Abstract
Since the 1980s the notion of teacher led instruction (Direct Instruction) has been largely dismissed in favour of a more student-centered (Indirect Instruction), collaborative, problem solving type pedagogy. Certainly, the student-centered approach, characterized by inquiry, problems solving and active learning, is an effective practice which is supported by empirical evidence (Yuen & Hau, 2006). However, this pedagogical division between the ‘sage on the stage and the guide on the side’ (King, 1993) type approach to teaching has led those in education to believe that Direct Instruction is the lesser cousin to Indirect Instruction and therefore should be minimized. This paper questions this common narrative, and drawing on research and current literature argues that there is a significant place in education, for the ‘sage on the stage’. The author suggests that teachers should consider adding another tool to their teaching repertoire and revisit this approach, at times, when needed, in order to maximize student learning. To support the literature, this paper presents findings collected from student and faculty perceptions on teaching pedagogy, which provide evidence to suggest the effectiveness of Direct Instruction alongside Indirect Instruction as a classroom instructional practice. This study takes place in a tertiary institution in the United Arab Emirates referred to in this paper as Dubai University. This research contributes to knowledge by filling a gap in the field on the perspectives of learners and teachers on Direct Instruction and by raising awareness around the role of Direct Instruction within education.
Author Information
Nicole Shammas, Higher Colleges of Technology, United Arab Emirates
Paper Information
Conference: IICE2022
Stream: Teaching Experiences
This paper is part of the IICE2022 Conference Proceedings (View)
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To cite this article:
Shammas N. (2022) Why Teacher Led Instruction Really Works ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2022.25
To link to this article: https://doi.org/10.22492/issn.2189-1036.2022.25
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