Using Models of Instruction

Tools for Teachers

The Instructional Framework

Models

Strategies

Processes

Instructional Models

Direct InstructionConceptsInquiry

DiscussionSynecticsCooperative Learning

Instructional Strategies

Similarities & Differences SummarizingReinforcing effortNonlinguisticGrouping Hypothesis generationQuestioning Advance Organizers

Instructional Processes Receptive Teaching Responsive Teaching Reflective Teaching

Instructional Models

Models represent the broadest level of instructional practice

Models are used to select and to structure teaching strategies

Models vary according to structure

Models are chosen based upon a specific instructional need in a particular instructional setting.

Model Structure

Loose Structure Loose Structure

High High

StructureStructure

Student Centered Student Centered

Teacher Teacher

CenteredCentered

Concept Teaching

Guided Inquiry

Direct Instruction

Open-ended Inquiry

Synectics

Cooperative Learning

Discussion

Loose Structure = High Loose Structure = High StructureStructure

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Families of Models

Information Processing

these models emphasize ways of enhancing our innate drive to make these models emphasize ways of enhancing our innate drive to make

sense of the world by acquiring and organizing data, sensing problems sense of the world by acquiring and organizing data, sensing problems

and generating solutions for them, and developing concepts and language and generating solutions for them, and developing concepts and language

for conveying them.for conveying them.

Social/Personal

these models are constructed to take advantage of the belief that we these models are constructed to take advantage of the belief that we

learn best in social and interactive contextslearn best in social and interactive contexts..

Behavioral

these models are based on the belief that learners modify behavior in these models are based on the belief that learners modify behavior in

response to information about how successfully tasks are navigatedresponse to information about how successfully tasks are navigated

Information Processing

Concept Development/Concept Attainment

Introduce specific key concepts or the nature of concepts

Expand logical reasoning and higher-level thinking

Guided Inquiry

Enhance inquiry and problem solving skills

Synectics

Enhance creativity and the creative process

Social/ Personal

Collaborative Learning

Promote academic learning in a cooperative setting

Develop social skills

Open-ended Inquiry

Encourage hypothetical thinking and problem solving

Discussion

Promote student involvement and engagement

Develop communication skills and the thinking processes

Behavioral

Direct Instruction*

Promote mastery of academic content and skills

Provide modeling of concepts or skills

Provide guided/independent practice

Mastery Learning

Emphasizes self-paced independent learning

Advance Organizer

Provides cognitive structure to lecture, text or other media

*Mastery Learning and Advance Organizers are usually used within the general framework of

Direct Instruction