Instructional Models/Strategies Analysis

Instructional Models/Strategies
Part 1: Analysis

Description

Example

Supporting Diverse
Needs of Students (i.e., ELL, gifted, Students with Exceptionalities, etc).

Direct
Instruction

Direct instruction involves the use of overt teaching techniques. The teacher stands at the front of the classroom and presents the students with information.
Part of direct instruction is matching instruction to the assigned task. This plays a crucial role in helping the students understand the topic.
Direct instruction also depends on strict lesson plans.
Also, it does not include active learning activities such as workshops or discussions (Voltz et al., 2010). 

An example of how I would implement this method is by asking students questions in a certain order. For instance, if it is a math’s class, when I ask a question, I would point to the lowest achieving student in that subject. If he or she is not able to answer correctly, I would proceed to ask another low achiever until I got the right answer. From the student who gave the right answer, I would ask him or her to do it on the blackboard so every other student can see. This way, the other students would be motivated to understand the concept.

This instructional model supports the diverse needs of learners because it allows each student to participate in classroom activities (Voltz et al., 2010). The model should work particularly well with poor performers who do not like answering classroom questions.

Concept Attainment

Concept attainment is a technique in which students apply their previous understanding of a topic to determine the features of a concept by comparing and contrasting.
The technique allows students to think inductively.
The responsibility of the teacher is to provide examples, record data, and ask questions (Lasley et al., 2002). 

I would implement this technique in my diverse classroom through the use of practice questions. For instance, if the concept is on algebra, I would begin by explaining the concept and then doing some examples on the blackboard. Then I would proceed to give the students similar questions to answer on their own. I would begin with simple questions and progress to intermediate, and difficult questions.

This model works well with students who have potential but are less likely to achieve it independently (Lasley et al., 2002). Asking them to do certain questions based on a concept would help them test their capability levels, and encourage them to work harder.

Concept Development

Concept development is used by teachers to promote high-order thinking and cognition among students.
Concept development allows the students to think about the why and how of learning (Moore, 2009). 

An example of how I would implement this is by drawing comparison between a concept and real life. For instance, if we were discussing conditions under which fire cannot exist, I would ask students why they think sand boxes are placed at gas stations. If the students are able to answer this question correctly, then they would show their understanding of the why of learning.

This model supports the needs of exceptional an...