INSTRUCTIONAL METHODS AND MODELS

Hilda Taba developed the Taba Model of  Allows for higher  May be difficult for
TABA’S CONCEPT Learning. The model is intended to enhance order thinking students to grasp
DEVELOPMENT inductive thinking as the students work from  Concept based  May be difficult for
specifics to a general design through listing, and does not educators to grasp
grouping, labeling, regrouping, and synthesizing. require a  Lends itself better
right/wrong to select content
Concept Development Model answer areas
 Leads to rich
classroom
discussions and
deep exploration
of a concept
 Student led,
teacher facilitated
The Socratic Seminar is a highly structured,  Supports deep  Introverted
SOCRATIC dialogue rich, group discussion driven model. The exploration of a students may have
SEMINAR seminar is structured around a rich text which the concept through a difficult time with
students explore by asking higher order thinking student speaking in front of
questions and facilitating a group discussion. collaboration everyone
Ultimately, their discussion will lead them to a  Builds  Requires a safe
deeper understanding of the ideas and issues in collaborative classroom
the text. learning culture environment with
 Develops minimal distraction
students’ listening  Higher order
Socratic Seminar How-To and Sample Seminar skills thinking questions
 Can be applied to can be difficult for
any content area students to form
 Easily applicable  Can be
for students of all overwhelming in a
ages/grade levels large class
The Questioning Model focuses on the educator  Easy to  Lower level
QUESTIONING asking questions by utilizing Costa’s Three Levels implement in a questions might be
of Inquiry. Question levels differ in complexity with classroom with too easy for gifted
Level 1 being the lowest and Level 3 the top. students of students
Level 1 questions are factual “right there” varying abilities  Requires careful
questions utilizing defining, identifying, and  Built in preplanning and
selecting. Level 2 questions require comparing & differentiation for close attention to
contrasting, analysis, and inferencing. Level 3 a classroom with verbs chosen for
questions are abstract and lead to evaluation, diverse abilities questions and
prediction, and speculation.  Develops higher question stems
level thinking
Costa's Levels of Questioning skills and critical
thinking
 Can be used in
any content area,
any age group,
and in any grade
VTS were developed in the 1980s by Abigail  Benefits ELLs  May be difficult to
VISUAL THINKING Housen and Philip Yenawine. The teacher acts as  Can be used with implement in some
STRATEGIES a facilitator by asking a set of questions while students of all content areas
students examine an image. The teacher abilities  Works best when
paraphrases and validates the students’  Fosters visual properly facilitated
observations. As students become comfortable literacy, which requires
sharing their observations and having collaboration, and training or at least
conversations about art, their observation and communication practice
interpretation skills will develop and become more skills  Requires full
sophisticated.  Increases participation on the
observation skills part of the student
Visual Thinking Strategies How-To  Demonstrated to which might deter
improve math quiet students
skills for low-SES  Finding a piece of
students art to fit with
 Helps with teacher’s lesson
communication might be difficult
skills and  Cannot be formally
collaboration skills assessed
 INSTRUCTIONAL METHODS AND MODELS
 Creates a
connection to art
from diverse
cultures, times,
and places
BRUNNER’S Brunner’s model is structured around the idea that  Inquiry based,  Creative thinking
STRUCTURE OF students can learn complex material regardless of student centered and planning on
THE INTELLECT their stage of development by organizing and learning the part of the
categorizing information. The teacher facilitates  Skills can be teacher
the learning process by allowing students to be transferred to  Difficult to assess
experts in their field and crafting lessons that lead other content how much
students to discover relationships between bits of areas students are
information. Students then reflect on the learning
discipline.
SIMULATIONS Simulations are essentially role playing activities.  Highly engaging  Requires creative
In an all-person simulation participants are given a  Student driven thinking and a lot
problem, assigned roles, and they proceed  Competitive of planning to
through the simulation while making choices that nature of games implement
affect them, their group, their simulated future, holds appeal for  Lends itself better
and the outcome of the situation. many students to select content
 Authentic, areas
Example: Social Studies Simulation controlled learning  Can be time
experience consuming
 Allows students to  Cannot be formally
express assessed
themselves
creatively and
make their own
decisions
SERVICE Services based learning involves students with  Creates highly  Requires a lot of
LEARNING experiences that benefit the community and meaningful organization and
facilitates learning through meaningful work and connections to planning
reflection. real life  Might be difficult to
 Builds empathy have approved by
and problem- administration
Further Information on Service Learning solving skills  Time consuming
 Reduces
stereotypes and
fosters a
community
connection
 Builds leadership
skills and creates
an increased
sense of personal
efficacy
KOHLBERG’S Based on the work of Piaget, Kohlberg’s moral  Student centered  Gender and culture
MORAL DILEMMA education model assumes that moral and collaborative biases may be
development is scaled over six stages. Students learning present
are presented with a complex dilemma then  Engaging  Cannot assess
choose what course of action to take next based  Easy to formally
on what they know. Students justify their choices implement across
and discuss them within a small group. Eventually various content
the whole class comes together to discuss and areas
further refine their position based on what they  Does not have a
have learned. right/wrong
answer
Kohlberg - Heinz's Dilemma  Develops
reasoning skills
Kohlberg's Three Stages of Development
PROBLEM BASED Problem based learning takes an open-ended  Student centered  Difficult to assess
LEARNING problem and asks the students to collaborate to learning in the short term
solve this problem. The problem is multifaceted  Applicable to real  May be time
and the path to a solution can take many forms. life consuming
 Encourages
More Information on Problem Based Learning collaboration and
critical thinking
INSTRUCTIONAL METHODS AND MODELS
 Can be used
across disciplines