(8)
6.3 Compare the indirect and direct teaching strategies in terms of progression of teaching, skills developed by learners and content covered
Indirect teaching strategies focus on providing opportunities for student exploration, discovery, and problem-solving. This approach allows students to take ownership of their learning and develop critical thinking, problem-solving, and decision-making skills. Progression of teaching in indirect strategies tends to be more student-led and self-paced, with the teacher serving as a facilitator rather than a lecturer.
On the other hand, direct teaching strategies involve more explicit instruction from the teacher, with information and skills being presented in a structured and organized manner. This approach may be more efficient in terms of covering a specific content area in a shorter amount of time, but it may limit opportunities for students to actively engage in the learning process. Direct teaching strategies are often used when specific skills or knowledge need to be taught quickly and efficiently.
In terms of skills developed by learners, indirect teaching strategies tend to focus on higher-order thinking skills such as problem-solving, critical thinking, and creativity. Students are given the opportunity to explore and discover information on their own, leading to a deeper understanding of the content. On the other hand, direct teaching strategies may focus more on memorization and recall of facts and information, as well as procedural skills that can be learned through repetition and practice.
Overall, both indirect and direct teaching strategies have their own strengths and weaknesses in terms of progression of teaching, skills developed by learners, and content covered. It is important for teachers to consider the needs and learning styles of their students when determining which approach to use in the classroom.