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Research Article
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The Use of Direct and Indirect Teaching Strategies: An Evaluative Case Study

Year 2017, Volume: 6 Issue: 2, 304 - 327, 09.10.2017

Meryem Özdemir , Durmuş Kılıç

https://doi.org/10.30703/cije.333886

Abstract

This study aims to determine how much the teacher candidates use direct
and indirect teaching models and strategies and to what extent these strategies
are effective. An evaluative case study design was used in this present study
that was carried out within the scope of qualitative research method. The study
group consists of thirty one (31) teacher candidates. Observation and opinion
form was used as the data collection tool. Presentations using direct and
indirect teaching strategies were applied by the participant teacher candidates
in a period of fourteen weeks. As a result of the research, in which
descriptive and content analysis and arithmetic means were used, it has been
observed that the lessons that were taught using direct teaching strategies
were more effective than the lessons that were taught using indirect teaching
strategies. Teacher candidates have reported that more effective learning took
place when interesting activities and materials were used in class, so they
need to be used more in teaching environments. In addition, it was concluded
that teacher candidates were more effective in preparation and course process
rather than general order and management process of their presentations. In
line with these results; determining the use of direct and indirect teaching
strategies according to the relevant situation and time and if necessary using
these two strategies in an integrated manner or alternately with each other
will lead to an effective and permanent learning in education. It should be
taken into consideration that direct teaching strategies always prepare
appropriate grounds for learning the facts, principles and action sequences in
the most effective manner, and also that upper level and permanent learnings
can be achieved if the conditions required by the indirect teaching strategies
are met.

Keywords

Direct Teaching Indirect Teaching Teaching Strategy Teaching Model Effective Learning

References

  • Açıkgöz, K.Ü. (2005). Etkili öğrenme ve öğretme (6.bs.). İzmir: Eğitim Dünyası Yayınları.
  • Akel Oğuz, M.Ö. (2012). The effects of implicit, explicit and blended types of vocabulary instruction on the fourth graders (Unpublished masters thesis). Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Anderson, L., Evertson, C., & Brophy, J. (1982). Principles of small group instruction in elementary reading. East Lansing: Michigan State University, Institute for Research on Teaching.
  • Angelillo, J. (2008). Whole-class teaching: Minilessons and more. Portsmouth, Nh: Heinemann.
  • Archer, A.L., & Hughes, C.A. (2011). Explicit instruction effective and efficient teaching. New York: Guilford Press.
  • Blair, T.R., Rupley, W.H., & Nichols, W.D. (2007). The effective teacher of reading: Considering the “What” and “How” of instruction. The Reading Teacher, 60, 432–439.
  • Bogdan, R.C. & Biklen, S.K. (2007). Qualitative research for education (5. Ed.). London: Pearson.
  • Borich, G.D. (2014). Effective teaching methods: Research-based practice (Çev. Ed. M. B. Acat). Pearson Higher Ed. (Eserin Orijinali 2013’te Yayımlandı).
  • Carns, A.W., & Carns, M.R. (1991). Teaching study skills, cognitive strategies, and metacognitive skills through self-diagnosed learning styles. The School Counselor, 38(5), 341-346.
  • Collum, S.P. (2012). The impact of teacher attitudes and perceptions of direct instruction on student achievement in reading (Unpublished doctoral dissertation). Liberty University, Virginia.
  • Din, F.S. (2000). Direct instruction in remedial math instructions. National Forum Of Special Education Journal, 9e.
  • Duffy, G.G. (2002). The case for direct explanation of strategies. Comprehension instruction: Research-based best practices, 28-41. New York: Guilford Press
  • Erden, M. ve Demirel M. (1993). İlkokul beşinci sınıf öğrencilerinin kullandıkları öğrenme stratejilerinin etkililiği. İzmir 1.Eğitim Kongresi Bildirileri, 254-261. İzmir: Buca Eğitim Fakültesi Yay.
  • Evertson, C., & Emmer, E. (2012). Classroom management for elementary teachers (8th ed.). Upper Saddle River, NJ: Pearson/Merrill.
  • Fidan, N. (1996). Learning and teaching at school. Ankara: Alkım Yayınevi.
  • Fielding, G., Kame’enui, E., & Gerstein, R. (1983). A comparison of an inquiry and a direct instruction approach to teaching legal concepts and applications to secondary school students. Journal of Educational Research, 76, 243-250.
  • Gambrell, L.B., Malloy, J.A., & Mazzoni, S.A. (2011). Evidence-based best pratices in comprehensive literacy instruction. L.M. Morrow ve L.B. Gambrell (Edt.). Best Practices In Literacy Instruction in (s.11-36) (4. ed.). NewYork: The Guilford Press
  • Gentile, J. R., & Lalley, J. P. (2003). Standards and mastery learning: Aligning teaching and assessment so all children can learn. Corwin Press.
  • Good, T.L. (1979). Teacher effectiveness in the elementary school. Journal of Teacher Education, 30(2), 52-64.
  • Gronlund, G. (2006). Make early learning standards come alive: Connecting your practice and curriculum to state guidelines. USA: Redleaf Press.
  • Guillaume, A.M., Yopp, R.H., & Yopp, H.K. (2007). 50 Strategies for active teaching: Engaging K-12 learners in the classroom. Pearson Merrill Prentice Hall.
  • Güler, A., Halıcıoğlu, M.B., ve Taşğın, S. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Hartley, J. (1998). Learning and studying: A research perspective. London: Routledge.
  • Kesicioğlu, O.S. (2011). Doğrudan öğretim yöntemiyle hazırlanan eğitim programının ve bu yönteme göre hazırlanan bilgisayar destekli eğitim programının okul öncesi çocuklarının geometrik şekil kavramlarını öğrenmelerine etkisinin incelenmesi (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Kim, T., & Axelrod, S. (2005). Direct instruction: An educators’ guide and a plea for action. The Behavior Analyst Today, 6(2).
  • Klahr, D., & Nigam, M. (2004). The equivalence of learning paths ın early science instruction: Effects of direct instruction and discovery learning. Psychological Science. 15(10), 661-667.
  • Kousar, R. (2010). The effect of direct instruction model on intermediate class achievement and attitudes toward English grammar. Journal of College Teaching and Learning, 7(2), 99.
  • Lindsley, O.R. (1992). Why aren't effective teaching tools widely adopted?. Journal of Applied Behavior Analysis, 25(1), 21-26.
  • Madariagana, J.M., Martinez, E., & Goni, E. (2010). Influence of the application of an ecological of an ecological direct instruction model on the level of reading comprehension. Revista Signos, 43(73)
  • Magliaro, S.G., Lockee, B.B., & Burton, J.K. (2005). Direct instruction revisited: A key model for instructional technology. ETR&D, 53(4), 41–55.
  • Marzano, R., Pickering, J., & Pollock, J. (2004). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Mayer, R.E. (1987). Educational psychology: A cognitive approach. USA: Little, Brown and Company Limited.
  • Merriam, S.B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (3. Baskıdan Çeviri, Çeviri Editörü: S. Turan). Ankara: Nobel Yayın Dağıtım.
  • Meyer, L.A. (1984). Long-term academic effects of the direct instruction project follow through. The Elementary School Journal, 84(4), 380-394.
  • Meyer, L.A., Gersten, R.M., & Gutkin J. (1983). Direct instruction: A project follow through success story in an inner-city school. The Elementary School Journal, 84(2), 241-252.
  • Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1), 98-117.
  • Noddings, N. (2013). Education and democracy in the 21st century. Teachers College Press.
  • Orlich, D.C., Harder, R.J., Callahan, R.C., Trevisan, M.S., & Brown, A.H. (2012). Teaching strategies: A guide to effective instruction. Cengage Learning.
  • Pechous, D.J. (2012). Minimizing reading regression through a direct instruction summer reading program (Unpublished doctoral dissertation). University of Nebraska, Nebraska.
  • Peters, J.L. (2011). Effects of direct instruction on note-taking skills of students at a performing arts middle school (Unpublished doctoral dissertation). Wilmington University, New Castle.
  • Rosenshine, B. (1997). The case for explicit, teacher led, cognitive strategy instruction. Paper Presented at the Annual Meeting of the American Educational Research Association, Chicago, USA.
  • Rosenshine, B. (2008). Five meanings of direct instruction. Center on Innovation & Improvement, Lincoln,USA.
  • Rosenshine, B., & Stevens, R. (1986). Teaching functions. In MC Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376–391). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Rupley, W.H., Blair, T.R., & Nichols, W.D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25(2), 125-138.
  • Rymarz, R.M. (2013). Direct instruction as a pedagogical tool in religious education. British Journal of Religious Education. 35(3). 326–341.
  • Shepard, L.A. (2000). The role of assessment in a learning culture. Educational Research, 29(7), 4-14.
  • Small, H.H. (2011). The effects of direct instruction in teaching addition and subtraction of decimals and decimal word problems on students at risk for mathematics failure (Unpublished masters thesis). Utah State University, Utah.
  • Stein, M., Carnine, D., & Dixon, R. (1998). Direct instruction: Integrating curriculum design and effective teaching practice. Intervention in School and Clinic, 33(4), 227-234.
  • Sünbül, A.M. (1998). Öğrenme stratejilerinin öğrenci erişisi ve tutumlarına etkisi (Yayınlanmamış doktora tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Tombari, M.L., & Borich, G.D. (1999). Authentic assessment in the classroom: Applications and practice. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, Nj 07458.
  • Villaume, S.K., & Brabham, E.G. (2003). Phonics instruction: Beyond the debate. The Reading Teacher, 56, 478–482.
  • Watts, L.K. (2009). The impact of explicit ınstruction on reading achievement (Unpublished doctoral dissertation). Walden University, Minnesota.
  • Williams, R. (2007). Higher order thinking skills: Challenging all students to achieve. Thousand Oaks, Ca: Corwin.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8.bs.). Ankara: Seçkin Yayıncılık.
  • Zimmerman, B.J. (1989). Models of self-regulated learning and academic achievement. In Self-regulated learning and academic achievement (pp. 1-25). Springer New York.

Doğrudan ve Dolaylı Öğretim Stratejilerinin Kullanımına İlişkin Değerlendirici Durum Çalışması

Year 2017, Volume: 6 Issue: 2, 304 - 327, 09.10.2017

Meryem Özdemir , Durmuş Kılıç

https://doi.org/10.30703/cije.333886

Abstract

Bu araştırmada; öğretmen adaylarının doğrudan ve dolaylı öğretim modeli
ve stratejilerini ne kadar kullandıkları ve bu stratejilerin ne düzeyde etkili
olduğunu belirlemek amaçlanmıştır. Nitel araştırma kapsamında yürütülen
araştırmada değerlendirici durum çalışması deseni kullanılmıştır. Araştırmanın
katılımcılarını otuz bir öğretmen adayı oluşturmaktadır. Veri toplama aracı
olarak gözlem ve görüş formu kullanılmıştır. Doğrudan ve dolaylı öğretim
stratejilerinin kullanıldığı sunumlar öğretmen adayları tarafından on dört
hafta boyunca uygulanmıştır. Analizinde, betimsel ve içerik analizi ile aritmetik
ortalamaların kullanıldığı araştırmanın sonucunda; doğrudan öğretim
stratejileriyle işlenen derslerin, dolaylı öğretim stratejileriyle işlenen
derslere göre daha fazla kullanılıp etkili olduğu görülmüştür. Öğretmen
adaylarının, ilgi çekici aktivite ve materyal kullanıldığında daha etkili öğrenmelerin
gerçekleştiğini, dolayısıyla bunların daha çok kullanılması gerektiğini
belirttikleri görülmüştür. Ayrıca öğretmen adaylarının, sunumlarında genel
düzen ve yönetim sürecinden ziyade, hazırlık ve ders sürecinde daha etkin
oldukları sonucuna ulaşılmıştır. Bu sonuçlar doğrultusunda; doğrudan ve dolaylı
öğretim stratejilerinin durum ve zamana göre kullanımlarının belirlenmesinin ve
gerektiğinde bu iki stratejinin birbirine entegre olarak veya birbiriyle
dönüşümlü bir şekilde kullanılmasının, öğretimde etkili ve kalıcı öğrenmeleri
ortaya çıkaracağı görülmektedir. Doğrudan öğretim stratejilerinin olgu, ilke ve
eylem dizilerinin en etkili biçimde öğrenilmesine her zaman uygun zemin
hazırladığı gerçeği ile dolaylı öğretim stratejilerinin gerektirdiği şartların
sağlanması halinde üst düzey öğrenmelerin gerçekleşebileceği ve kalıcı öğrenmelerin
sağlanabileceği göz önünde bulundurulmalıdır.

Keywords

Doğrudan Öğretim Dolaylı Öğretim Öğretim Stratejisi Öğretim Modeli Etkili Öğrenme

References

  • Açıkgöz, K.Ü. (2005). Etkili öğrenme ve öğretme (6.bs.). İzmir: Eğitim Dünyası Yayınları.
  • Akel Oğuz, M.Ö. (2012). The effects of implicit, explicit and blended types of vocabulary instruction on the fourth graders (Unpublished masters thesis). Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Anderson, L., Evertson, C., & Brophy, J. (1982). Principles of small group instruction in elementary reading. East Lansing: Michigan State University, Institute for Research on Teaching.
  • Angelillo, J. (2008). Whole-class teaching: Minilessons and more. Portsmouth, Nh: Heinemann.
  • Archer, A.L., & Hughes, C.A. (2011). Explicit instruction effective and efficient teaching. New York: Guilford Press.
  • Blair, T.R., Rupley, W.H., & Nichols, W.D. (2007). The effective teacher of reading: Considering the “What” and “How” of instruction. The Reading Teacher, 60, 432–439.
  • Bogdan, R.C. & Biklen, S.K. (2007). Qualitative research for education (5. Ed.). London: Pearson.
  • Borich, G.D. (2014). Effective teaching methods: Research-based practice (Çev. Ed. M. B. Acat). Pearson Higher Ed. (Eserin Orijinali 2013’te Yayımlandı).
  • Carns, A.W., & Carns, M.R. (1991). Teaching study skills, cognitive strategies, and metacognitive skills through self-diagnosed learning styles. The School Counselor, 38(5), 341-346.
  • Collum, S.P. (2012). The impact of teacher attitudes and perceptions of direct instruction on student achievement in reading (Unpublished doctoral dissertation). Liberty University, Virginia.
  • Din, F.S. (2000). Direct instruction in remedial math instructions. National Forum Of Special Education Journal, 9e.
  • Duffy, G.G. (2002). The case for direct explanation of strategies. Comprehension instruction: Research-based best practices, 28-41. New York: Guilford Press
  • Erden, M. ve Demirel M. (1993). İlkokul beşinci sınıf öğrencilerinin kullandıkları öğrenme stratejilerinin etkililiği. İzmir 1.Eğitim Kongresi Bildirileri, 254-261. İzmir: Buca Eğitim Fakültesi Yay.
  • Evertson, C., & Emmer, E. (2012). Classroom management for elementary teachers (8th ed.). Upper Saddle River, NJ: Pearson/Merrill.
  • Fidan, N. (1996). Learning and teaching at school. Ankara: Alkım Yayınevi.
  • Fielding, G., Kame’enui, E., & Gerstein, R. (1983). A comparison of an inquiry and a direct instruction approach to teaching legal concepts and applications to secondary school students. Journal of Educational Research, 76, 243-250.
  • Gambrell, L.B., Malloy, J.A., & Mazzoni, S.A. (2011). Evidence-based best pratices in comprehensive literacy instruction. L.M. Morrow ve L.B. Gambrell (Edt.). Best Practices In Literacy Instruction in (s.11-36) (4. ed.). NewYork: The Guilford Press
  • Gentile, J. R., & Lalley, J. P. (2003). Standards and mastery learning: Aligning teaching and assessment so all children can learn. Corwin Press.
  • Good, T.L. (1979). Teacher effectiveness in the elementary school. Journal of Teacher Education, 30(2), 52-64.
  • Gronlund, G. (2006). Make early learning standards come alive: Connecting your practice and curriculum to state guidelines. USA: Redleaf Press.
  • Guillaume, A.M., Yopp, R.H., & Yopp, H.K. (2007). 50 Strategies for active teaching: Engaging K-12 learners in the classroom. Pearson Merrill Prentice Hall.
  • Güler, A., Halıcıoğlu, M.B., ve Taşğın, S. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Hartley, J. (1998). Learning and studying: A research perspective. London: Routledge.
  • Kesicioğlu, O.S. (2011). Doğrudan öğretim yöntemiyle hazırlanan eğitim programının ve bu yönteme göre hazırlanan bilgisayar destekli eğitim programının okul öncesi çocuklarının geometrik şekil kavramlarını öğrenmelerine etkisinin incelenmesi (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Kim, T., & Axelrod, S. (2005). Direct instruction: An educators’ guide and a plea for action. The Behavior Analyst Today, 6(2).
  • Klahr, D., & Nigam, M. (2004). The equivalence of learning paths ın early science instruction: Effects of direct instruction and discovery learning. Psychological Science. 15(10), 661-667.
  • Kousar, R. (2010). The effect of direct instruction model on intermediate class achievement and attitudes toward English grammar. Journal of College Teaching and Learning, 7(2), 99.
  • Lindsley, O.R. (1992). Why aren't effective teaching tools widely adopted?. Journal of Applied Behavior Analysis, 25(1), 21-26.
  • Madariagana, J.M., Martinez, E., & Goni, E. (2010). Influence of the application of an ecological of an ecological direct instruction model on the level of reading comprehension. Revista Signos, 43(73)
  • Magliaro, S.G., Lockee, B.B., & Burton, J.K. (2005). Direct instruction revisited: A key model for instructional technology. ETR&D, 53(4), 41–55.
  • Marzano, R., Pickering, J., & Pollock, J. (2004). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Mayer, R.E. (1987). Educational psychology: A cognitive approach. USA: Little, Brown and Company Limited.
  • Merriam, S.B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (3. Baskıdan Çeviri, Çeviri Editörü: S. Turan). Ankara: Nobel Yayın Dağıtım.
  • Meyer, L.A. (1984). Long-term academic effects of the direct instruction project follow through. The Elementary School Journal, 84(4), 380-394.
  • Meyer, L.A., Gersten, R.M., & Gutkin J. (1983). Direct instruction: A project follow through success story in an inner-city school. The Elementary School Journal, 84(2), 241-252.
  • Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1), 98-117.
  • Noddings, N. (2013). Education and democracy in the 21st century. Teachers College Press.
  • Orlich, D.C., Harder, R.J., Callahan, R.C., Trevisan, M.S., & Brown, A.H. (2012). Teaching strategies: A guide to effective instruction. Cengage Learning.
  • Pechous, D.J. (2012). Minimizing reading regression through a direct instruction summer reading program (Unpublished doctoral dissertation). University of Nebraska, Nebraska.
  • Peters, J.L. (2011). Effects of direct instruction on note-taking skills of students at a performing arts middle school (Unpublished doctoral dissertation). Wilmington University, New Castle.
  • Rosenshine, B. (1997). The case for explicit, teacher led, cognitive strategy instruction. Paper Presented at the Annual Meeting of the American Educational Research Association, Chicago, USA.
  • Rosenshine, B. (2008). Five meanings of direct instruction. Center on Innovation & Improvement, Lincoln,USA.
  • Rosenshine, B., & Stevens, R. (1986). Teaching functions. In MC Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376–391). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Rupley, W.H., Blair, T.R., & Nichols, W.D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25(2), 125-138.
  • Rymarz, R.M. (2013). Direct instruction as a pedagogical tool in religious education. British Journal of Religious Education. 35(3). 326–341.
  • Shepard, L.A. (2000). The role of assessment in a learning culture. Educational Research, 29(7), 4-14.
  • Small, H.H. (2011). The effects of direct instruction in teaching addition and subtraction of decimals and decimal word problems on students at risk for mathematics failure (Unpublished masters thesis). Utah State University, Utah.
  • Stein, M., Carnine, D., & Dixon, R. (1998). Direct instruction: Integrating curriculum design and effective teaching practice. Intervention in School and Clinic, 33(4), 227-234.
  • Sünbül, A.M. (1998). Öğrenme stratejilerinin öğrenci erişisi ve tutumlarına etkisi (Yayınlanmamış doktora tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Tombari, M.L., & Borich, G.D. (1999). Authentic assessment in the classroom: Applications and practice. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, Nj 07458.
  • Villaume, S.K., & Brabham, E.G. (2003). Phonics instruction: Beyond the debate. The Reading Teacher, 56, 478–482.
  • Watts, L.K. (2009). The impact of explicit ınstruction on reading achievement (Unpublished doctoral dissertation). Walden University, Minnesota.
  • Williams, R. (2007). Higher order thinking skills: Challenging all students to achieve. Thousand Oaks, Ca: Corwin.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8.bs.). Ankara: Seçkin Yayıncılık.
  • Zimmerman, B.J. (1989). Models of self-regulated learning and academic achievement. In Self-regulated learning and academic achievement (pp. 1-25). Springer New York.
There are 55 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Meryem Özdemir

Durmuş Kılıç

Publication Date October 9, 2017
Published in Issue Year 2017 Volume: 6 Issue: 2

Cite

APA Özdemir, M., & Kılıç, D. (2017). Doğrudan ve Dolaylı Öğretim Stratejilerinin Kullanımına İlişkin Değerlendirici Durum Çalışması. Cumhuriyet Uluslararası Eğitim Dergisi, 6(2), 304-327. https://doi.org/10.30703/cije.333886
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