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Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction , refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s.
An indirect branch (also known as a computed jump, indirect jump and register-indirect jump) is a type of program control instruction present in some machine language instruction sets. Rather than specifying the address of the next instruction to execute , as in a direct branch , the argument specifies where the address is located.
Students are viewed as "empty vessels" whose primary role is to passively receive information (via lectures and direct instruction) with the end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information on to their students. In this model, teaching and assessment are viewed as two separate entities.
This distinction is due to the fact that a direct perspective focuses only on immediate actions related to instruction, such as classroom observation and curriculum development, whereas an indirect perspective broadly focuses on indirect activities, such as creating the school climate, as well as direct activities.
Also, depending on how it specifies the address of the new instruction sequence (the "target" address), a branch instruction is generally classified as direct, indirect or relative, meaning that the instruction contains the target address, or it specifies where the target address is to be found (e.g., a register or memory location), or it ...
That is, although they are engaged in activity, they may not be learning (Sweller, 1988). Mayer recommends using guided discovery, a mix of direct instruction and hands-on activity, rather than pure discovery: "In many ways, guided discovery appears to offer the best method for promoting constructivist learning." [10]
Whenever an instruction specifies a register address it now will also need to specify an additional parameter "i/d" – "indirect/direct". In a sense this new "i/d" parameter is a "switch" that flips one way to get the direct address as specified in the instruction or the other way to get the indirect address from the pointer register (which ...
At the turn of the 18th and 19th centuries, Sauveur and Franke proposed that language teaching should be undertaken within the target-language system, which was the first stimulus for the rise of the direct method. [7] The audio-lingual method was developed in an attempt to address some of the perceived weaknesses of the direct method.