As the name implies, teacher-directed instruction includes any strategies initiated and guided primarily by the teacher. A classic example is exposition or lecturing (simply telling or explaining important information to students) combined with assigning reading from texts. But teacher-directed instruction also includes strategies that involve more active response from students, such as encouraging students to elaborate on new knowledge or to explain how new information relates to prior knowledge. Whatever their form, teacher-directed instructional methods normally include the organizing of information on behalf of students, even if teachers also expect students to organize it further on their own. Sometimes, therefore, teacher-directed methods are thought of as transmitting knowledge from teacher to student as clearly and efficiently as possible, even if they also require mental work on the part of the student.
Lectures and readings
Lectures and readings are traditional staples of educators, particularly with older students (including university students). At their best, they pre-organize information so that (at least in theory) the student only has to remember what was said in the lecture or written in the text in order to begin understanding it (Exley&Dennick, 2004). Their limitation is the ambiguity of the responses they require: listening and reading are by nature quiet and stationary, and do not in themselves indicate whether a student is comprehending or even attending to the material. Educators sometimes complain that “students are too passive” during lectures or when reading. But physical quietness is intrinsic to these activities, not to the students who do them. A book just sits still, after all, unless a student makes an effort to read it, and a lecture may not be heard unless a student makes the effort to listen to it.
Advance organizers
In spite of these problems, there are strategies for making lectures and readings effective. A teacher can be especially careful about organizing information for students, and she can turn part of the mental work over to students themselves. An example of the first approach is the use of advance organizers —brief overviews or introductions to new material before the material itself is presented (Ausubel, 1978). Textbook authors (including ourselves) often try deliberately to insert periodic advance organizers to introduce new sections or chapters in the text. When used in a lecture, advance organizers are usually statements in the form of brief introductory remarks, though sometimes diagrams showing relationships among key ideas can also serve the same purpose (Robinson, et al., 2003). Whatever their form, advance organizers partially organize the material on behalf of the students, so that they know where to put it all, so to speak, as they learn them in more detail.