Theories Supporting Lesson Models in

Multiple Subject Credential Program.

Direct Instruction (EDU 505 and EDU 512
Theory/theorists: Direct Instruction teaching models emerged out of the behavioral theory.
Theorists include B.F. Skinner 1953), Slavin (2006), Huitt (2008) and M. Hunter 1982).
Purpose of Model: The Direct Instruction models support student learning by utilizing various
types of learning strategies and teacher modeling appropriate for the content being presented.
These lesson models are effective for content that can be broken into “discrete segments with
outcomes that can be observed and measured (Kauchak & Eggen, 2012).
Cognitive Taxonomy Levels: Knowledge and Comprehension

Direct Instruction models are suited for efficient acquisition of knowledge and comprehension
level of thinking on the cognitive taxonomy.
Uses of Model: Examples of uses of the Direst Instruction model:
● Teaching processes or procedures that have clear steps
● Introducing vocabulary, skills, processes or techniques
● Learning facts or foundational knowledge in a new unit of study

1
Concept Attainment EDU 512 and EDU 505
Theory/theorists: Bruner, Goodnow, & Austin (1956) developed the Concept Attainment
model to support categorizing by looking for critical attributes in order to distinguish between
examples and non-examples of concepts. Hilda Taba (1967) added to the research and developed
several variations of the original model. Taba also believed this model supported the needs of
diverse student populations.
Purpose of Model:
Concept attainment models are recommended for teaching conceptual knowledge found in the
content of social studies, math and science. Conceptual knowledge includes understanding and
recognizing categories, generalizations, and classifications. This model supports developing
critical thinking skills such as discrimination and deductive reasoning and utilizes analysis and
evaluation in the thinking processes.
Cognitive level of Thinking: Comprehension, Application and Analysis

Uses of Model: Examples of uses of the Concept Attainment model:

Concept attainment models are useful when introducing or ending a unit of study or to clarify
critical vocabulary in the unit or discipline under study. This model can also be used as a pre-
assessment tool and students can learn to use the model for learning new vocabulary. In this way
students are developing personal critical thinking skills which will serve them throughout their
studies and in their personal life. By using a rational set of examples all students deepen their
understanding of important concepts. This is especially helpful for ELD learners in order to get a
grasp of the content material in a quick and accurate manner.

2
Inquiry: EDU 512 and EDU 505
Inquiry models provide a systematic way for discovering and teaches students the scientific
method for discovery. Suchman (1962) inquiry method is useful for scientific research. Inquiry is
required for the Common Core Standards in CA. WebQuest models (Dodge & March 1995) are
popular for schools that have the appropriate technology tools available for research.
Theory/theorists: Inquiry models fall under the Constructivist (Piaget Vygotsky) and
Information Processing (Bruner) theoretical perspectives.
Purpose of Model:
The purpose of Inquiry models is to teach the problem solving mental processes required for 21st
century learning and living. Problem solving skills must be taught and practiced frequently if
students are to be comfortable using the problem solving strategies in their school and personal
lives. Kilbane and Milman (2014) believe that inquiry and problem solving skills are not innately
part of a student’s thinking process or learning skills. Rather, students must be frequently
exposed and formally guided through inquiry processes. The Inquiry process provides a means
for developing higher levels of critical thinking skills (i.e., analysis and evaluation) noted on the
cognitive taxonomy.
Cognitive level of Thinking: Comprehension, Application and Analysis

Uses of Model: Examples of uses of the Inquiry model:

The Inquiry models teaches the procedural steps to problem solving. The Standards for 21st
century leaning require inquiry and problem solving types of learning activities. All content areas
and grade levels benefit from the Inquiry model. Students can learn and apply math terminology
and computation skills while solving age appropriate real life problems.

3
Generalization/Integrative from Data: EDU 512 and EDU 505
Theory/theorists:
Generalization and Integrative models were developed by Kauchak and Eggan, (2012) and build
upon the earlier work of Taba (1962) and stem from the constructivist and information
processing theories. All of these models are designed to promote students’ ability to think and
reason. The teacher’s role is more of a facilitator and supports the notion that students can be
taught higher levels of thinking skills. The teacher asks critical questions as the students examine
evidence in order to make sense of relationships or draw conclusions based on real data. These
models are critical for promotion of thinking skills. The constructivist theory asserts that students
must be actively engaged in the learning processes and construct meaning out of learning
experiences. In the process of inferring or generalizing students are actively engaged in the
thinking process (Dewey, 1916, Vygotsky, 1962, Resnick, 1987 & Taba, 1962).
Purpose of Model:
The purpose of the generalization or integrative models is to help students make appropriate use
of knowledge or data and generalize or make inferences or draw conclusions. These models are
pedagogically suitable for the content areas of math, science and social studies. Inferring is also a
common expectation of the CCSS in literature.
Level of Thinking on the Cognitive Taxonomy: Evaluation, Synthesis and Analysis

Uses of Model: Examples of uses of the Generalization model:

These models can be used in analyzing data in all content areas. By generalizing from data
students are able to enlarge their knowledge base very quickly. The role of the teacher is to make
sure students are making correct use of the data and not making false generalizations or forming
prejudiced opinions due to lack experience with this level of critical thinking.