Classroom Example

Instructional Model
Tyler Rationale

Brief Explanation (maximum 150 words)

Author names

Tyler described learning as taking place through the action of the

student. It is what he does that he learns, not what the teacher Ralph W. Tyler (1902does
1994,
U.S)
Contributed
to
He put together ideas on viewing, analyzing and interpreting the understanding
curriculum and instructional programmes. The four main parts of his curriculum design in
simple structure for delivering and evaluating instruction are:the US.
Defining the appropriate learning outcomes

Supporting the teaching

of a foreign language.
1. Learning Outcome:
Students will be able to
identify the differences
between minimal pair
phonemes when spoken
by others.

Introduce useful learning experiences

Organizing learning experiences to maximize their effect
Evaluating the process and revising the areas that were not
effective.
http://www.educ.umu.se/~emdid06/etb10425.htm

Students will practice

and
improve
their
pronunciation of minimal
pair phonemes.
2/3.
Useful
learning
experiences organised to
maximise effect
Children discuss words
they have difficulty with
when
listening
and

speaking.
Children
write
down
pairs of words with
minimal phonemes, such
as bat and bad, pad and
pat.
Children use pair words
to create bingo cards.
Children play phoneme
bingo with words called
and ticked off the cards.

1. CRESST
learning
model

The CRESST learning model has been proposed to describe the

range of cognitive learning in which students engage. The
"cognitive types of learning" are a composite of taxomomies and
theories from by Gagn, Merrill and others.
Five families are used to describe the kinds of learning that can
take place.

4. Cards collected in,

was the activity useful
(teacher evaluation)
1. Pupils write sentences
Baker (1995) of the based on discussion of
Center for Research the questions.
on
Evaluation,
Standard,
and 2.
Pupils
talk
and
Student
Testing express opinions about
(CRESST)
the
physically
challenged people.

Content-specific activities:

Content understanding - learning of domain specific

material. Activities may include student explanations,
concept map building.

3. Pupils discuss about

relationship.

Problem solving - processes and strategies engaged to

achieve a goal that has no apparent solution, including
the transfer of content-understanding and use of metacognition to the resolution of an unfamiliar problem.

Content-independent activities:

Collaboration - learning to work with others, acquiring

interpersonal skills, including teamwork (group
performance on task) and task work (individuals'
effectiveness within the group)
Communication - learning to express thoughts and ideas
effectively, written and/or verbally within the content
domain. (use appropriate terminology to explain
content)
Metacognition - learning to regulate one's cognitive
activity through awareness, knowledge of cognitive
strategies, planning and self-monitoring.

CRESST is also proposed as a method to analyze the cognitive

demands of a technology by evaluating the extent to which each
family of learning is activated through the use of a particular
technology.

2. The FelderSilverman
model

The Felder design model is an instructional design model based Felder (1996, 1993)
on learning style consideration. While some learning style
people argue that pedagogical designs (in particular electronic Feldmans
(1993,
learning environments) should accommodate different 1996)
learning paths, Felder (in the context of class teaching) argues

1. Pupils relate story to

their own lives.
2.
Pupils
information

transfer
to
mind

that it is sufficient to incorporate a variety of teaching modes.

maps / table.
According to Felder this model classifies students along the
following dimensions:
1. What type of information does the student preferentially
perceive :
o sensing learners (concrete, practical, oriented toward
facts and procedures) or

3.
Pupils
compare
different ways of living
healthily and unhealthily.
Pupils describe pictures.
Pupils answer questions.

intuitive learners (conceptual, innovative, oriented

toward theories and meanings);

2. Through which modality is sensory information most

effectively perceived:
o

visual learners (prefer visual representations of

presented material--pictures, diagrams, flow charts) or

verbal learners (prefer written and spoken

explanations);

3. With which organization of information is the student most

comfortable?
o

inductive learners (prefer presentations that proceed

from the specific to the general) or

deductive learners (prefer presentations that go from

the general to the specific);

Pupils read story and

predict outcome.

4. How does the student prefer to process information?

o

active learners (learn by trying things out, working

with others) or

reflective learners (learn by thinking things through,

working alone);

5. How does the student progress toward understanding?

o

sequential learners (linear, orderly, learn in small

incremental steps) or

global learners (holistic, systems thinkers, learn in

large leaps).
3. Kemp design The Jerold Kemp instructional design method and model defines
model
nine different components of an instructional design and at the
same time adopts a continuous implementation/evaluation model.
o

Kemp adopts a wide vie, the oval shape of his model conveys that
the design and development process is a continuous cycle that
requires constant planning, design, development and assessment
to insure effective instruction. The model is systemic and nonlinear
and seems to encourage designers to work in all areas as
appropriate (Steven McGriff).

Kemp (1994)

1. Pupils learn about

compound words and
use them in sentences.
Teacher shows items like
chopstick, eggplant and
fishbowl.
Teacher
tells
these
words are made of two
words.

The model is particularly useful for developing instructional

programs that blend technology, pedagogy and content to deliver
effective, inclusive (reliable) and efficient learning.

Pupils read sentences

and look at pictures.

According to Steven McGriff's web page (retrieved 18:37, 19 May

Teacher

discusses

2006 (MEST)), Kemp identies nine key elements

1. Identify instructional problems, and specify goals for
designing an instructional program.
2. Examine learner characteristics that should receive
attention during planning.
3. Identify subject content, and analyze task components
related to stated goals and purposes.

words in bold.
Pupils explained how the
words are formed.
Pupils make as many as
compound words from
words given and use
them to make sentences.

4. State instructional objectives for the learner.

5. Sequence content within each instructional unit for
logical learning.
6. Design instructional strategies so that each learner can
master the objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.

4. Moursund
projectbased
learning
model

9. Select resources to support instruction and learning

activities.
Typicially project-based learning involves definition of different kinds
of goals, e.g.:
Moursund,
David
(2002) Project-based
1. Gain knowledge and skills within a global (class-wide)
learning:
Using
subject area
Information
2. Gain knowledge and skills in individual project-related
Technology,
2nd
subject areas
edition, ISTE. ISBN 1-

1. Pupils read sentences

and match smileys to the
relevant feelings and
state the feeling.
Others are encouraged
to comment and express

3. Improve IT skills (in particular improve ICT-enhanced

"knowledge working" and "community of practice")
skills
4. Improve general problem solving skills including
metacognitive and other learning strategies.

Getting started
1. Define the topic
2. Define timelines, milestones and assessment methods
3. Identify resources
4. Identify prequisites
5. Advance organization (introduce project-methodology,
skills that will have to be acquired etc.)
6. Form teams

Initial Team Activity - Project Planning

1. Knowledge pooling by team members
2. Initial project specification, e.g. formulate objectives and
questions. At university level, this should lead to a
research design.
3. Planning, e.g. definition of work packages, milestones
and timelines

56484-196-0

their opinions.
Pupils surf the internet
and search for more
smileys.
They can print or draw
the smileys in their book.
They write a sentence for
each of the smileys.

4. Formal teacher feedback

5. Revision of the project specification and plan (if need
return to steps 2 and 3)

Project Implementation
1. Have students complete one task and milestone at a
time. Make sure that students engage in regular
meetings
2. Refining of project definition
3. Sharing between team members (make sure that there is
collaboration and cooperation, you decide)
4. Provide feedback (this includes peer-to-peer tutoring,
global feedback to the class for all projects, etc.)
5. Move toward completion.
6. Repeat all steps until all milestones have been met

Completion
1. Students have to polish the final product and prepare
associated presentations.
2. Assessment: The whole class should assist at the
presentation of the results. Students may have the
occasion to integrate a last feedback.
3. Closing session with the whole class discussing the
experience

5. Taba teaching
strategy model

According to Joyce and Weil (2000:131), Taba built her approach

around three assumptions:
1. Thinking can be taught (through engaging students in
practice, in particular inductive reasoning).
2. Thinking is an active transaction between the individual
and data. This relies on earlier theories, e.g. Bruner's
concept attainment, an important component of concept
learning
3. Processes of thought evolve by a sequence that is
"lawful", somewhat in the sense of mastery learning.
Taba identified three inductive thinking skills:

concept formation (concept learning)

interpretation of data

application of principles

Taba, H. (1962).
Curriculum
development;
theory and
practice. New
York,: Harcourt
Brace & World.
Taba, H. (1967).
Teacher's
handbook for
elementary
social studies.
Palo Alto, Calif.:
Addison-Wesley.

1. Pupils compare and

contrast different types
of school.
Pupils read text and
make notes of the main
points
in
each
paragraph.
Pupils
compare
the
schools and transfer
their findings into a
table.
Teacher
important
pupils.

discusses
points with

Concept Formation

Pupils describe their

own school and tell why
they like studying there.

This stage includes three major steps: listing items (exemplars of

concepts), group similar items together, label these (with a concept
name).

Pupils discuss on how

they can improve their
school.

Phase 1: Identifying and listing

Phase 2: Grouping according to common attributes

Phase 3: Categorizing (labeling of the categories above)

Interpretation of Data
This stage includes interpreting, inferring, and generalization and
leads to concept attainment (i.e. students develop deductive
capabilities).

Phase 4: Identifying critical relationships (differentiation)

Phase 5: Exploring relationships (cause-effect)

Phase 6: Making inferences

Application of Principles

Phase 7: Predicting consequences

Phase 8: Explaining and/or supporting predictions

Phase 9: Testing and generalization