indirect teaching strategies

Indirect Teaching Strategies

indirect teaching strategies

indirect teaching strategies

Indirect teaching strategies focuses on the student taking responsibility for their learning. In this strategy, students are involved in observing, investigating and drawing inferences from data, and forming hypotheses. The teacher organises the learning environment for the student. However, as the student takes responsibility for their learning, the teacher’s role moves from instructor to facilitator.

Indirect teaching strategies include is as follow :

Inquiry based learning in indirect teaching strategies

Inquiry based learning is about posing questions and finding answers to questions and issues. It is an open-ended and creative way of seeking knowledge through using critical and creative thinking. Inquiry based learning is useful when the question or issue:

  • extends beyond the classroom
  • involves broad and deep investigation.

It encourages independent learning as students have to come up with resolutions to questions themselves, rather than relying on the teacher. Students can have a significant say about the content and context of their work, and develop ownership over the learning.

Inquiry-based learning builds students’ research, interview and web search skills. It also builds the critical and creative thinking skills necessary for thoughtful review of information.

Inductive teaching in indirect teaching strategies

In inductive teaching, students’ knowledge comes from the way they experience and interact with facts, information and events. Essentially, inductive teaching is a process that enables students to discover a concept from the inside out.

Teachers give students information about an issue or concept and encourage students to:

  • look for patterns within the information
  • explore, observe and raise questions
  • make connections from their explorations of the information.

Students use their specific learning to make a conclusion about information and/or events. Students can then apply their conclusion to new information, issues or events. That is, they take the generalization and apply it to a new or unfamiliar situation.

Problem-based learning in indirect teaching strategies

Problem-based learning involves students working together to solve an open-ended, challenging problem. This is different to giving students a problem to solve using information they have just learn — better termed an ‘exercise’ rather than a problem.

Problem-based learning is appropriate when the problem needs broad and deep research and investigation. It develops students ability to be self-directed, independent and interdependent learners as they work together to solve a problem. They learn how to take responsibility for their own group and organize and direct their learning with support from the teacher. It develops students thinking and reasoning skills, including:

  • analysis
  • applying existing knowledge to new situations
  • separating fact from opinion
  • making judgments
  • critical and creative thinking.

In indirect teaching strategies, the teacher’s role shifts from lecturer/director to facilitators, supporters, and resources. Teachers manage the learning environment, provide opportunities for student involvement, and, if necessary, provide feedback to students when they conduct investigations.