PP3 - means employing a blend of approaches including direct teaching.
Context
To synthesise the above, the articles below consider the salient and pertinent characteristics of the principle.
Successful Futures
Independent Review of Curriculum and Assessment Arrangements in Wales Professor Graham Donaldson CB February 2015
Chapter 5: Pedagogy
3. Good teaching and learning means employing a blend of approaches including direct teaching
Changes to the curriculum are often associated with moves to encourage particular approaches to teaching and learning. On the one hand, they can be seen as a reassertion of ‘traditional’ methods, sometimes described as ‘direct teaching’, while on the other hand they may be seen as favouring discovery learning or constructivism. Such polarisation fails to reflect the complexity of decisions about appropriate teaching and learning approaches. This Review, therefore, should not be regarded as falling into a particular ‘camp’; rather, it implies the need for a broad repertoire of teaching and learning experiences that reflect the curriculum purposes. A particular risk lies in direct teaching being caricatured as didactic, whole-class instruction. However, Hattie powerfully defines direct teaching as follows: ‘The teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modelling, evaluates if they (the students) understand what they have been told by checking for understanding, and re-telling them what they have been told by tying it all together with closure’. Its essence lies in clear purposes and success criteria, modelling and practice, and regular and insightful feedback. In this way, direct teaching involves the active engagement of the teacher in ‘scaffolding’ learning. Creating contexts within which learners can demonstrate the ability to apply learning independently in unfamiliar settings is an important part of that scaffolding.
https://gov.wales/sites/default/files/publications/2018-03/successful-futures.pdf
8 Strategies Robert Marzano & John Hattie Agree On
Brief Overview of Context:
In this document, Robert Marzano and John Hattie have both reviewed the research on which teaching strategies work best. While they used different methods and terminology, they agreed on these 8 powerful strategies. John Hattie, an Australian educator, has spent most of his adult education career examining studies of effective teaching and learning. It took him more than 15 years to publish Visible Learning, a compilation of his “meta-analysis” research that provided a listing of teacher and student actions/steps, rated by learning effectiveness. The impact of his work has been enormous. Robert Marzano has spent 50 years in the field of education, he has worked with educators as a speaker and trainer and has authored more than 50 books and 200 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention.
Shaun Killian, November 2019
Evidence-Based Teaching
Principles of Instruction: Research Based Strategies That All Teachers Should Know
Brief Overview of Context:
The principles of instruction identified by Rosenshine are taken from three areas of research:
Research in cognitive science.
Research on the classroom practices of master teachers.
Research on cognitive support to help students learn complex tasks.
Rosenshine's research has contributed significantly to understanding the effectiveness of various instructional methods, which culminated in his identification of 10 principles of effective instruction. Rosenshine's research focused on learning instruction, teacher performance, and student achievement. It makes direct links from research to practice – each of the 10 sections are written in two parts: Research Findings and then in the classroom. The paper is fully referenced for future follow-up.
Barak Rosenshine, 2012
American Educator
TES – Why You Have Got Direct Instruction Wrong
Brief Overview of Context:
Direct instruction has been mis-sold, misinterpreted and badly served in education, argues academic Paul Kirschner. And yet, most good teachers, he says, will be doing it without knowing it. “What is direct/explicit instruction? You have to set the stage for learning, you have to make sure learners have the prerequisite knowledge to learn, which can also include creating a learning context for them. You have to make sure there is a clear explanation of what is expected of them and what you want them to do - to give them the procedural knowledge to carry out what they are doing. You have to model the process, show them how it is done, and try to explain what you did and why you did it. You have to provide guided practice time. That gradually gives way to independent practice. Finally, you should assess it, formally, informally, and formatively throughout,” he explains.
Podagogy (season3, episode 4)
TES – The Education Podcast
https://www.tes.com/news/why-you-have-got-direct-instruction-wrong
Utilising Direct Instruction to Train Primary School Children in Decision Making Skills in the Science Classroom
Brief Overview of Context:
An article that discusses research findings on how direct instruction is significantly more efficient than discovery based learning in teaching scientific concepts and processes.
Maria Tsapali and Michelle R Ellefson, February 2019
Impact: Chartered College of Teaching