RAJYA KAXA VALLYBALL SPARDHAMA HAJAR RAHEVA BABAT
Instruction was defined previously as "the purposeful direction of the learning process" and is one of the major teacher class activities (along with planning and management). Professional educators have developed a variety of models of instruction, each designed to produce classroom learning. Joyce, Weil, and Calhoun (2003) describe four categories of models of teaching/instruction (behavioral systems, information processing, personal development, and social interaction) that summarize the vast majority of instructional methods. Each model differs in the specific type or measure of learning that is targeted. Therefore, as we make decisions about "best educational practices" we must be certain that we connect recommended practices with specific desired outcomes. This point is often omitted; discussion of best practices then becomes a debate about desired outcomes rather than a discussion of how to achieve them.
Another important point is that the different models and methods of instruction have been developed based on specific interpretations of concepts and principles of teaching and learning. While it is important to learn and practice the approaches developed by others, it is even more important to understand the concepts and principles upon which they are based.
If you learn only methods, you'll be tied to your methods, but if you learn principles you can devise your own methods. -- Ralph Waldo Emerson
As you review each of the models or methods of instruction, ask yourself "Why is this being done?" and "Why is this being done now?" See if you can determine the underlying principles that are being advocated. You will then be in a better position to make modifications as your competency as a teacher grows.
Direct Instruction
As stated in other sections of these materials, the most often used measures of student achievement in the U.S. are scores on standardized tests of basic skills. Using this criteria as the desired student outcome, one set of models, labeled direct or explicit instruction (Rosenshine, 1995), has developed overwhelming research support in the past 25 years. Several principles of direct instruction, such as more teacher direction and student-teacher interaction, provide the foundation for this approach. The following chart (adapted from Slavin, 1994, p. 287) provides a comparison of instructional events from several well-known direct instruction models that incorporate these principles.
Another important point is that the different models and methods of instruction have been developed based on specific interpretations of concepts and principles of teaching and learning. While it is important to learn and practice the approaches developed by others, it is even more important to understand the concepts and principles upon which they are based.
If you learn only methods, you'll be tied to your methods, but if you learn principles you can devise your own methods. -- Ralph Waldo Emerson
As you review each of the models or methods of instruction, ask yourself "Why is this being done?" and "Why is this being done now?" See if you can determine the underlying principles that are being advocated. You will then be in a better position to make modifications as your competency as a teacher grows.
Direct Instruction
As stated in other sections of these materials, the most often used measures of student achievement in the U.S. are scores on standardized tests of basic skills. Using this criteria as the desired student outcome, one set of models, labeled direct or explicit instruction (Rosenshine, 1995), has developed overwhelming research support in the past 25 years. Several principles of direct instruction, such as more teacher direction and student-teacher interaction, provide the foundation for this approach. The following chart (adapted from Slavin, 1994, p. 287) provides a comparison of instructional events from several well-known direct instruction models that incorporate these principles.
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