The Value of Direct Instruction
Educational pedagogy reminds teachers that to achieve best results with student engagement, learning capability and high interest, there is a need for explicit and direct instruction.
Didactically we are told when we complete our teacher training, that students must be able to connect new information to known concepts, for the new information to make sense and augment understanding. We also know from practice that students will grasp easily and enjoy matter taught, if the lesson is explicit and appropriate for individual students. Student engagement is the first step for learning and real learning happens when more parts of the brain are involved. Next we need the student to retain the new concept shared. Recall will generally happen if the student is given ample opportunity to repeat new content in various ways and through different modalities.
A Montessori class director will apply these pedagogical approaches to teaching with ‘A Three Period Lesson’. A student is observed to identify their learning strategies, their capabilities and their interests. A lesson is then planned including previous learned information and a clear focus on concept taught. Generally the lesson incorporates concrete materials for sensorial exploration (First Period). The child will make use of own learning style, be it visual, auditory, kinaesthetic or a combination of these, to repeat the exercise until they feel comfortable they understand the new concept (Second Period). Finally the adult will assess understanding and mastery of learning (Third Period of the Three Period Lesson).
Adults empower students to perceive where they are in the process of learning through much constructive feedback and the process of conferencing.