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Teacher Directed Instruction for Student Engagement

Teacher Directed Instruction for Student Engagement
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Author(s): Karen Weller Swanson (Mercer University, USA) and Geri Collins (Mercer University, USA)
Copyright: 2012
Pages: 11
Source title: Encyclopedia of E-Leadership, Counseling and Training
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-61350-068-2.ch056

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Abstract

This article will define teacher directed instruction in light of a trend toward more learner-centered classroom experiences for 21st century students. The authors will identify the danger in creating an either/or paradigm but rather discuss what researchers have determined to be best practices in the teacher-centered context. Also, Hoyt and Perera (2000) surveyed faculty as to which type of instruction approach they incorporated into their practice. Forty-five percent identify some combination which used lecture as a primary approach. Thus the discussion of best practice will broaden the current conversation beyond what is good or bad but rather what supports student outcomes. Specific successful pedagogical strategies will be outlined including development of an engaging lecture, cooperative learning designed to enhance reading assignments, purposeful questioning, and using the Socratic Method.

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