Defining the Instructional Framework

The following definition of terms will help to interpret the framework and to clarify the
relationships between and among the levels.

Instructional Models
Models represent the broadest level of instructional practices and present a philosophical
orientation to instruction. Models are used to select and to structure teaching strategies, methods,
skills, and student activities for a particular instructional emphasis. Joyce and Weil (1986)
identify four models: information processing, behavioral, social interaction, and personal.

Curriculum Approach can be defined as a framework derived from a certain perspective about
how children learn. Curriculum approaches consist of how things should be done, created, and
designed. On the other hand, a curriculum model is more comprehensive and describes how
things will plan out. “It describes everything about what and how the teacher will teach, from
the way in which the classroom should be organized and the materials to use to activity plans and
directions about how to introduce, teach, and assess lessons” (Jaruszewicz, 2013).

Instructional Strategies
Within each model several strategies can be used. Strategies determine the approach a teacher
may take to achieve learning objectives. Strategies can be classed as direct, indirect, interactive,
experiential, or independent.

Instructional Methods
Methods are used by teachers to create learning environments and to specify the nature of the
activity in which the teacher and learner will be involved during the lesson. While particular
methods are often associated with certain strategies, some methods may be found within a
variety of strategies.

Instructional Skills
Skills are the most specific instructional behaviors. These include such techniques as
questioning, discussing, direction-giving, explaining, and demonstrating. They also include such
actions as planning, structuring, focusing, and managing.
Approach, Method, Strategy, Technique: the Differences

Approach, Method, Strategy, Technique: the Differences. When you are learning a language, you will
frequently meet the terms approach, method, strategy and technique. Some may not be really familiar
with those terms and hardly find the differences.

Technique is a procedure or skill for completing a specific task.

Method is a way something is done. Perhaps used for routine tasks.

Strategy usually requires some sort of planning. You'd probably use strategy when faced with a new
situation, e.g. the strategy to win a game.

Approach is treating something in a certain way.

Methods are the way we teach, approaches explain why we teach that way. These individual strategies
might be used within any other method or approaches they are frequently intended to help foster
maintain creativity.

Approaches deal with general philosophies of teaching; methods deal with more practical nuts and
bolts; and strategies deal with specific actions. Nevertheless, the terms approach and method
sometimes overlap when the term method becomes too broad or the term approach too narrow. Over
the years, the objective of many teachers has changed from trying to find an ultimate "best method" to
identifying compatible approaches and then deciding on strategies for actually doing what needs to be
done in the classroom.

Experiments must be approached the same way to repeat desired results. Approaches deal with general
philosophies of teaching; methods deal with more practical nuts and bolts; and strategies deal with
specific actions. Nevertheless, the terms approach and method sometimes overlap when the term
method becomes too broad or the term approach too narrow. Over the years, the objective of many
teachers has changed from trying to find an ultimate "best method" to identifying compatible
approaches and then deciding on strategies for actually doing what needs to be done in the classroom.

The teacher has a spectrum of roles in these methodologies ranging from language model and
commander of classroom activities in systems like Grammar Translation and Total Physical Response to
background facilitator and classroom colleague in Communicative Language Teaching and Dogme all the
way to minimally present in the Silent Way. In a similar manner the role of the student may vary from
that of passive recipient in Grammar Translation, childlike follower in Total Physical Response to active
driver and decider in Dogme.

An examination of some of these methodologies may bring the reader to the conclusion that some
appear counter-intuitive - not to say downright weird. While teachers should obviously view things with
an open mind, a certain level of scepticism is sometimes appropriate.

It is likely that, over time, experienced teachers select whatever elements of these methodologies work
for them and adapt them to their particular teaching style or students' learning style. It also seems
highly probable that something which works well for one teacher (or with one student) will not work for
another.

The kind of approaches in language teaching:

•    Communicative Language Teaching (CLT)
•    Competency-Based Language Teaching
•    Content-Based Instruction
•    Cooperative (Collaborative) Learning
•    Dogme
•    Lexical Approach
•    Multiple Intelligences
•    Natural Approach
•    Neurolinguistics programming
•    Task-Based Language Teaching
•    Whole Language Approach

The kind of methods in language teaching:

•    Audiolingual
•    Counseling Learning
•    Direct Method
•    Grammar Translation
•    Silent Way
•    Situational Language Teaching
•    Suggestopedia
•    Total Physical Response (TPR)

The kind of strategies in language teaching:

•    Blackboard
•    Debate
•    Dialog journal
•    Field experience
•    Flowchart
•    Free writing
•    Graphic organizer
•    Group read
•    Interactive language task
•    Interview
•    Jigsaw
•    Know - want to know - learned (K-W-L)
•    Laboratory investigation
•    Language experience approach
•    Learning cycle
•    Learning log
•    Literature, history and storytelling
•    Mini-museum
•    Modeling
•    Numbered heads together
•    Predict, observe, explain
•    Problem solving
•    Reflective thinking
•    Role-play and simulation
•    Think, pair and share
•    Venn diagram
•    Webbing

http://sehatbugarr.blogspot.com/2016/01/approach-method-strategy-technique.html

a. Communicative Language Teaching (CLT)

Communicative language teaching (CLT), or the communicative approach, is an approach to
language teaching that emphasizes interaction as both the means and the ultimate goal of
study. ... According to CLT, the goal of language education is the ability to communicate in the
target language.
The main purpose behind communicative language teaching methods is to prepare students to be
confident communicators for different real-life contexts, through repetitive oral practices and
student-student cooperation. In CLT, communication is the end and the means of the teaching
method.
Student-student interaction embraces the strategies of cooperative learning in which each
student’s learning success is dependent on the whole group’s input during the classroom
sessions. This is an effective way of engaging the whole class as such exercises engage all
students, not just the minority of active students who typically participate in a regular class.
One popular CLT activity is role-playing. There is a playful component in role-playing that helps
students practice speaking without feeling pressure. You can for example assign parts to your
students, or let them decide on a specific setting. Choose a topic that is relevant to students, or
one that connects to other topics explained in class. This will ensure that role-playing is an
integral part of language lessons and not only a stand-alone experience.
Collaborative tasks like assigning student groups to solve a puzzle using only the target
language are also popular activities in CLT. This type of exercise allows not only to enhance
students' communication skills but also to experiment with the peer-learning approach, which is
ushttps://blog.sanako.com/applying-communicative-language-teaching-approacheful in
strengthening relationships among students.
https://blog.sanako.com/applying-communicative-language-teaching-approach

b. Language Scaffolding
The term ‘scaffolding’ comes from the works of Wood, Bruner and Ross (1976). The term
‘scaffolding’ was developed as a metaphor to describe the type of assistance offered by a teacher
or peer to support learning. In the process of scaffolding, the teacher helps the student master a
task or concept that the student is initially unable to grasp independently. The teacher offers
assistance with only those skills that are beyond the student’s capability.
Vygotsky’s Zone of Proximal Development
Inherent in scaffolded instruction is Lev Vygotsky’s (1978) idea of the zone of proximal
development. Vygotsky suggests that there are two parts of a learner’s developmental level: the
“actual developmental level” and the “potential developmental level”. The zone of proximal
development is “the distance between the actual developmental level as determined by
independent problem solving and the level of potential development as determined through
problem solving under adult guidance, or in collaboration with more capable peers” (Vygotsky,
1978, p. 86).
The zone of proximal development (ZPD) can also be described as the area between what a
learner can do by himself and that which can be attained with the help of a ‘more knowledgeable
other’ adult or peer. The ‘more knowledgeable other’, or MKO, shares knowledge with the
student to bridge the gap between what is known and what is not known. Once the student has
expanded his knowledge, the actual developmental level has been expanded and the ZPD has
shifted. The ZPD is always changing as the student expands and gains knowledge, so scaffolded
instruction must constantly be individualized to address the changing ZPD of each student.
https://granite.pressbooks.pub/teachingdiverselearners/chapter/scaffolding-2/

c. Cooperative Learning

WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each
with students of different levels of ability, use a variety of learning activities to improve their
understanding of a subject. Each member of a team is responsible not only for learning what is
taught but also for helping teammates learn, thus creating an atmosphere of achievement.
WHY USE IT? Documented results include improved academic achievement, improved
behavior and attendance, increased self-confidence and motivation, and increased liking of
school and classmates. Cooperative learning is also relatively easy to implement and is
inexpensive.
HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in
almost any grade, and without a special curriculum:
Group Investigations are structured to emphasize higher-order thinking skills such as analysis
and evaluation. Students work to produce a group project, which they may have a hand in
selecting.
STAD (Student Teams-Achievement Divisions) is used in grades 2-12. Students with varying
academic abilities are assigned to 4- or 5-member teams in order to study what has been initially
taught by the teacher and to help each reach his or her highest level of achievement. Students are
then tested individually. Teams earn certificates or other recognition based on the degree to
which all team members have progressed over their past records.
Jigsaw II is used with narrative material in grades 3-12. Each team member is responsible for
learning a specific part of a topic. After meeting with members of other groups, who are "expert"
in the same part, the "experts" return to their own groups and present their findings. Team
members then are quizzed on all topics.
https://www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html
d. Situational
According to the Situational Approach, and to insure that the language that is being taught is
realistic, all the words and sentences must grow out of some real situation or imagined real
situation. Thus, the meaning of words are tied up with the situations in which they are used.
The Oral Approach or Situational Language Teaching is an approach developed by British
applied linguists between the 1930s and the 1960s. While it is unknown for many teachers, it had
a big influence on language courses till the 1980s. Textbooks such as  Streamline
English (Hartley and Viney 1979) was designed following the SLT approach principles.
The Oral Approach or Situational Language Teaching is based on a structural view of language.
Speech, structures and a focus on a set of basic vocabulary items are seen as the basis of
language teaching. This was a view similar to that held by American structuralists, such as Fries. 
However, what distinguishes the  Situational Language Teaching approach is its emphasis on the
presentation of structures in situations.
Vocabulary and grammar control
Situational Language Teaching is characterized by two major features:
Focus on both vocabulary and reading is the most salient trait of SLT.  In fact, mastery of a set of
high-frequency vocabulary items is believed to lead to good reading skills.
An analysis of English and a classification of its prominent grammatical structures into sentence
patterns (also called situational tables) is believed to help learners internalize grammatical rules.
Behavioristic background. The behavioristic view of language learning constitutes the
cornerstone of Situation Language Teaching. The approach gives primacy to the processes over
the conditions of learning. The following processes are noted in this approach:
The act of receiving  knowledge or material
Repetition to fix that knowledge or material in memory.
The use of the knowledge or material in actual practice until it becomes a personal skill.
The behaviorist theory of learning is based on the principle of habit formation. Mistakes are
banned so as to avoid bad habit formation. Following the premises of behaviorism, a teacher
presents language orally, then in written form.
https://www.myenglishpages.com/blog/situational-language-teaching-oral-approach/