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Instructional Theory and Model Essay

Suzana H. Tran

Grand Canyon University: TEC 516

November 1, 2017
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Instructional Theories

Educational Technology has become more powerful in today’s education system. Researcher,

Ivan Pavlov, discovered Classical Conditioning Theory in 1903, this was the beginning of it all.

As the year's pass, theorists like Lev Vygotsky, B.F. Skinner, Howard Barros, and more,

contributed research in instructional theories (Pappas, 2013). Instructional theories are

implemented by professionals to facilitate students learning. In this section, it reviews two

theories practiced by teachers and their use of integrating technology.

Cognitive-Behaviorist Theory

Robert Gagne's was known as a behavioral and information-processing theorist. He

studied a variety of learning behaviors that were displayed by students in the classroom. The

Cognitive-Behaviorist Theory was focused on a set of instructions. His directed instructions

proved to show nine steps that will guide teachers to enhance classroom instruction. The nine

steps include; gaining information, informing the learner of the objective, stimulating recall of

prerequisite learning, presenting new material, providing learning guidance, eliciting

performance, providing feedback and correctness, assessing performance, and enhancing

retention and recall. These nine steps carry the behavior that students exemplify in education.

This theory is helpful with educational drills, tutorials, and simulations. Ganges behaviorist

theory is a consistent method to help students acquire specific skills within a given time

(Roblyer, (2016).

Constructivist Theory Foundations for Inquiry-Based Methods

Well-known theorist, Dewey, Bandura, Vygotsky, Piaget, and Bruner, worked together to

integrate teaching and problem-solving skills. These skills are meaningful to help students

connect their knowledge and experiences to solve real-world problems (Roblyer, (2016). This
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theory promotes collaboration among peers, hands-on exploration, the needs of learners with

different modalities, differentiation, depth of knowledge, and motivation (Roblyer, (2016). A

student may be presented with an essential question prior to a lesson. The essential question will

guide the instruction for students to answer the essential question by the end of the unit. The

instructions may include academic text, whole-group instruction, small-group instruction, and

project-based learning.

Effectivity in the Classroom

Though the two theories are exceptional, our 21st-century learners need higher

implications for technology integration. Between the two, the constructivist approach meets the

need of our educational system now. Inquiry-based experiences provide children with valuable

opportunities to improve understanding. Over the past decade, more and more software is being

developed to enhance students learning in Language Arts, Science, Math, and Social Studies.

These programs are used to meet individual needs of students reinforcing their understanding

(Wang, 2009).

Instructional Methods

Every lesson consists of a method. The method used for one child may differ from

another. It is crucial to identify the needs of our learners and plan our instructions purposefully.

There are two different instructional methods, directed models, and constructivist models. This

section will include information on each of the models and the most effective model used for

integrating educational technology. The power of a teacher’s instructions can define the success

of his/her learners. Although our educational system is beginning to revolve around technology,

it is vital for teachers to have command over all instructional methods.

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Directed Models

Directed instructional models are commonly used in the classroom. This method has

been in use to stress individualized work. Students are presented with an objective, and through

the objective, they will need to meet the goal at the end of the lesson. Directed models include a

structured presentation by the teacher followed by a student activity. The activity will be used to

reinforce the student’s comprehension (Doering, A.H., & Roblyer, M.D., 2010). This specific

model is excellent for teaching a new concept or idea. Directed teaching is often used in reading,

spelling, and math. This will provide students with a foundation of information before

exploration (Lucks, 1999). By using this method, technology is diminutive.

Constructivist Models

The constructivist model allows for creativity and innovation, critical thinking and

problem solving, communication, and collaboration. This model allows for students to work

together to accomplish one goal. Their task is to put their heads together to generate ideas using

research to solve real-life problems (Doering, A.H., & Roblyer, M.D., 2010). Teachers using the

constructivist model will find students active in their education and eager to learn. Through this

model, they will utilize nontraditional materials such as tablets, computers, and resource centers

(Lucks, 1999). Through the extra use of technology, student’s growth is assessed through

presentations, documents, projects, etc. Students will work together in heterogeneous and

homogeneous groups based upon the subject area allowing students to be placed in groups to

become successful.

Effectivity in the Classroom

Just as teachers will develop a particular method of teaching, children also have a particular

preference for learning (Petrina, n.d.). Directed teaching is straightforward, and it requires all
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students to have the same skills. Differentiation with direct instruction will be challenging to be

meet during whole-group lessons. Instead, the teacher will need to set aside time for small-group

differentiation. This method will become dull to students as they are often found sitting in their

seats. Technology can be rather expensive, and not all district has the funding to provide

technology for the school. Resources may be limited for many, but the constructivist model

offers an engaging way for teachers to teach and students to learn (Doering, A.H., & Roblyer,

M.D., 2010). This method requires more preparation time, but it will meet the needs of students.

Today’s workforce requires skills such as creativity and innovation, critical thinking and

problem solving, communication and collaboration requiring teachers to prepare students for the

real world. Both models may be used efficiently in the classroom, but the constructivist model

will provide students the preparation they need to become a lifelong learner.
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References

Doering, A.H., & Roblyer, M.D., (2010, July 20). A Comparison of Directed and Constructivist

Models. Retrieved October 30, 2017, from

http://www.education.com/reference/article/comparison-directed-constructivist/

Lucks, R. (1999, December 16). Constructivist Teaching VS Direct Instruction. Retrieved

October 30, 2017, from

http://ematusov.soe.udel.edu/final.paper.pub/_pwfsfp/0000017b.htm

Pappas, C. (2013, December 13). Instructional Design Models and Theories, Retrieved from

https://elearningindustry.com/instructional-design-models-and-theories

Petrina, S. (n.d.). Curriculum and instruction for technology teachers. Chapter 4. Retrieved from

people.uwplatt.edu/~steck/Petrina Text/Chapter 4.pdf

Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Upper Saddle

River, NJ: Pearson Education, Inc. Retrieved from http://gcumedia.com/digital-

resources/pearson/2015/integrating-educational-technology-into-teaching_ebook_7e.php

Wang, F., Kinzie, M.B., McGuire, P., Pan, E., (2003). Applying technology to inquiry-based

learning in early childhood education, Retrieved from

https://link.springer.com/article/10.1007/s10643-009-0364-6