Direct Instruction
(highly teacher centred)
| Advance Organizer | Lecture | Questioning | Modelling | Practice and Drill | Guides for Reading, Listening, Viewing |
The advance organizer may be used to connect past learnings and experiences to the teachings in the new lesson(s). A list of the characteristics and skills of entrepreneurs provides the perfect organizer for students as they develop their entrepreneurial skills throughout the course. A wall chart with a listing of the skills could be made available to students at all times. The activities students are engaged in that facilitate the development of entrepreneurial characteristics and skills should be acknowledged as having their place within the chart. The Advance Organizer may be used in a culminating sense to anchor the new learning to the student's existing cognitive structures. A way to accomplish this is to refer to the entrepreneurial skills, noting the knowledge and development that has taken place before the unit on venture planning is presented.
| Advance Organizer | Lecture | Questioning | Modelling | Practice and Drill | Guides for Reading, Listening, Viewing |
As a method to communicate facts and knowledge to the whole class, the lecture should be no longer than 10 minutes in length and should be followed by questions or an activity. It is preferable to accompany a lecture with visual aids, demonstrations, listening guides, and discussion in order to involve students actively. Lecture may be used, for example, when introducing a venture plan for the first time. Student viewing of a variety of ventures plans may accompany the lecture. The teacher should encourage interaction among students.
| Advance Organizer | Lecture | Questioning | Modelling | Practice and Drill | Guides for Reading, Listening, Viewing |
Questioning is employed to guide learning. The purpose of questioning is to bring out or draw out a response from students that can help them bring forth their own ideas. Active questioning can assist students in accessing and connecting previous knowledge and in promoting critical and creative thinking. It can alert the teacher to students' needs and understandings, reinforce self-esteem, and can assist with developing a positive climate in the classroom. The teacher may develop a checklist to guide the questioning procedure.
Didactic questions can be used to effectively diagnose recall and comprehension and to draw on prior learning experiences. For example, "what", "where", "when", and "how" questions could be used to review the decision-making or problem-solving processes necessary to entrepreneurship. However, didactic questions tend to be convergent and factual and can discourage insightful answers and creativity, perhaps stifling the creative process important to entrepreneurship. Effectiveness of the use of questioning in the entrepreneurship classroom must be increased with the continuous appropriate addition of "why" and "what if" questions if the spirit of innovation and creativity is to be nurtured and attained.
| Advance Organizer | Lecture | Questioning | Modelling | Practice and Drill | Guides for Reading, Listening, Viewing |
Case studies of entrepreneurs or entrepreneurial guests may provide the successful role models and the appropriate behaviours expected of entrepreneurial individuals. The entrepreneurship educator can also provide a positive role model in the classroom by providing students with innovative and creative activities, ideas, and learning experiences. On an ongoing basis, effective communication and team-building skills should be demonstrated and modelled by the teacher and students throughout the course.
| Advance Organizer | Lecture | Questioning | Modelling | Practice and Drill | Guides for Reading, Listening, Viewing |
Practice and drill, as an instructional method, is used to provide students with enough practice to perform a skill or process information automatically. In Entrepreneurship, students may build self confidence, teamwork and other entrepreneurial characteristics and skills by practising them daily throughout the course.
Terminology and key ideas and concepts may also be learned through practice and drill. The drill and practice process can be varied by having students working individually, in pairs, small groups, or in a large group setting.
| Advance Organizer | Lecture | Questioning | Modelling | Practice and Drill | Guides for Reading, Listening, Viewing |
Guides for reading, listening, viewing refer to providing leading questions, diagrams, or statements to assist students in focusing on the important ideas within text, lecture, media, or other presentations. When entrepreneur guests or entrepreneurial case studies are presented to students, focus questions, statements, or diagrams may be provided to assist students with gaining the important facts and applications of the presentation. A follow-up discussion may assist in summarizing the activity.