Models of Instruction

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Classroom Instruction
Describe why classroom instruction is an
important teacher behavior...
Developed by W. Huitt (1999)
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Models of Instruction
As discussed previously, classroom teaching is
composed of three separate, but interrelated
activities
Activities designed to get ready to interact with
students in the classroom
Planning
3
Models of Instruction
As discussed previously, classroom teaching is
composed of three separate, but interrelated
activities
Management
Controlling student behavior
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Models of Instruction
As discussed previously, classroom teaching is
composed of three separate, but interrelated
activities
Purposely guiding student learning
Instruction
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Models of Instruction
As critical as planning and management are to
performing competently as a professional
educator, quality instruction is absolutely
necessary if students are to be successful in
learning required content and skills.
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Models of Instruction
There are a variety of ways to define quality
instruction.
Remember that instructional quality means that
the desired goals and objectives have been
obtained.
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Models of Instruction

• Behavioral systems models

• Information processing models

• Personal development models

• Social interaction models

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Behavioral Systems Models
The focus of the methods associated with this
category is on observable skills and behaviors.
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Behavioral Systems Models
Two major models in this category are
Highly structured, teacher-directed maximization
of student learning time
Direct Instruction
Given enough time and quality instruction, nearly
all students can master any set of objectives
Mastery Learning
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Behavioral Systems Models
These methods have generally proved more likely
to positively impact scores on standardized tests
of basic skills than models in other categories.
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Information Processing Models
The focus of the methods associated with
information processing approaches are more linked
to concepts and principles developed in cognitive
psychology.
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Information Processing Models
Three major models in this category are
Categorizing information and concept formation
Concept Attainment
Causal reasoning, interpretation of data, and
formation of principles and theories
Inquiry Training/ Inductive Thinking
Intellectual Development
The influence of maturity on thinking and
reasoning
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Information Processing Models
Many of the tests used to measure school learning
are being modified so that they consider
important mental processing skills that these
models are designed to address.
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Personal Development Models
The focus of these models is on those outcomes
held in high regard by humanistic educators

• high self-concept and self-esteem

• positive self-direction and independence

• creativity and curiosity

• the development of affect and emotions.

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Personal Development Models
Three major models in this category are
Affective orientation based on methods of Carl
Rogers
Facilitative teaching
Focus is on developing an awareness and
fulfillment of individual potential
Increasing Personal Awareness
Focus on the development and application of
creativity
Synectics
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Personal Development Models
While these models have not demonstrated an
ability to impact outcomes associated with
traditional education, they do show promise in
impacting other outcomes important for the
information age.
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Social Interaction Models
The models associated with the social interaction
family are focused on developing the concepts and
skills needed to work in groups.
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Social Interaction Models
Two major models in this category are
Working in groups based on the methods of Slavin
and Johnson and Johnson
Cooperative Learning
Study and development of social behavior and
values
Role playing
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Social Interaction Models
Cooperative learning has demonstrated an ability
to impact standard achievement measures as well
as group interaction.
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Models of Instruction
The most important point in this discussion of
models of instruction is that each has been
designed for a specific purpose.
When used to obtain that purpose each model has
demonstrated some superiority.
It is a rare model, such as facilitative teaching
or cooperative learning, that adequately
addresses purposes of more than one category of
models.
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Models of Instruction
When the purpose of instruction is to have
students score well on standardized tests of
basic skills, I believe research affirms that

• the basic model should be one of direct
  instruction.

• techniques developed in the information
  processing models should be incorporated into
  this basic model.

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Models of Instruction
When the purpose of instruction is to have
students score well on standardized tests of
basic skills, I believe research affirms that

• instruction should be delivered using techniques
  advocated in facilitative teaching.

• cooperative learning techniques should be
  incorporated as a part of guided and independent
  practice.

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Models of Instruction
When the purpose of instruction is to have
students score well on standardized tests of
basic skills, I believe research affirms that

• if some students are still not meeting academic
  expectations after these instructional techniques
  have been successfully implemented, additional
  time and alternative instructional methods should
  be provided using mastery learning strategies.

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Models of Instruction
It is critical to recognize that master teacher
models, where focus is put on individual teacher
competence, demonstrate only MODERATE
relationships to student achievement.
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Models of Instruction
It is only through school-based or district-based
systematic instruction (i.e., coordinated
curriculum and programmatic implementation across
grade levels) that STRONG relationships are
established between school and/or classroom
behavior and student achievement.