Teacher-directed instruction

 Identify those two main components and describe the elements of each of them.
Questioning and expository teaching are the two main components of teacher-directed
instruction. Expository teaching comprises of many different forms namely the internet,
textbook, lecture and the video (Hansen et al., 2015). Among the four forms, the lecture method
is the most commonly used form of expository teaching. The use of the lecture method is seen is
a great method used by teachers to set an atmosphere of learning in the classroom setting. Every
day, every teacher uses some form of the lecture method in teaching. Even though not in its
entirety, the lecture method helps the teacher introduce the lesson, and explain the concepts to be
learnt during the lesson.
 After reading the advantages and disadvantages of lecturing, take a stance on
lecturing and defend whether you feel it is an effective strategy.
The lecture method is criticized as being ineffective because they encourage passivity in
class and learners are rarely engaged. However, I support the use of the lecture method, as they
give the teacher an avenue through which they introduce new concepts to learners. Other
methods such as the use of small groups can only be effective if students have a clue of what
they are studying. If a concept is completely new to students, then the use of groups may be
ineffective. In such cases, the lecture methods remain to be the easiest and quickest method
through which an educator can transfer knowledge to the learners. Every teacher is familiar with
the lecture method, as that is basically how they were taught in their day. Thus, they are able to
use the method efficiently to complement new modern methods, that were introduced to them
only when they were training to be teachers.

 Questioning is complex, summarize what the author is stating about questioning as
an instructional tool.
Questioning is a sophisticated instructional tool. It can be used by educators to
summarize learning or provide the central idea of the day’s lesson. The tool can also be used to
ask students to provide clarification for a comment. Through questioning, students are prompted
to explore their values, attitudes and feelings (Hansen et al., 2015). Students can also be
prompted to allow them to see a concept from a different and higher perspective or to support
their interpretations and assertions. It is an effective tool that can be used to direct students to
provide responses to one another or to illustrate a concept using an example. Lastly, the author
mentions that the questioning tool can be used to ask students to apply a principle or prompt
them to connect and organize information or investigate a thought process.
 Explain why educators need to ask questions that require students to use higher-
order thinking skills.  
Such questions allow teachers to maximize opportunities for stents to achieve a higher level
of thinking. A higher level of thinking results in higher achievement levels, compared to students
who are only taught using traditional instructional methods, which do not require the use of
higher-order thinking skills. Besides, questions that require learners to apply higher-order
thinking encourage extended thinking. students are trained to perform analysis, investigations
and apply skills and concepts to solve problems on their own. They are able to make correlations
across disciplines and have a wider scope of the content being covered. Thus, higher-order
thinking skills enable students to direct their learning processes, and this allows them to have
more control over the learning process. Consequently, individual learning is enhanced.

References

Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and instruction for the 21 st
century. Bridgepoint Education