Direct instruction and constructivist learning represent two essential teaching methods that are broadly utilized in practice. These two methods rely on different principles and pursue diverse goals. The central concept of direct instruction is that the teacher provides explicit instructions and guidance to students (LĂłpez et al., 2017). By contrast, constructivism aims at encouraging the students to build their own knowledge based on personal experience and perceptions of reality (Suhendi &., 2018). Direct instruction is highly beneficial in teaching hard science. However, it may not be suitable for developing skills that require creativity and flexibility, whereas constructivist learning contributes to the development of such skills as critical thinking, assessment, and analysis. Nonetheless, constructivism may not be effective when studying facts or learning precise algorithms.
The appropriateness of using these two primary teaching methods might change not only according to student age level but also to the studied subject. Constructivist learning involves using previous learning as a basis for building new knowledge (Suhendi &., 2018). Therefore, it may not be suitable for students who have insufficient experience and knowledge base. By contrast, direct learning may be efficient in terms of studying new information. I am most likely to teach in elementary school, and hence, direct learning would be more appropriate. However, it may be highly beneficial to utilize constructivist learning for subjects, which involve analysis, creativity, and subjective assessment. Intentional teaching is closely linked with setting precise goals achieving them within the learning plan (Campbell et al., 2021). It relies on a wide variety of methods and aims at providing a comprehensive approach to teaching. Therefore, it may be critical to utilize both teaching methods depending on the circumstances in order to provide an individual approach to each student and achieve desired learning goals.
References
Campbell, C., Jobling, W. M., & Howitt, C. (2021). Science in early childhood. Cambridge University Press.
López, P., Torrance, M., Rijlaarsdam, G., & Fidalgo, R. (2017). Effects of direct instruction and strategy modeling on upper-primary students’ writing development. Frontiers in Psychology, 8. Web.
Suhendi, A., &., P. (2018). Constructivist learning theory: The contribution to Foreign Language Learning and Teaching. KnE Social Sciences, 3(4), 87. Web.