MS SSC 102

MS SSC 102

Jervyn E. Guianan II-A

Activity 3
1. Define an instructional model and explain its importance in instructional

planning.\
Answer:
Instructional planning includes not only planning what students will learn,
but how they will learn it. Short-term and long-term goals should be included in
planning, and children with special needs should address the goals on their
Individualized Education Program (IEP). Academic material, assistive or
augmentative technology needs, scaffolding, particular teaching methodologies,
and content adaptations or adjustments may all be included in instructional plans.
Well-planned teaching is aimed to maximize academic learning time, actively
engage learners in meaningful activities, and promote proactive and positive
methods across tiers of instructional intensity when provided with integrity.
2. Compare and contrast the different instructional models for social studies.
Answer:
The Direct instruction strategy is highly teacher-directed and is among the most
commonly used. This strategy includes methods such as lecture, didactic
questioning, explicit teaching, practice and drill, and demonstrations. While
Interactive instruction relies heavily on discussion and sharing among
participants. Seaman and Fellenz (1989) suggest that discussion and sharing
provide learners with opportunities to "react to the ideas, experience, insights,
and knowledge of the teacher or of peer learners and to generate alternative
ways of thinking and feeling". Students can learn from peers and teachers to
develop social skills and abilities, to organize their thoughts, and to develop
rational arguments.
3. Explain the procedures for each instructional model and apply it to the
elementary social studies curriculum.
Answer:
Direct Instruction
The Direct instruction strategy is highly teacher-directed and is among the most

commonly used. This strategy includes methods such as lecture, didactic
questioning, explicit teaching, practice and drill, and demonstrations.
The direct instruction strategy is effective for providing information or developing

step-by-step skills. This strategy also works well for introducing other teaching
methods, or actively involving students in knowledge construction.
Direct instruction is usually deductive. That is, the rule or generalization is
presented and then illustrated with examples. While this strategy may be
considered among the easier to plan and to use, it is clear that effective direct
instruction is often more complex than it would first appear.
Indirect Instruction
Inquiry, induction, problem solving, decision making, and discovery are terms
that are sometimes used interchangeably to describe indirect instruction. In
contrast to the direct instruction strategy, indirect instruction is mainly student-
centered, although the two strategies can complement each other. Examples of
indirect instruction methods include reflective discussion, concept formation,
concept attainment, cloze procedure, problem solving, and guided inquiry.
Indirect instruction seeks a high level of student involvement in observing,

investigating, drawing inferences from data, or forming hypotheses. It takes
advantage of students' interest and curiosity, often encouraging them to generate
alternatives or solve problems. It is flexible in that it frees students to explore
diverse possibilities and reduces the fear associated with the possibility of giving
incorrect answers. Indirect instruction also fosters creativity and the development
of interpersonal skills and abilities. Students often achieve a better understanding
of the material and ideas under study and develop the ability to draw on these
understandings.
Interactive Instruction
The interactive instruction strategy allows for a range of groupings and interactive
methods. These may include total class discussions, small group discussions or
projects, or student pairs or triads working on assignments together. It is
important for the teacher to outline the topic, the amount of discussion time, the
composition and size of the groups, and reporting or sharing techniques.
Interactive instruction requires the refinement of observation, listening,
interpersonal, and intervention skills and abilities by both teacher and students.
The success of the interactive instruction strategy and its many methods is
heavily dependent upon the expertise of the teacher in structuring and
developing the dynamics of the group.
Experiential learning
Experiential learning is inductive, learner centered, and activity oriented.

Personalized reflection about an experience and the formulation of plans to apply
learnings to other contexts are critical factors in effective experiential learning.
Experiential learning occurs when learners:
 participate in an activity;
 critically look back on the activity to clarify learnings and feelings;
 draw useful insights from such analysis; and,
 put learnings to work in new situations. (Pfeiffer & Jones, 1979)
Experiential learning can be viewed as a cycle consisting of five phases, all of

which are necessary:
 experiencing (an activity occurs);

 sharing or publishing (reactions and observations are shared);
 analyzing or processing (patterns and dynamics are determined);
 inferring or generalizing (principles are derived); and,
 Applying (plans are made to use [earnings in new situations).
Independent Study
For the purposes of this document, independent study refers to the range of

instructional methods which are purposefully provided to foster the development
of individual student initiative, self-reliance, and self-improvement. While
independent study may be initiated by student or teacher, the focus here will be
on planned independent study by students under the guidance or supervision of
a classroom teacher. In addition, independent study can include learning in
partnership with another individual or as part of a small group.

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Jervyn E. Guianan II-A

1. Define an instructional model and explain its importance in instructional

The Direct instruction strategy is highly teacher-directed and is among the most

The direct instruction strategy is effective for providing information or developing

Indirect instruction seeks a high level of student involvement in observing,

Experiential learning is inductive, learner centered, and activity oriented.

Experiential learning can be viewed as a cycle consisting of five phases, all of

 experiencing (an activity occurs);

For the purposes of this document, independent study refers to the range of

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