Student to Student Interaction
Students independently learn some of the lesson deeply in order to teach it to the rest of the class. The class teaches each other on the different aspects of the lesson, while learning the method of researching the topic on their own.
For example, the students can learn how to read a climate map by each having a different map to interpret. ⅙ of the students learn to describe, read, and create a general climate map for Australia, North America, South America, Africa, Asia, and Europe, and teach the remaining students through a front-of-class presentation of the material. All the students learn the climates of the six populated continents, while each student learns the method of discovering the climate for one continent.
Student to Student Interaction can most clearly be seen through the gifts of the Spirit. The Spirit gives different giftings and understandings in order that they would build up (teach, in the classroom). Students have different learning in order to participate in teaching, just as Christians have different giftings in order to participate in building up the body of Christ.
https://serc.carleton.edu/NAGTWorkshops/certop/imp_ssi.html
Guided Discovery
Guided discovery is the asking of questions by the teacher in order to guide the students to their own understanding of the material, without being explicitly told where to explore. Teachers ask guiding questions in order to lead them to the correct understanding.
For example, the teacher could present a climate map on the projector, and ask the students what they see. The teacher could continue to ask questions, including what the students think the key of the map means, and what the different colors on the map mean according to the key. By encouraging the answers on the right track, the teacher can teach how to read a climate map according to a key without giving them the method, only asking questions.
There are not any long discourses in the Bible of Guided Discovery, but here are two examples. First, Samuel in 1 Samuel 15:10-22 asks a series of questions to lead Saul to understand his rejection by God. Second, throughout the book of Romans Paul asks rhetorical questions to lead the audience through his argument. While these questions are one-sided and rhetorical, if they were used in a two-way conversation they would naturally lead the audience to a correct answer through Paul’s argument.
Problem-Based Learning
Problem-Based Learning places the student in a situation where they can identify a problem, plan a course of discovering the solution, attempt the discovery of a solution, and review their work.
An example of this in the classroom would be to break the class into groups of 3, give them a climate map with a map key, and ask them to compare the climate of four different areas on the map. The students would need to understand the problem (comparing the climates), devise a plan (possibly checking the key and comparing the values given), execute the plan, and review (asking if that method gives a cohesive solution).
In the Bible, many leaders have been placed into situations like this. Jethro’s advice to Moses is a great example of this. Jethro accessed the problem (Moses has too many responsibilities), proposed a method of a solution (delegating the responsibilities to elders), executed the plan with Moses (he gave away responsibilities), and assumably reviewed (the solution worked, and did not need to be changed). Further, Jesus loosely used this model when sending His disciples to different towns to preach the gospel, expecting them to access problems, propose solutions together, attempt the solutions, and review.
Direct Instruction
Direct instruction is a more straight-forward method of teaching. This method walks students through a few examples of a subject, then goes through it with the students, then expects the students to do it on their own.
For example, if students are not understanding the previous models on reading a climate map and key, the teacher could project the map on the board and step-by-step go through how to read the map key to understand the map. Then, after a few examples, the teacher can begin to ask questions to the class to read the key, then compare the climates. Finally, the students should be able to do it on their own.
This is the whole thrust of the Old Testament Law, culminating in the teachings of Jesus. The Old Testament Law is the initial instruction. God gives Israel what He expects of them. Then, they are expected to play it out with Him through their daily lives. They can check their actions against the Law. However, when it comes time to understand something with the same rules but a different example, the Pharisees fail. Jesus expects them to know many things they do not know, because they have stayed at the level of understanding how to practice the Law (a specific example of what God wants) without knowing the heart behind the Law (the rules which allow the student to apply their experience to new questions on their own). Jesus expects them to use the rules they found in the Law (the heart of the Law) and apply it to new examples (e.g. Matt. 5:28 and 22:36-40).
https://www.structural-learning.com/post/direct-instruction-a-teachers-guide
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