Sometimes Direct Instruction is OK!
Inquiry-based learning is popular in science education these days and for good reason! We want our students to be independent thinkers who can solve messy, real-world problems.
In the middle school classroom, though, I do feel like it's possible to give students "too much" freedom. I've definitely been burned when I had my students explore an open-ended topic and they didn't come away with the knowledge they needed. In the information age, I think students can get easily overwhelmed with the sheer volume of content they might find with an internet search. Not to mention, the internet can be a pretty distracting place – even for me! 😆
When it comes to getting students from point A to point B, direct instruction can still play a role. Sometimes the subject matter expert, the teacher, just needs to intervene and communicate information. That's why there's an "Explain" portion of the 5E Method! It doesn't have to be boring or brain-numbing for students, though. Here are some tips for effective, engaging direct instruction:
📝 Short Sessions: Students sometimes say they prefer long, passive lectures, but studies show they aren't learning as much as they could. When direct instruction is needed, use short bursts. Five minutes describing a concept or new vocabulary, followed by reflection or active engagement, is perfect.
📝 Strategic Timing: You have options for when you give direct instruction. Some teachers like to front-load vocabulary before students explore a concept on their own. I like to present a phenomenon first to hook student attention, then run through the list of words they'll see as they explore (no definitions yet). Once they've explored, then I'll give short lessons on vocab and science topics to explain what they experienced.
📝 Structured Investigations: Rather than giving students a completely blank slate when they’re investigating a phenomenon, you can add scaffolds so that students move in the direction you want them to go. If you're sharing that scientists found an albino redwood tree, for example, you'd explain that you want them to explore chlorophyll and the process of photosynthesis so they can understand why an albino tree is a big deal. You might also start with a mini-lesson on photosynthesis, so they have a basic framework for new knowledge.
📝 Tie Mini Lessons to the "Big Picture": Sometimes when students are learning a new concept, the application to a real-world event is a lot more obvious to us then it is to them! When you pause to give a mini-lesson, you have a chance to make explicit connections to your anchoring phenomenon. Going back to the albino redwood tree example, you could lead your students with prompts like, "You’ve learned that photosynthesis makes sugar for plants, so why it is weird that this tree able to stay alive?"
I hope this helps you to stop dreading direct instruction. If you keep it short and strategic, your students won't even have a chance to get bored!
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