Slide 1
Indirect Instruction is a learner-centered teaching strategy that focuses on guiding
students to explore, discover, and understand concepts on their own rather than directly
providing them with information. It emphasizes inquiry and problem-solving, allowing
students to investigate concepts (fundamental ideas or principles), relationships
(connections between concepts), and patterns (repeated arrangements or trends).
The teacher acts as a facilitator, providing prompts, questions, or activities that
encourage students to think critically, make observations, draw conclusions, and
develop a deeper understanding. This approach not only enhances problem-solving
skills but also fosters independent learning and active participation.
Examples of Indirect Instruction:
1. Concepts: Discovering Plant Growth Factors
o Instead of directly teaching that plants need sunlight, water, and soil to
grow, the teacher provides students with different plant setups (some
without sunlight, water, or soil). Students observe and record which plants
thrive, leading them to discover the concept of essential growth factors.
2. Relationships: Exploring Cause and Effect in History
o In a history lesson, rather than listing the causes of a historical event (like
the American Revolution), the teacher gives students primary sources
(letters, news articles, treaties) and asks them to identify connections.
Students analyze these sources to understand the relationship between
unfair taxation and the revolution.
3. Patterns: Identifying Mathematical Sequences
o Instead of teaching the formula for an arithmetic sequence, the teacher
provides students with a list of numbers (e.g., 2, 4, 6, 8...). Students are
asked to identify the pattern, eventually recognizing that the sequence
increases by 2 each time.
Slide 2
1. Content Organization
Content organization involves arranging learning materials in a clear, logical structure to
help students understand and retain information. Advance organizers are tools used to
give learners a conceptual preview of what they will learn, providing a framework that
makes new information easier to grasp. These can be presented as charts, diagrams,
outlines, or brief introductory explanations that highlight key concepts and their
connections.
2. Concept Learning
Concept learning focuses on helping students understand the essential features of a
concept. This involves:
Identifying Essential and Non-Essential Attributes: Differentiating what
defines a concept (essential) and what does not (non-essential).
Selecting Positive and Negative Examples: Showing students examples that
meet the concept’s criteria (positive) and those that do not (negative).
Developing Decision Rules: Creating clear guidelines that define the concept’s
essential attributes, helping students recognize it in different contexts.
3. Inquiry Learning
Inquiry learning is an approach where students actively explore how things are
organized, how they change, and how they interrelate. This strategy emphasizes
questioning, investigating, and discovering knowledge through observation,
experimentation, and critical thinking. It encourages students to ask questions, explore
possible answers, and make connections between ideas.
Slide 3
1. Go Beyond Immediately Available Information
In inquiry learning, students are encouraged to seek deeper knowledge beyond the
surface level. They learn to explore topics more thoroughly by asking questions,
seeking additional resources, and not just accepting information at face value. This
fosters curiosity and critical thinking, which are key aspects of indirect instruction.
2. Interpret the Consequences of Information or Ideas
Students are guided to think about the potential effects of the information they gather.
This encourages them to analyze and interpret what could happen if certain ideas or
actions are applied. They learn to consider the broader implications of their findings,
which enhances their problem-solving skills.
3. Make Predictions as a Way of Using the Information Gained
In inquiry-based learning, students use the information they've gathered to make
informed predictions. By applying the knowledge they have acquired, students practice
critical thinking and test their hypotheses. This step helps them see the practical
applications of their learning and refine their understanding based on their predictions'
outcomes.
Slide 4
1. The teacher’s question encourages students to think critically beyond just performing
the dance steps. By considering the rhythm, movement, and feel of the Tinikling,
students are prompted to infer its cultural origin and context. This pushes them to
connect observations with broader ideas, promoting deeper thinking and engagement.
It’s an example of indirect instruction where students explore and make inferences
rather than just memorizing information.
slide 5
2. The teacher’s question encourages students to interpret the consequences of
changes in the bamboo rhythm on the Tinikling dance. By asking how a faster or slower
beat would impact the dancers' movements, the teacher prompts students to analyze
how the tempo influences the physical execution and style of the dance. This helps
students understand the connection between music and movement, while also exploring
how changes in rhythm affect performance and aesthetic. It’s an example of indirect
instruction, where students evaluate and draw conclusions based on the relationship
between ideas and their outcomes.
Slide 6
3. The teacher’s question encourages students to use the information they've learned
about the Tinikling dance to predict how the dance would change if another set of
bamboo poles were added. By asking students to think about movement patterns,
timing, and coordination, the teacher is prompting them to apply their current
understanding to anticipate what would happen in a new scenario. This requires
students to use the information they’ve already gained to make informed predictions,
a key aspect of indirect instruction where learners actively engage with and apply
their knowledge to new situations.
COOPERATIVE LEARNING