Direct Expository method

Introduction

• As to which learners benefit most from this systematic approach, research tells us that it is helpful for young children, slower learners, and students of all ages and abilities during the first stages of learning informative material, or material difficult to learn. (Kindsvatter, Wilen and Ishler 1996, p.231)

Definition

• · Direct instruction

1. Is a teacher-centred instructional approach that is most effective for teaching basic or isolated skills (Kroesbergen & Van Luit, 2003).
2. It can be a scripted program that is very systematic with a step-by-step format requiring student mastery at each step.
3. It is generally fast-paced instruction and often used with a small group of students.
4. Students respond to instruction and receive immediate feedback. Direct instruction also includes continuous modelling by teachers, followed by more limited teacher involvement and then fading teacher involvement as students begin to master the material (Maccini & Gagnon, 2000).
   

• Expository instruction

1. Attempts to present information to learners in a form they can easily access and understand.
2. Includes demonstrating, lecturing, explaining, narrating, requiring students to read and etc.
3. Knowledge and understanding is conveyed easily from the teacher to the students by direct verbal and visual means.
4. Learners will process new info thoughtfully, and that it will link in an organised manner with their prior knowledge.
5. Ormrod (200o) remarks, the major advantage of expository instruction is that it enables students to explore a topic in an organised and relatively time-efficient manner.

• Advantages

1. Good expository teaching involves a clear and proper sequenced explanation by the teacher of the idea or concept.
2. Usually, there is some teacher-pupil questioning (dialogue)Careful planning is required – go from what pupils know – each stage of development should be understood before the next is begun.
3. All teachers would find useful ideas from
   

• GAGNE – Teaching begins at the lowest level which serves as a prerequisite for a higher level.
• BRUNER – Math is rep. in at least 3 ways – enactive, iconic, symbolic
• DIENES – (dynamic principle) play should be incorporated in the teaching of math concepts.

• Disadvantages

1. It does not take account of individual differences among students such as prior knowledge, language background, experience or motivation.
2. Students with learning difficulties will have problem to rely on expository method due to their inability to maintain attention in a passive learning situation.

• LIMITATIONS

1. Poor expository teaching leads to passive learner
2. Retention and transfer of learning may be curtailed
3. Does not adequately cater to individual differences
4. It can be, and generally is, teacher dominated rather than child- centred

• IMPLICATIONS FOR TEACHING

1. Fast and efficient way of giving information
2. Relatively easy to organize and often requires little teacher preparation.
3. It is possible for teacher to motivate with enthusiastic and lively discussion
4. The lesson can be regulated according to the pupils response

Teacher education has suffered too long from too many answers and too few questions… it may be time to worry less about finding the right answers and more about asking the right questions.

(Silbermann, 1970, p. 470)