Instructional Models/Strategies Analysis

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Instructional Models/Strategies

Part 1: Analysis

Description

Example

Supporting Diverse

Needs of Students (ie. ELL,

gifted, Students with

Exceptionalities, etc).

Direct

Instruction

This instructional model

directly targets desired

knowledge or skills to be

obtained. The teacher shows the

class what is to be learned by

example. Through practice of

the teacher’s example and times

of clear feedback the students

are ultimately able to

demonstrate the desired skill.

The teacher could model simple

division by taking a group of ten

jelly beans and dividing them

into equal groups. The students

could then practice with

jellybeans or other

manipulatives the process of

dividing items into equal

groups, modeling what the

teacher had done.

Teachers need to make sure that

the direct instruction meets the

needs of exceptional students.

This could include pre-teaching

so that the concept is not

completely foreign to anyone. It

is important not to assume any

level of understanding and to

fully explain all vocabulary and

unfamiliar words so that ELL

students are not left out. Gifted

students could be allowed to

work ahead and then fall back

on the teacher model as needed.

Concept

Attainment

This instructional model teaches

a specific concept by helping

students categorize data that

Students could learn about

complete sentences by

categorizing statements that are

To support diverse needs,

examples should be given that

will resonate with the special

represents the concept and data

that does not fit the concept.

complete sentences in the

concept example and

categorizing statements that are

not complete sentences in the

non-example category. As

students look at the statements

in the example category they

can compare the similarities to

learn what makes a complete

sentence. As they look at

statements in the non-example

category they can see what is

lacking to make a complete

sentence.

need, taking into account

cultural issues or delayed

learning. Advanced students

can suggest descriptions of the

concept that will fit in the

example or non-example

category.

Concept

Development

This instructional model further

develops a specific concept. It

helps students look at various

parts of a concept and how those

parts relate to each other.

Students use critical thinking

skills to list words that describe

a concept. Then they put the

words into groups by their

similarity and name the groups.

Further exploration can be done

by creating new groups and

seeing that some words that

describe a concept could fall

into more than one subgroup.

The teacher could ask students

to list words that describe a

snow day. After words are

listed they should be grouped

into categories and the

categories named. Then the

students could see how various

parts of the concept relate and

even create new groups that

would include words from

various other groups, thus fully

developing the concept of a

snow day.

It would be important to explain

why certain words fit into a

particular category for ELL

students. This could actually be

a great way to increase

understanding of word

meanings for ELL students.

The gifted could benefit from

concept development as well

because they could come up

with more ways to group the

words. It would be important to

give extra time and explanation

for delayed learners to fully

develop the concept.

Vocabulary

Acquisition

This instructional model uses

vocabulary or key words of the

concept to bring meaning and

understanding to the concept.

The teacher could introduce the

vocabulary words and then as a

whole group define the word,

give an example of the word,

Checking for full understanding

of vocabulary words with ELL

students and DD students

allowing extra time for further

give a non-example of the word,

and ultimately challenge

individuals to use the word in a

sentence.

examples and explanation would

be important. Gifted students

could look for antonyms and

synonyms to the vocabulary

words.

Cooperative

Learning chap 10

This instructional model puts

students in groups to work and

learn together. There are five

key factors to this kind of

learning. 1. Students should be

interdependent, ensuring that

work is distributed equally. 2.

The group should allow for

accountability of each student

taking responsibility for their

own learning. 3. Interaction

between group members where

they share problem solving

information and ideas with one

another. 4. Social skills will be

taught and learned through this

model. 5. Group discussion and

reflection at the end of the

assignment should occur to

discover if the cooperative

learning goal was met.

A teacher could divide students

into groups to conduct and

report on a science experiment

that has students melt hard

candy in various types of liquid

to see if the liquid content

affects the melting speed. As

small groups finish the

experiment they can report their

findings back to the class as a

whole.

Extra time and explanation can

be given to students with

exceptionalities as needed.

Gifted students could

hypothesize what might happen

with other types of liquid based

on the findings with the liquids

they used.

Inquiry

Approach

This instructional model uses

questioning to reach the goal of

the concept. Didactic

questioning gives the teacher a

framework in which to present

the learning concept.

Teachers can take the

instructional objective and ask

students to answer questions

such as why, what, when, and

how about the concept. As

students answer questions about

Extra time and attention can be

given to ELL and DD students

to ensure that they understand

how to ask and answer

questions about a concept and

that they are gaining the desired

information as they go through

the concept, they will gain

understanding of the concept.

the questioning process. Gifted

students can be challenged to

ask and answer more complex

questions surrounding the

learning concept.

Part 2: Application

Grade Level: Sixth Grade Academic Standard

6.SP3.1 Define and frame compelling and supporting

questions about issues and events in the time-period and region

studied.

Learning Objective: To look at information about the European region of the world during the time of the Renaissance and

interpret that information well enough to form compelling questions about that geographical region and that period of

history.

Instructional

Model/Strategy 1:

Direct Instruction

Explanation: I would directly target the skills to be obtained through the Direct Instruction

model. I would show the class a Michael Angelou painting from that period and then form

questions about the interests of the people at that time based on the painting. After modeling

this example of taking information from the Renaissance period and forming questions based

on the knowledge I have, I would ask the students to form some of their own questions.

Rationale: The “Direct Instruction” model has been linked to student achievement. It gives

students a chance to learn specifically defined knowledge and skills. It can serve as a frame

for a number of instructional strategies (Estes and Mintz, 2016). The Renaissance is a broad

and enlightening topic that needs to be well covered. The academic standard that is being

addressed asks students to take the information a step further and frame their own questions

about the historical event to spur on further learning. To fully equip the students to meet the

academic standard and learning objective using the “Direct Instruction” model would be the

best way to start the lesson.

Instructional

Model/Strategy 2:

Concept Development

Explanation: I would help students develop the concept of the Renaissance period by looking

at the rapidly changing world at that time and seeing how various people and actions resulted

in ideas, attitudes and inventions that still affect our world today. They could interact with

different parts of the concept by categorizing various events from the Renaissance. After

labeling the categories, students could form questions about each category and then see if it

was possible to reorganize the categories or move some events from one category to another.

Rationale: The “Concept Development” model helps students create new ideas. It promotes

creativity and a willingness to share within the classroom. It can be a great aid in problem

solving (Estes and Mintz). I believe that this instructional strategy will be a great way to help

the students think of more ways that the Renaissance period was key to the unfolding of the

world as it is today. As the students gain skills in problem solving, they will be successful in

forming questions relating to the Renaissance period as set forth in the academic standard.

Instructional

Model/Strategy 3:

Cooperative

Learning/Jigsaw

Explanation: I would assign each student to both an expert group and a learning group. I

would give each group a person key to the Renaissance such as Galileo or Angelou and have

the group research and report to the learning groups everything they could find about why

that person is associated with the Renaissance. In doing this the class could put components of

the Renaissance together much like working together to complete a jigsaw puzzle.

Rationale: The Jigsaw style of cooperative learning is a great way to encourage students to

work together, and also to give each student an individual important roll in the learning

process. It allows students to focus their research on one topic area, but also learn about the

topic as a whole so more information can be covered even with shortened amounts of time. It

is an evidence-based model that has been shown to reduce racial conflict and increase positive

learning outcomes (The Jigsaw Classroom, 2019). This style of teaching would help cover

many aspects of the Renaissance and also promote classroom camaraderie. I look forward to

using it in my classroom one day.

References

Estes, Thomas H. & Mintz, Susan L. (2016). Instruction: A Models Approach, Seventh Edition, Pearson Education

The Jigsaw classroom, 2019, Social Psychology Network, Retrieved From: www.jigsaw.org