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Instructional Model
Tyler Rationale
Author names
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
Content-specific activities:
Content-independent activities:
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
transfer
to
mind
3.
Pupils
compare
different ways of living
healthily and unhealthily.
Pupils describe pictures.
Pupils answer questions.
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)
Teacher
discusses
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. Moursund
projectbased
learning
model
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
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.
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
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.
discusses
points with
Concept Formation
Interpretation of Data
This stage includes interpreting, inferring, and generalization and
leads to concept attainment (i.e. students develop deductive
capabilities).
Application of Principles