Approaches With No Learner Involvement: Direct Teaching

Many lessons are taught most appropriately with the direct style. If the lesson objective is for all students to perform a particular movement in a particular way and learning can be enhanced by listening to a verbal description and observing a model, then direct teaching is appropriate. Skills such as the forward roll, the standing long jump, or three-beanbag juggling can be taught effectively by the direct style. The organizational arrangement for direct approaches is usually teaching the whole class, but other formations can be used, such as partners or small groups. The goal is for the teacher to direct all aspects of the class, but movement tasks of varying difficulty can be offered for students at different developmental levels. Students should be arranged so that all can see and hear, because the teacher delivers all the content and determines the pace of the class. The teacher explains the movement or movement sequence, remembering to include well selected cues; dem¬onstrates all or part of the skill; signals the learners to repeat the movement demonstrated one or more times; observes the performance of students rind provides feedback and, eventually, evaluates the final achievement. In a direct approach, the teacher controls all aspects of the class.
The direct style is a good choice for teachers when the lesson involves introduction of a new skill or when safety is an issue. This format allows complete teacher control and is useful with classes that are difficult to manage. Often, after students spend some time in controlled practice, they should be able to manage their own behavior well enough to be provided with more opportunities for decision making and individualized practice. Several guidelines are important for successful use of direct teaching :
• Always have a signal (e.g., a drumbeat or a verbal command) to get the attention of the class.
Students are not involved in decision making
Direct approach Students are involved in some decisions
Students are involved in many decisions

Indirect approach

Try to provide for maximum practice (e.g., use small groups for drills). Never have chil¬dren stand in long lines.

• Most important, remember the responsibilities of the teacher in motor skill learning, discussed These include identifying the skill level of the child on a task and providing for developmentally appropriate practice so that every child finds success.
• The direct style can also be applied in lessons where students play a new game of low organization, learn an aerobic dance or jump rope routine, or practice a folk or square dance. In these situations, it is desirable to guide the class through the steps or sequence using a structured approach.