Direct instruction is positioned at the teacher-centered end of the teacher-centered to student-centered instruction continuum (Table 3). As with all instructional styles, there are many options for specific teaching/learning activities.
Table 3. Learning Methods and Styles.| Type | Definition | Specifics and Examples | Continuum |
| Expository | Traditional lecture addressing a single topic, question, or problem. | Addresses broad concepts and facts. Presentation most often in a hierarchy. Often inclusive of major and minor points. | Instructor-Centered |
| Interactive | Orderly brainstorming in response to a question of inquiry. | Orderly sorting of responses into categories by the instructor and students. Inclusive of examples, specifics, exceptions, etc. | 
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| Problem Solving | Instructor-led instruction with posing a question or similar statement. | Students actively or passively anticipating or directing possible solutions. | 
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| Case Study | Presentation of a realistic situation demonstrating a general principle or strategy. | May be instructor- or student-led discussion to generate the presented principle or strategy. | 
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| Short Lectures | Short topics that generate discussion periods shifting energy from instructor to student. | Short lecture sets the scenario for the topic or issue. Discussion commences. Summary lecture consolidates ideas, solutions, and themes generated during discussion. | Student-Centered |
