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Models of Teaching INSTRUCTIONAL STRATEGIES AUTHOR: BRUCE JOYCE AND MARSHA WEIL WITH EMILY CALHOUN

Direct Instruction vs. Indirect Instruction

Borich says (2011), “direct instruction strategies are best suited for the teaching of facts, rules, and action sequences”. Thus, when wanting students to come away from a lesson with strict factual knowledge a direct instruction presentation or lecture format is best suited for the job. Students benefit form the direct instruction when the objective is the attainment of content knowledge and facts as direct instruction provides for teacher-to-student instruction, usually in the form of a lecture based presentation. On the other hand, indirect instruction is better suited for concept learning, inquiry learning, and problem-centered learning. Indirect instruction setups a student-to-student learning process with the teacher acting as more of a guide or moderator. Thus type of instruction helps students to learn higher-order thinking skills and gives them the chance to link content knowledge with real-world examples. An inquiry and discussion based strategy, indirect instruction allows for students to build their own concepts and establish patterns.

Inductive Thinking

The ability to analyze information and create concepts is generally regarded as the fundamental thinking skill. This model teaches students to find and organize information and to create and test hypotheses describing relationships among sets of data. It is not confined to the sciences. The study of communities, nations, and history requires this type of learning.

Inquiry Training This model is designed to teach students to engage in causal reasoning and to become more fluent and precise is asking questions, building concepts and hypotheses, and testing them.

Synectics This Model was developed first for use with “creativity groups” in industrial settings. Synectics is designed to help people “break set” in problemsolving and writing activities and to gain new perspectives on topics from a wide range of fields. In the classroom it is introduced to the students in a series of workshops until they can apply the procedures individually and in cooperative groups. Synectics has the side effect of promoting collaborative work and study skills and a feeling of camaraderie among the students.

Group Investigation

This model is designed to lead students to define problems, explore various perspectives on the problems, and study together to master information, ideas, and skills. The teacher organizes the group process and disciplines it, helps the students find and organize information, and ensures that there is a vigorous level of activity and disclosure.

Role Playing This model leads students to understand social behavior, their role in social interactions, and ways of solving problems more effectively. It helps students collect and organize information about social issues, develop empathy with others, and attempt to improve their social skills. It asks students to “act out” conflicts, to learn to take the roles of others, and to observe social behavior. It can be used with students of all ages.

Simulation

Simulations are constructed from descriptions of real-life situations. A less-than-real-life environment is created for the instructional situation. Sometimes the renditions are elaborate. The student engages in activity to achieve the goal of the simulation and has to deal with realistic factors until the goal is mastered.

Direct Instruction (Explicit) This model has direct statements of objectives, set of activities clearly related to the objectives, careful monitoring of progress, and feedback about achievement and tactics for achieving more effectively are linked with sets of guidelines for facilitating learning.

Mnemonics (memory assists)

This model centers around memory devices that help learners recall larger pieces of information, especially in the form of lists like characteristics, steps, stages, parts, phases, etc. are memory devices that help learners recall larger pieces of information, especially in the form of lists like characteristics, steps, stages, parts, phases, etc.

Advance Organizers THIS MODEL IS DESIGNED TO PROVIDE STUDENTS WITH A COGNITIVE STRUCTURE FOR COMPREHENDING MATERIAL PRESENTED THROUGH LECTURES, READINGS, AND OTHER MEDIA.

Reference JOYCE, WEIL, CALHOUN. MODELS OF T E A C H I N G 7 TH E D I T I O N . P E A R S O N 2 0 0 4 . BORICH, G. EFFECTIVE METHODS OF TEACHING, (2012).