Let's understand the concept of indirect instruction and how it differs from direct instruction. Indirect instruction is a teaching approach where the teacher facilitates learning by setting up opportunities for students to discover knowledge and solve problems on their own. It's more student-centered and focuses on developing critical thinking, inquiry skills, and understanding through exploration and investigation.

Understanding Indirect Teaching Strategies

Indirect teaching strategies involve students in the learning process through activities like inquiry, problem-solving, and concept development. The teacher acts as a guide or facilitator, rather than the primary source of information. Let's analyze each given strategy to see if it aligns with indirect instruction:

• (A) Emphasizing direct and indirect exemplars: This strategy is often used in concept attainment, a model of indirect instruction. By presenting examples (exemplars) that fit a concept and non-examples (non-exemplars or indirect exemplars) that do not, students are guided to identify the attributes and rules of the concept themselves. This requires students to think critically, test hypotheses, and engage in inductive reasoning, which is characteristic of indirect instruction.
• (B) Presenting the stimulus material: Simply presenting stimulus material, such as facts, data, or information, is a step that can be part of both direct and indirect instruction. In direct instruction, the teacher might present material followed by explanations. In indirect instruction, the material is often presented to initiate inquiry or a problem, but the presentation itself is not the defining characteristic of the teaching strategy. It's what happens *after* the presentation that matters in indirect instruction.
• (C) Inquiry-based question-answer session: Inquiry-based learning is a cornerstone of indirect instruction. These sessions involve students asking questions, formulating hypotheses, and seeking answers through investigation. The teacher uses questions to guide student thinking, stimulate curiosity, and encourage deeper exploration rather than just checking for recall. This active engagement in questioning and seeking knowledge is highly characteristic of indirect instruction.
• (D) Presenting, asking, and providing feedback: While these actions are part of teaching in general, they describe a teacher's overall interactions rather than a specific indirect strategy. Direct instruction also involves presenting information, asking questions to check understanding, and providing feedback on answers or tasks. The *nature* of the presenting, asking, and feedback would differ between direct and indirect approaches, but the general description fits both. Thus, this is not exclusively an indirect teaching strategy.
• (E) Promoting a problem-solving approach: Indirect instruction often revolves around presenting students with problems or challenges that they must solve. This encourages them to apply their knowledge, develop strategies, and think creatively to find solutions. The teacher facilitates this process, providing support and guidance as needed. Problem-solving is a key activity that promotes higher-order thinking skills valued in indirect instruction.

Identifying Strategies for Indirect Instruction

Based on the analysis, the strategies that are clearly representative of indirect instruction are:

(A) Emphasizing direct and indirect exemplars (used in concept attainment)

(C) Inquiry-based question-answer session (core to inquiry learning)

(E) Promoting a problem-solving approach (central to problem-based learning and inquiry)

Strategies (B) and (D) are too general and can apply to various teaching methods, including direct instruction.

Therefore, the combination of strategies employed during indirect instruction is (A), (C), and (E).

Revision Table: Indirect Instruction Strategies

Additional Information on Indirect Instruction

Indirect instruction aims to help students develop their own understanding of concepts and principles by encouraging them to explore, investigate, and solve problems. Key features often include:

• Student autonomy and active participation.
• Teacher role as a facilitator, guide, or coach.
• Focus on higher-order thinking skills like analysis, synthesis, and evaluation.
• Learning through discovery and exploration.
• Use of open-ended questions and complex problems.
• Collaborative learning opportunities.

Examples of indirect instructional models include Inquiry-Based Learning, Problem-Based Learning, Case Studies, Concept Attainment, and Project-Based Learning.