INSTRUCTIVISM

5. Instructivism

Instructivism, or direct instruction, appears to be in direct opposition to more student-centered learning theories such as constructivism. With its roots in behaviorism, direct instruction is more teacher-driven than constructivism. The instructivist classroom relies more on the teacher deciding what and how the student is to learn. This places the responsibility for success on the teacher rather than the student. The student is responsible for showing the teacher that he or she has learned what the teacher prescribes. Learning happens because the teacher is an effective instructor.

This learning theory has also been described as traditional teaching. Currently there is a great deal debate between constructivists and instructivists. The contention between student-centered and teacher-centered approaches has a long history.

Constructivism is often related to the philosophies of Dewey and Rousseau, and inspired by Piaget and Vygotsky. Instructivism is related to faculty psychology, behaviorism, and to the research-based programs of the last few decades known as process-product pedagogy, such as the work of Bereiter and Rosenshine. (http://www.emtech.net/links/construc.htm)

Rather than defining Instructivism simply as teacher centered or traditional teaching, Siegfried (Ziggy) Engelmann, explained that the direct instruction classroom is more than that. The teacher is in control of the classroom, because the teacher has more experience and training than the child. The teacher accepts that when the child fails to learn, it is the teacher's fault for not providing the appropriate instruction.

Direct instruction targets the skills that are considered valuable in schools rather than skills that may be more important in life. The instructivist classroom develops mathematical and linguistic skills rather than concepts. Direct instruction is more of an approach to teaching rather than a theory of learning, although it does borrow a great deal from behaviorist theories.