Indirect instruction

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As indirect instruction a methodological model is within the instructional design called. This model is opposed to direct instruction .

Definition of terms

The core of indirect instruction is the acquisition of new knowledge or skills without specific instructions and guidance. The degree of an indirect instruction is measured by the extent of the instruction and the gap to be closed in relation to target knowledge. The aim is the greatest possible, independent knowledge performance on the part of the learner.

Direct instruction VS. Indirect instruction

The differences between direct and indirect instruction can be seen most clearly in the degree of instruction by the teacher. The direct instruction is characterized by a clearly structured structure, exercise and feedback from the teacher. In comparison to this, the model of indirect instruction tries to avoid these clearly guided instructions and controls in order to promote independent cognitive performance.

Results of different teaching models

In comparison to indirect instruction, the teaching model of direct instruction promotes above all the basic cognitive skills. Through indirect instruction, learners are trained in non-cognitive skills such as B. Self-awareness and independent work promoted.

compatibility

There is a problem with the compatibility of direct instruction and indirect instruction. With direct instruction, the best results in subjects such as mathematics or languages ​​are achieved through concrete structuring, instruction and performance orientation. Indirect instruction achieves the best results in areas such as an affective attitude towards school or self-efficacy . However, the effectiveness of z. B. clear structures and guided instruction reduce the need to work independently. The same ineffectiveness can be seen in gaining cognitive skills when using indirect instruction as a teaching model. This shows that both approaches are partially mutually exclusive and difficult to match.

literature

• Gruehn, Sabine (1995): Compatibility of cognitive and non-cognitive goals in class. In: Zeitschrift für Pädagogik, 41, pp. 532–534.
• Meisert, A. & Böttcher, F (2010): Indirect instructions in science teaching and their epistemological foundation. In: Frei, P., Hauenschild, K., Pieper, I., Schmidt-Thieme, B. (Eds.): Series of didactic research No. 3. p. 4; Hildesheim.