Abstract
The intent of this article is to translate research concerning direct and nondirect instruction into workable teaching patterns by 1) clustering related teacher behaviors included in instructional organization and management, and 2) describing the teacher as that center of attention who responds to pupils and organizes and presents materials. Further, a rationale for patterns of instruction, a description and example of how they may be used and an observation instrument to code behaviors and monitor the operation of the instruction patterns are discussed.
Essentially, the forms and functions of direct and nondirect instruction patterns are offered as instructional tools for teacher educators and practicing teachers.
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Cicchelli, T. Forms and functions of instruction patterns: Direct and nondirect. Instr Sci 12, 343–353 (1983). https://doi.org/10.1007/BF00154125
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DOI: https://doi.org/10.1007/BF00154125