Constructivism is basically a theory based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.
In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.
Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn
Direct Instruction
Direct instruction is a theory of education which posits that the most effective way to teach is by explicit, guided instructions. This method of teaching directly contrasts other styles of teaching, which might be more passive or encourage exploration. It is a very common teaching strategy, relying on strict lesson plans and lectures with little or no room for variation. Direct instruction does not include activities like discussion, recitation, seminars, workshops, case studies, or internships.
Though direct instruction is probably the oldest form of teaching, it came into a more modern light when a program was created by a professor at Johns Hopkins University in the mid-1980s as a way to address the problems of inner-city Baltimore schools. In this program, which focused on reading instruction, ninety minutes each day were dedicated to pre-ordained lesson plans and worksheets. The plan primarily featured scripted instruction and specific activities in which children engaged for defined periods of time. The program's goal was to teach every child in the class to read at the same level.
Today, most K-12 education uses a modernized version of the original program. Previously known as DISTAR, an acronym for "Direct Instruction System for Teaching Arithmetic and Reading," and created by SRA/McGraw-Hill, modern programs offer standard lesson plans for Reading and Arithmetic based on grade level. Teacher resources like DISTAR materials can be found under the republished names "Reading Mastery," "Language for Learning," and "Arithmetic I/II." Parents looking for direct instruction materials and programs should look into the Hooked on Phonics series and other related products.
Critics argue that direct instruction is nothing but canned teaching with little room for the personalization of lesson plans. To these critics, schools that require direct instruction are handcuffing their best teachers and providing a crutch to their worst ones. This argument fails to address the fact that good teachers will be successful with any lesson plans, including direct instruction.