All Traditional and Dialogue-Based Teaching Systems

Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students.

The Socratic method is a form of argumentative dialogue in which an individual probes a conversation partner on a topic, using questions and clarifications, until the partner is pressed to come to a conclusion on their own, or else their reasoning breaks down and they are forced to admit ignorance.

The Harkness table, Harkness method, or Harkness discussion is a teaching and learning method involving students seated in a large, oval configuration to discuss ideas in an encouraging, open-minded environment with only occasional or minimal teacher intervention.

Chavrusa, also spelled chavruta or ḥavruta (Jewish Babylonian Aramaic: חַבְרוּתָא, romanized: ḥāḇruṯā, lit. 'fellowship'; pl.: חַבְרָוָותָא, ḥāḇrāwāṯā), is a traditional rabbinic approach to Talmudic study in which a small group of students (usually 2-5) analyze, discuss, and debate a shared text.

A gurukula (Sanskrit: गुरुकुलम्, romanized: gurukula) is a traditional system of religious education in India with śiṣya ('students' or 'disciples') living near or with the guru.

The monitorial system, also known as Madras system, Lancasterian system/Lancasterism or the Bell system of instruction, was an education method that took hold during the early 19th century.

The classical education movement or renewal advocates for a return to a traditional European education based on the liberal arts (including the natural sciences), the Western canons of classical literature, the fine arts, and the history of Western civilization.

Herbartianism is an educational philosophy, movement, and method loosely based on the educational and pedagogical thought of German educator Johann Friedrich Herbart, and influential on American school pedagogy of the late 19th century as the field worked towards a science of education.