Impactful Instruction!

Deep Learning through balanced approaches to Direct Instruction and Inquiry-Based Learning.

This blog post draws inspiration from Rachel Lehr's recent insights (2023) on the instructional framework employed by Dayton Public School, particularly their Instructional Playbook and an article from Jay McTighe and Harvey Silver (2020) called Instructional Shifts to Support Deep Learning.

Lehr's message struck a chord due to its enlightening and encouraging nature. The strategies encapsulated within the playbook not only find their roots in a robust evidence base but also vividly illustrate the advantages of embracing a balanced approach to education.

Dayton Public Schools' Instructional Playbook, as highlighted by Lehr, exemplifies a comprehensive and well-founded framework for effective teaching and learning. The strategies it contains are deeply rooted in educational research, showcasing the value of a well-rounded and diverse approach to education. This playbook serves as a testament to their ongoing quest for excellence in teaching and the unwavering commitment to fostering meaningful learning experiences for students. 

McTighe and Silver offer a persuasive discourse on the merits of enhancing the educational structure by guiding students through a profound learning experience that centers on the exploration of overarching concepts, rather than an exhaustive coverage of content. Their approach prioritises active knowledge construction by students and reduces the emphasis on didactic instruction, fostering a richer sense of inquiry.

Direct instruction is an enduring and essential component of effective teaching. It serves as a foundational strategy in the educator's toolkit, particularly in the face of increasingly diverse classrooms. However, its mastery surpasses the traditional method of simply delivering content to students. True expertise in direct instruction entails a nuanced approach that correlates a range of strategies to optimise both student comprehension and engagement (Rosenshine, 2012). In the current educational landscape, a creative balance in instruction is key to cultivating an environment where every student can not only receive knowledge but also deeply connect with to apply what they've learned.

In this blog post, I will look at teacher instruction, transcending the conventional direct, "I do, We do, You do" model. Impactful instruction involves more than mere content delivery; it encompasses the art of breaking down complex concepts, guiding students through their journey, and gradually allowing them to take the reins of their learning. The continuous refinement and balance of direct instruction and inquiry methods becomes imperative as it is the key to unlocking meaningful student learning and equipping them with the skills they need for success.

Additionally, I will explore the transformative impact of integrating learning intentions, success criteria, and routines that set the expectations for learning. These strategies provide students with a clear roadmap for their learning, stimulating engagement and reflection, and promoting deeper understanding. By combining these with direct instruction, educators can empower students to become not just knowledgeable but also critical thinkers, capable of applying their learning in a relevant and profound way. 

The Essence of Direct Instruction

Direct instruction encompasses a structured process of deconstructing complex concepts into digestible components, ensuring that students can navigate their initial encounters with the material. What sets it apart is the deliberate and gradual relinquishing of control to students as they demonstrate increasing competence, allowing them to become active participants in their learning journey. This approach empowers learners, fostering a sense of ownership over their education and facilitating a deeper understanding of the subject matter. 

It is a traditional three-stage process of I Do, We Do and You Do is an essential framework for effective learning (Rosenshine, 2012). In the I Do phase, the teacher takes on the role of the expert, providing students with a clear and structured introduction to the material. This initial step lays a strong foundation, ensuring that students have a clear understanding of the content.

The We Do stage, the students actively engage with the material with the guidance and support of the teacher or mentoring adult. Regular checks for understanding during this stage help identify any misconceptions or areas where students may need additional support. It's a pivotal moment for addressing and correcting any misunderstandings promptly.

The final stage, You Do, empowers students to take ownership of their learning. By applying their knowledge through activities that suit their individual learning needs, students not only solidify their understanding but also embrace a more personalised approach to education. 

Flexible Instruction

Direct instruction is an adaptable approach that caters to the diverse needs of students and the nuances of the content being taught. Its effectiveness shines in various scenarios. When students come to a subject with limited background knowledge, direct instruction becomes a foundational pillar. It lays the groundwork for their understanding and ensures that all students start from a common point of reference, promoting equity in learning.

In subjects where content follows a specific sequential order, direct instruction plays a vital role. It helps students grasp the structured progression of concepts, ensuring they build upon each piece of knowledge in a logical and organised manner. This sequential understanding forms a strong basis for more advanced learning.

Direct instruction serves as a lifeline for students grappling with learning challenges. It provides the essential support and structure necessary for these students to acquire new skills or knowledge. By breaking down complex concepts into manageable components, it simplifies the learning process and makes it more accessible, allowing students to overcome their challenges effectively.

Fostering Inquiry and Creativity

As previously indicated, direct instruction serves as the foundational bedrock for learning, equipping students with essential knowledge and skills. However, it's important to recognise that the ultimate objective of education extends beyond mere information transfer. Education aims to empower students to think critically, solve problems, and become active contributors to society. This transformative goal is where inquiry-based learning plays a pivotal role.

Inquiry-based learning is a robust methodology that invites students to become active participants in their learning journey. It encourages them to explore problems, question, and create through cycles of inquiry, fostering attributes like curiosity, creativity and deeper understanding (Krajcik & Blumenfeld, 2006). 

This approach delves beyond the conventional direct instruction model, challenging students to not only grasp the "what" of knowledge but also to explore the "how" of thinking, a concept known as metacognition (Divrik, Pilten & Tas, 2020). It encourages students to develop a deeper awareness of their thinking processes, enabling them to understand how they learn, analyse their thought patterns, and employ effective strategies for problem-solving and decision-making. In essence, it promotes a more profound and reflective level of intellectual engagement, fostering lifelong learning skills that extend far beyond the classroom.

The integration of direct instruction and inquiry-based learning harmonises the structured acquisition of foundational knowledge with the open-ended exploration of real-world applications. It bridges the gap between theory and practice, empowering students to apply their knowledge in meaningful ways. This fusion creates a holistic educational experience that nurtures well-rounded, independent thinkers and problem solvers who are better prepared to navigate the complexities of the world.

Learning Intentions and Success Criteria

Setting clear learning intentions and success criteria sets the expectations of effective teaching and learning. Learning intentions are like the destination on a map, they tell students what they are expected to learn and achieve. Success criteria, on the other hand, are the specific milestones or markers that define what successful learning looks like. Together, they create a roadmap that guides both teachers and students on the educational journey (Wiggins & McTighe, 1998).

When teachers communicate these intentions and criteria, they provide students with a sense of purpose and direction. Students know what they are working toward and can measure their progress along the way. This clarity is especially important in the "I Do, We Do, You Do" model. In the "I Do" phase, the teacher sets the stage by presenting the learning intentions and success criteria. As the lesson progresses into the "We Do" and "You Do" phases, the responsibility gradually shifts to the students, allowing them to take ownership of their learning and work towards achieving the desired outcomes. In essence, learning intentions and success criteria clarify the learning goals and also empower students to be active participants, making the journey of deeper learning more focused, purposeful, and achievable (Black & Wiliam, 2009).

Visible Thinking Routines

Visible thinking routines are indispensable tools in education that facilitate a profound transformation in the learning process. They serve as structured methods to make students' thought processes observable and communicable, effectively externalising their cognitive processes (Ritchhart & Perkins, 2008). This transparency enhances metacognition, allowing learners to monitor and adjust their thinking, thereby taking greater ownership of their learning.

These routines, such as Think-Pair-Share, Chalk Talk, and Socratic Seminars, encourage students to actively engage with the subject matter. Think-Pair-Share prompts students to reflect independently, share their ideas with a peer, and later contribute to a class discussion, fostering deeper understanding. Chalk Talk creates a silent, collaborative space for students to visualise their thoughts on a shared surface, promoting creative thinking and collaboration. Socratic Seminars encourage students to explore diverse perspectives and engage in critical discussions.

By embedding visible thinking routines into times of instruction, educators not only stimulate students' critical thinking but also enable them to explore the material with depth and refinement (Costa & Kallick, 2000). This active thinking and reflection are intricately linked to balancing direct instruction and inquiry-based learning, aligning with the goals of cultivating curiosity, creativity, and a comprehensive understanding of the subject matter.

The Impact

The significance of blending direct instruction and inquiry-based learning is indeed profound, as it has the capacity to bring about a transformative impact on the educational experience for both teachers and students. 

When educators combine direct instruction with inquiry-based learning, they embark on a journey where they can witness the tangible growth and development of their students. This firsthand experience of student progress instills a deep sense of professional fulfillment and efficacy. As teachers see their students' understanding and skills expand through inquiry-based activities, it reaffirms their dedication to their craft and bolsters their belief in the effectiveness of their teaching methods, therefore, enhancing their teaching efficacy. This sense of achievement can be a powerful motivator, driving teachers to continuously refine their instructional approaches and adapt to the evolving needs of their students.

Teachers who master the art of blending direct instruction and inquiry-based learning become more versatile and effective instructors. They are not limited to a single pedagogical approach but have a diverse toolkit of impactful strategies at their disposal (Hattie, 2009). This versatility enables them to tailor their teaching methods to the unique requirements of each class or student. The continuous integration of inquiry-based learning with direct instruction becomes a source of inspiration rather than a chore, as it empowers educators to experiment, learn, and grow professionally. This journey of professional growth is progressive, ever-evolving, and deeply fulfilling.

In today's inclusive classrooms, a one-size-fits-all teaching approach is insufficient. Blending direct instruction with inquiry-based learning allows teachers to address the diverse needs of their students. Some learners may thrive in structured environments with clear instructions delivered through direct instruction, while others may excel when encouraged to explore, question, and create through inquiry-based learning. The balanced approach ensures that every student is supported and challenged in ways that align with their individual learning styles and needs. By recognising and accommodating this diversity, teachers create an inclusive and equitable learning environment where all students have the opportunity to succeed.

For students, blending direct instruction with inquiry-based learning takes students beyond surface-level knowledge. It allows them to actively engage with the material, question concepts, and explore topics in-depth. Through inquiry-based activities, students develop a profound understanding of the subject matter. This goes beyond memorisation and rote learning, enabling them to grasp the underlying principles, connections, and applications of what they are studying. This deeper understanding not only enhances their academic performance but also equips them with the critical thinking and problem-solving skills needed beyond school.

This balanced approach to learning can become a catalyst for nurturing critical thinking and problem-solving skills in students. As they engage in open-ended inquiries, analyse data, and draw conclusions, they become adept at thinking critically, creativity and analytically.

By active participation, students develop into more self-directed and motivated learners. They cultivate a lifelong love for learning and inquiry, recognising that education is not confined to the classroom but extends into all aspects of life. This self-directed approach to learning prepares students to adapt to new challenges, acquire new skills, and stay curious and intellectually engaged throughout their lives. It empowers them to seek knowledge, question assumptions, and continually strive for personal and professional growth.

The dynamic blend of direct instruction and inquiry-based learning is not merely a teaching approach but a transformative educational philosophy. It empowers both teachers and students, fostering deep understanding, critical thinking, and a lifelong love of learning. This approach enriches the educational experience, making it more engaging, meaningful, and adaptable to students' diverse needs.

The integration of learning intentions, success criteria, and visible thinking routines into direct instruction is a transformative approach that has a profound impact on both teaching and learning. 

As previously discussed, learning intentions act as guiding stars, offering students a clear sense of what they should learn, much like setting the destination for a journey. Success criteria, in turn, provide the roadmap, specifying the expectations and steps required for success. Together, these elements impart clarity and purpose to the learning process, empowering students to take ownership of their educational journey and eliminating the feeling of being lost in a sea of information.

Visible thinking routines empower active and meaningful student engagement. They prompt critical thinking, questions, and peer discussions, surpassing passive listening and fostering deep subject understanding. Articulating thoughts through these routines not only reinforces understanding but also sparks motivation, making education interactive and productive.

Metacognition, often described as thinking about thinking, is a vital life skill that goes beyond the classroom. It enables students to reflect on their learning processes and make informed decisions about their approach to education. The integration of learning intentions, success criteria, and visible thinking routines fosters metacognitive thinking by encouraging students to consider how they best understand the material and how to achieve their learning goals. This metacognitive awareness is not confined to the school environment; it equips students to thrive in diverse learning situations, making them self-directed learners capable of tackling new concepts and challenges, no matter the context.

Conclusion
Education's impact is maximised when it shifts from mere facts to meaningful comprehension of the world. Learning intentions, success criteria, and visible thinking routines play a pivotal role in educational transformation by reaching into the heart of the learning process, moulding it into a journey of discovery, understanding, and self-improvement. When coupled with direct instruction and inquiry-based learning, they turn the schooling into an efficacious and purposeful experience. They are no longer passive consumers of knowledge, students become inquisitive seekers, asking questions, exploring, and applying their understanding to real-world scenarios. This shift towards a balance in instruction equips them with the critical thinking, problem-solving and adaptability skills, well-prepared for success in our complex world.

References

• Black, P., & Wiliam, D. (2009). Assessment for learning: What it is and how to do it. ASCD.

• Costa, A. L., & Kallick, B. (2000). Habits of mind: A developmental series. ASCD.

• Divrik, R., Pilten, P., & Tas, A. M. (2020). Effect of Inquiry-Based Learning Method Supported by Metacognitive Strategies on Fourth-Grade Students' Problem-Solving and Problem-Posing Skills: A Mixed Methods Research. International electronic journal of elementary education, 13(2), 287-308.

• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

• Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. Merrill Prentice Hall.

• Lehr, R. (2023) Application of Dayton PS Instructional Playbook https://www.linkedin.com/posts/activity-7124712728073535488-pWBw 

• McTighe, J., & Silver, H. (2020). Instructional Shifts to Support Deep Learning. Educational Leadership, 78(1). https://www.ascd.org/el/articles/instructional-shifts-to-support-deep-learning 

• Ritchhart, R., & Perkins, D. (2008). Making thinking visible: How to promote student engagement and understanding. Jossey-Bass.

• Rosenshine, B. V. (2012). Principles of instruction: Research-based practices. Pearson Education.

• Wiggins, G. P., & McTighe, J. (1998). Understanding by design. ASCD.