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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
Stu
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en
tere
d =
Teach
er
Cen
tere
dS
tud
en
t-C
en
tere
d =
Teach
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d
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