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Since when did complete control over learning become a taboo?

Direct instruction is often seen as a dry, didactic way of teaching, but Ben Wilcox argues that this unfairly maligned approach is long overdue rehabilitation

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No fidget spinner can focus a child’s attention quite like a teacher in full flow. Those moments when we hold a class in suspense as we set the scene for students’ learning, or even better, as we share just the right anecdote or example to add meat to the bones of our task, are truly golden.

Yet despite much support for direct instruction from cognitive science, talking from the front of the classroom has developed a bad reputation. Ingrained in many teachers is either the belief, or fear, thanks to dodgy lesson observations, that to direct our students is to “tell” rather than to “teach”.

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