PSY 411 Teaching Strategy in Psychology
Module 2: Models for Teaching 3. Student Response – Observe whether the
BSCS 5E Instructional Model
• The five phases of the BSCS 5E
Instructional Model are designed to facilitate
the process of conceptual change.
• The use of this model brings coherence to
different teaching strategies, provides
connections among educational activities,
and helps science teachers make decisions
about interactions with students.
Each phase of the model and a short phrase to
indicate its purpose from a student perspective are:
1. Engagement – Students' prior knowledge
accessed and interest engaged in the
phenomenon.
2. Exploration – Students participate in an
activity that facilitates conceptual change.
3. Explanation – Students generate an
explanation of the phenomenon.
4. Elaboration – Students' understanding of the
phenomenon challenged and deepened
through new experiences.
5. Evaluation – Students assess their
understanding of the phenomenon.
Direct Instruction Model (DI)
• A model for teaching that emphasizes a
well-developed and carefully-planned
lessons designed around small learning
increments and clearly defined and
prescribed teaching tasks.
• It is based on the theory that clear
instruction, eliminating misinterpretations,
can greatly improve and accelerate
learning.
• DI enables practitioners to identify and
focus on what students know, what they
don’t understand yet, and where they
need additional practice or support.
1. Introduce New Concept/Review Prior
Learning –Make these features faultless
through communication that is logically
flawless.
2. Present Content w/ Examples/Non-
Examples – Predict that the learner will learn
the concept conveyed by the faultless
presentation.
learner actually learns the intended concept or
whether the learner has difficulty.
4. Teacher Feedback – The extent to which the
learner does or does not possess the
mechanisms necessary to respond the
faultless presentation of the concept.
5. Independent Practice – Design instruction
for the unsuccessful learner that will modify
the learner’s capacity to respond to the
faultless presentation.
Kolb’s Experiential Learning Style Theory
• Typically represented by a four-staged
learning cycle in w/c the learner ‘touches
all the bases.’
1. Concrete Experience – A new experience or
situation is encountered, or a reinterpretation
of existing experience.
2. Reflective Observation of the New
Experience – Of particular importance are any
inconsistencies between experience and
understanding.
3. Abstract Conceptualization – Reflection
gives rise to a new idea, or a modification of an
existing abstract concept (the person has
learned from their experience).
4. Active Experimentation – The learner applies
their idea(s) to the world around them to see
what happens.
Explicit Direct Instruction (EDI)
• An approach to learning based on the best
research available. Helps teachers deliver
effective lessons that can significantly
improve achievement for all learners,
including English language learners and
students w/ special needs.
• EDI was developed by DataWORKS
founders Dr. Silvia Ybarra and John
Hollingsworth.
• EDI focuses on improving education at the
lesson level by incorporating a strategic
collection of instructional practices from
the work of educational cognitive
researchers.
• In its most basic terms, EDI teaches
explicitly in small steps ensuring that
pupils achieve success.

1. Activate Prior Knowledge – Linking to prior
knowledge.
2. Learning Objective – Transparent intentions
and success criteria.
3. Concept Development – Modelling the ‘why’.
4. Skill Development – Modelling the ‘how’.
5. Guided Practice – Developing fluency &
correcting errors.
6. Relevance – Independent practice/use.
7. Closure – Reviewing and assessing the
learning from the lesson.
Five Episodes of Instruction
Episode 1: Preparing Students for New
Learning: Learning begins with attention.
Therefore, during this episode, teachers capture
students' attention and help students activate prior
knowledge. Teachers also direct students' attention
to the learning to come by establishing clear
learning targets
Episode 2: Presenting/Acquiring New
Learning: Learning requires focus. Teachers do
more than present content during this episode;
they help students actively process the content
and assemble information into big ideas and
important details.
Episode 3: Deepening and Reinforcing
Learning: Learners need opportunities to
consolidate learning. Therefore, during this
episode, teachers engage students in strategic
practice to help them solidify their understanding of
key content and increase their mastery of new
skills.
Episode 4: Applying and Demonstrating
Learning: Learners further consolidate and extend
learning by applying it. Therefore, during this
episode, teachers challenge students to
demonstrate, synthesize, and transfer their
learning.
Episode 5: Reflecting on and Celebrating
Learning: This entire process is enhanced
through active reflection. Teachers help students
look back on, learn from, and celebrate their
learning—and their learning process.
The Gradual Release of Responsibility (GRR)
• A particular style of teaching w/c is a
structured method of pedagogy framed
around a process from the teacher to the
eventual independence of the learner.
• This instructional model requires that the
teacher, by design, transitions from
assuming "all the responsibility for
performing a task...to a situation in which
the students assume all of the
responsibility".
• The ideal result is a confident learner who
accepts responsibility for their own
learning and directs this learning through
the cognitive processes involved, moving
through the academic spectrum, to
independent choice (personalized
learning).
• As Buehl (2005) stated, the GRR model,
"emphasizes instruction that mentors
students into becoming capable thinkers
and learners when handling the tasks
with which they have not yet developed
expertise".
Focus Lesson – Guided Instruction (“I do”) –
Guided Instruction (“We do”) – Productive Group
Work (“You do it together”) – Independent
Learning (“You do”)
Great Teaching Toolkit
• The aim is to help teachers make better
decisions about what they can best do to
improve their effectiveness.
• A model that comprises these four
overarching dimensions, with a total of 17
elements within them. An ‘element’ is
defined as something that may be worth
investing time and effort to work on to
build a specific competency, skill or
knowledge, or to enhance the learning
environment.
• There is no implication that the complexity
of teaching can be reduced to a set of
techniques, but evidence suggests the
best route to expertise is likely to involve a
focus on developing competencies, guided
by formative feedback in a supportive
professional learning environment.
Four priorities are stated for teachers who want to
help their student learn more:
1. Understand the content they are teaching and
how it is learnt.
2. Create a supportive environment for learning.
3. Manage the classroom to maximize the
opportunity to learn.
4. Present content, activities and interactions that
activate their students’ thinking.
Making Every Lesson Count
• Bridges the gap between research
findings and classroom practice. Shaun
Allison and Andy Tharby examine the
evidence behind what makes great
teaching and explore how to implement
this in the classroom to make a difference
to learning.
They distil teaching and learning down into six
core principles:
1) Challenge, 2) Explanation, 3) Modelling, 4)
Practice, 5) Feedback, and 6) Questioning
• Combining robust evidence from a range
of fields with the practical wisdom of
experienced, effective classroom teachers,
the book is a complete toolkit of strategies
that teachers can use every lesson to
make that lesson count. There are no
gimmicky ideas here just high impact,
focused teaching that results in great
learning, every lesson, every day.
• Offers an evidence-informed alternative to
restrictive definitions of great teaching,
empowering teachers to deliver great
lessons and celebrate high-quality
practice.
Mastery Teaching
• Combined by Madeline Hunter into a
single, relatively comprehensive approach.
• The model requires curricula and learning
goals that are tightly organized and
divisible into small parts, ideas, or skills.
• Once this analysis of the curriculum has
been done, the Hunter's effective teaching
model requires making the most of the
lesson time by creating an anticipatory
set, which is an activity that focuses or
orients the attention of students to the
upcoming content.
• Throughout a lesson, the teacher
repeatedly checks for understanding by
asking questions that call for active
thinking on the part of students.
• As a lesson draws to a close, the teacher
arranges for students to have further
independent practice. The point of the
practice is not to explore new material or
ideas, but to consolidate or strengthen the
recent learning.
1. Anticipatory Set: Short, motivating activity to
focus learners.
2. Learning Objective: Shared w/ learners.
3. Input: Explaining concepts and skills.
4. Independent Study: Solidify skills & knowledge
5. Guided Practice: Demonstrating skill/concept
w/ immediate feedback.
6. Check Understanding: Multi-level questioning.
New Teacher’s Companion
Phase 1: Introduction
• Set a purpose. Introduce the key
concepts, topic, main idea.
• Pull students into the excitement of
learning.
• Make the learning relevant.
Phase 2: Foundation
• Check on previous knowledge.
• Clarify key points.
• Focus on specific standards, objectives,
goals.
• Check for correctness and add to
background knowledge.
• Introduce key vocabulary.
Phase 3: Brain Activation
• Ask questions to clarify ideas and to add
knowledge.
• Brainstorm main ideas.
• Clarify and correct misconceptions.
Phase 4: Body of New Information
• Provide teacher input.
Phase 5: Clarification
• Check for understanding with sample
problems, situations, questions.
Phase 6: Practice and Review
• Provide time for practice and review.
Phase 7: Independent Practice • McREL propose not another framework,
but a synthesis of the science of learning
• Supervise students' independent practice.
into a model you can follow and apply right
Phase 8: Closure away in your classroom. Not offered as the
only way to teach, but rather as one way
• Bring the lesson to closure. to develop more expert practice in your
Nine Events of Instruction classroom.
• An important 'flip' happens when we
• Robert Gagne was an educational design lessons around learning not simply
psychologist who created a 9-step process teaching.
called 'Events of Instruction'.
1. Become Interested: Stimuli in our sensory
• This model is a systematic process that
register catch our attention.
helps educators and instructional
designers develop strategies and create 2. Commit to Learning: We determine the stimuli
activities for training sessions. that is worthy of further attention.
3. Focus on New Knowledge: We focus on new
knowledge and skills while they’re in our working
memory.
4. Make Sense of Learning: Clustering and linking
to prior knowledge.
Rosenshine’s Principles of Instruction
5. Practice and Rehearse: Repetition and retrieval
1. Begin a lesson with a short review of previous to help us store new learning in long-term memory.
learning.
6. Extend and Apply: Apply new learning in novel
2. Present new material in small steps with
meaningful ways supports retrieval.
student practice after each step.
3. Ask a large number of questions and check the
responses of all students.
4. Provide models.
5. Guide student practice.
6. Check for student understanding.
7. Obtain a high success rate.
8. Provide scaffolds for difficult tasks.
9. Require and monitor independent practice.
10. Engage students in weekly and monthly review.
Student Learning that Works

• A learning model would describe the

learning process from beginning to end—
from the moment a new bit of knowledge
first enters a student’s consciousness
through the long and perilous journey it
must take before finding a permanent
home in their long-term memory (Sousa,
2011). Such a model would help us to
design effective learning experiences for
all students. And, just as important, if
they’re not learning, the model can help us
figure out where the blockage or
breakdown may be occurring—where the
knowledge is getting lost on its journey.