Klahr, D. (2017). Invention Versus Direct Instruction: For Some Content, It’s a Tie. Journal of Science Education and Technology, 26(6), 582–596. https://doi.org/10.1007/s10956-017-9700-6

Gersten, R., Woodward, J., & Darch, C. (1986). Direct Instruction: A Research-Based Approach to Curriculum Design and Teaching. Exceptional Children, 53(1), 17–31. https://doi.org/10.1177/001440298605300102