Models of Teaching

INSTRUCTIONAL STRATEGIES
AUTHOR: BRUCE JOYCE AND MARSHA WEIL
WITH EMILY CALHOUN
 Direct Instruction vs. Indirect Instruction

Borich says (2011), direct instruction strategies are best suited for
the teaching of facts, rules, and action sequences. Thus, when
wanting students to come away from a lesson with strict factual
knowledge a direct instruction presentation or lecture format is best
suited for the job. Students benefit form the direct instruction when
the objective is the attainment of content knowledge and facts as
direct instruction provides for teacher-to-student instruction,
usually in the form of a lecture based presentation. On the other
hand, indirect instruction is better suited for concept learning,
inquiry learning, and problem-centered learning. Indirect
instruction setups a student-to-student learning process with the
teacher acting as more of a guide or moderator. Thus type of
instruction helps students to learn higher-order thinking skills and
gives them the chance to link content knowledge with real-world
examples. An inquiry and discussion based strategy, indirect
instruction allows for students to build their own concepts and
establish patterns.
 Inductive Thinking

The ability to analyze information and create

concepts is generally regarded as the fundamental
thinking skill. This model teaches students to find
and organize information and to create and test
hypotheses describing relationships among sets of
data. It is not confined to the sciences. The study of
communities, nations, and history requires this type
of learning.
 Inquiry Training

This model is designed to teach students to engage in

causal reasoning and to become more fluent and
precise is asking questions, building concepts and
hypotheses, and testing them.
 Synectics

This Model was developed first for use with

creativity groups in industrial settings. Synectics is
designed to help people break set in problem-
solving and writing activities and to gain new
perspectives on topics from a wide range of fields. In
the classroom it is introduced to the students in a
series of workshops until they can apply the
procedures individually and in cooperative groups.
Synectics has the side effect of promoting
collaborative work and study skills and a feeling of
camaraderie among the students.
 Group Investigation

This model is designed to lead students to define

problems, explore various perspectives on the
problems, and study together to master information,
ideas, and skills. The teacher organizes the group
process and disciplines it, helps the students find
and organize information, and ensures that there is a
vigorous level of activity and disclosure.
 Role Playing

This model leads students to understand social

behavior, their role in social interactions, and ways
of solving problems more effectively. It helps
students collect and organize information about
social issues, develop empathy with others, and
attempt to improve their social skills. It asks
students to act out conflicts, to learn to take the
roles of others, and to observe social behavior. It can
be used with students of all ages.
 Simulation

Simulations are constructed from descriptions of

real-life situations. A less-than-real-life environment
is created for the instructional situation. Sometimes
the renditions are elaborate. The student engages in
activity to achieve the goal of the simulation and has
to deal with realistic factors until the goal is
mastered.
 Direct Instruction (Explicit)

This model has direct statements of objectives, set of

activities clearly related to the objectives, careful
monitoring of progress, and feedback about
achievement and tactics for achieving more
effectively are linked with sets of guidelines for
facilitating learning.
 Mnemonics (memory assists)

This model centers around memory devices that help

learners recall larger pieces of information,
especially in the form of lists like characteristics,
steps, stages, parts, phases, etc. are memory devices
that help learners recall larger pieces of information,
especially in the form of lists like characteristics,
steps, stages, parts, phases, etc.
 Advance Organizers

THIS MODEL IS DESIGNED TO

PROVIDE STUDENTS WITH A COGNITIVE
STRUCTURE FOR COMPREHENDING
MATERIAL PRESENTED THROUGH LECTURES,
READINGS, AND OTHER MEDIA.
 Reference

JOYCE, WEIL, CALHOUN. MODELS OF

T E A C H I N G 7 TH E D I T I O N . P E A R S O N 2 0 0 4 .

BORICH, G. EFFECTIVE METHODS OF

TEACHING, (2012).