WORKSHEET 5

Topic : Models of Teaching

Objectives : Through classroom discussion, literature study, and group work, students are
able to describe models of teaching and compare and contrast two different
models.
Procedure
1. Identify different models of teaching and describe the characteristic of the model
including theoretical framework, social situation, and syntax!
2. Chose two different models of teaching and analysis the role of teachers as well as the
role of students in the implementation of the model!
3. Compare and contrast two model of teaching and write the result in term of essay by
using the following format.
a. Title
b. Introduction
c. Body/Description/Content
d. Conclusion
e. References
Note: the length of the essay is between 400 – 500 words, typed in 12 Times New
Roman, and 1.5 spaces.
4. Present the essay in the classroom.
ANSWER
The different models of teaching and the characteristic of the model including theoretical
framework, social situation, and syntax are described as following.
A. Direct Instruction Model
 Theoretical framework
Direct Instruction model refers to academically focused, teacher-directed
classroom instruction using sequenced and structured materials. It refers to teaching
activities where goals are clear to students, academically oriented, immediate
feedback to students, sufficient and continues time allocated for instruction as well as
enough practice for students. This model is applicable and the most logical way to
teach students both concepts and skills. It is lively and stimulating model of teaching.
(Kousar, 2009: 2012) On the other hand, direct instruction model is also defined as a
teaching approach that is specifically designed to support students' learning processes
related to declarative knowledge and procedural knowledge are structured to teach
the activity pattern gradually, step by step. (Trianto in Arrends, 2009:41)
Theoretical framework of direct instruction model related with social learning
theory, whereas it shown by the syntax of direct instruction model like structure
practice and guide practice from teacher to the students. So, it can be conclude that
when structure practice and guide practice phase there is an interaction between
teacher and students in classroom.
 Social Situation
The role of teacher
Direct instruction model is a teaching model in which the teacher is the major
provider of information. In the this model, the teacher’s role is to pass on facts, rules,
or action sequences to students in the most direct way possible; this usually takes the
form of explanations, examples, and opportunities for practice and feedback
(Brorich, 1999).
The role of students
Students’ roles are active in responding to teacher questions, analyzing examples,
and practicing skills to mastery.
 Syntax
According to (Joyce & Weil, 2003), the direct instruction model consists of
five phases of activity, namely:
- Orientation
 - Presentation
- Structured practice
- Guided practice
- and independent practice

B. Problem Based Model

 Theoretical framework
Problem-based model can be described as one in which teacher direct students
learn identified content and process through lecture and guided discovery, and then
apply their knowledge to a well-structured situation or problem to find meaningful
solution. Here, students are presented with a loosely structured problem – one that
has no obvious solution (open-minded). The problem must be content relevant and
represent a real world situation faced by an individual, group, company, or
community.
Theoretical framework of problem based model related with social and
constructivist learning theory. The model related with constructivist learning theory
because in this model students have to construct their own meaning based on solution
of problem solved. Then this model is also related with the social learning theory
because in this model the problem solving process can be done by group, so there is
an interaction and good team work between students during the problem solving
process.
 Social situation
Role of teacher
Problem based model is a teaching model in which the teacher is the facilitator
and guide of learning. In the this model, the teacher’s role is monitoring learning,
challenging students' thinking, keeping students involved during problem solving,
monitoring or adjusting levels of challenge, and keeping the process moving of
problem solving.
Role of students
Here, the students’ roles are problem solver and active participant. They have
to construct their own meaning based on solution of problem solved.
 Syntax
According to (Ibrahim, 2000: 13) teaching based on problems consist of five
main steps, namely:
 - Orientation of students on issues
- Organize students to learn
- Guiding individual and group inquiry
- Develop and present the work
- Analyzing and evaluating the problem-solving process
According to Arends (1997), various learning based on problem model as follow:
1. Project-based instruction, the learning approach that allows students to work
independently in constructing learning.
2. Experience-based instruction), the learning approach that allows students to conduct
experiment in order to obtain the correct and obvious conclusion.
3. Authentic learning, the teaching approaches that allow students to develop thinking
and problem solving skills that are important in real life context.
4. Anchored instruction, the instructional approach following the methodology of
science and provide opportunities for meaningful learning.

C. Cooperative Learning Model

 Theoretical framework
Cooperative learning model emphasizes the students' efforts to conduct
investigations in groups so that there is an interaction between the students to
achieve a common goal. So, the cooperative model theory related with social
learning theory, constructivist learning theory, and also behavioristic learning theory
because in the end of the learning activities teacher give reward to the group that has
high score rather than the other groups.Various type of cooperative learning model as
follow:
a. Jigsaw
 Theoretical framework
Jigsaw is a type of cooperative learning experience that promotes both
academic and social goals for student (M.Dell'Olio & Donk, 2007). The model
requires student to work collaboratively on an academic task. Each member of
a jigsaw group has one portion of the total content to be learned, and the
members will each teach their portion to all the other group members.
 Social Situation
The class is a democratic society, no one student can dominate the
group. Teachers observe their students in join academic and social situations.
  Syntax
- Preparation
- Expert group
- Home group
- Debriefing
- Group processing
- Individual accountability
b. STAD (Student Team Achievement Division)
 Theoretical framework
Student team achievement division (STAD) is one type of cooperative
learning model that use small groups with a total of group member of each
member is four until five students in heterogeneous. STAD model is one type
of cooperative learning is the simplest one. It is said so that because learning
activities are carried out is still closely with conventional learning model.
This can be seen in phase number two on STAD is the presentation of
information or subject matter. Differences STAD model with the
conventional model lies in the existence of group award. (Trianto, 2009:72)
 Social Situation
Role of teacher
Student Team Achievement Division is a teaching model in which the
teacher is the facilitator and guide of learning. In this model, the teacher’s role
is prepare worksheet, organize students to make a group, distribute worksheet
to the students, monitoring and as a facilitator when students solve the
problem in group, and evaluate the learning activities.
Role of students
Here, the students’ roles are work together in group to solve the
problem and make sure all of their friends have mastered all these lesson.
 Syntax
According to Ibrahim, dkk. 2000:10, the phases of STAD as follow:
Phase I
Teacher explain clearly all of the objective of learning and motivate students
to learn.
Phase II
Teacher deliver information to students by demonstrating the lesson.
 Phase III
Teacher guide and organize students how to make group.
Phase IV
Teacher monitoring and facilitate students when work in group to solve the
problem.
Phase V
Teacher evaluate the learning result of students about the lesson that has been
discussed.
Phase VI
Teacher gives reward to the group that have high score.

c. GI (Group Investigation)
 Theoretical framework
Group investigation is cooperative learning model that most difficult to
implement. That's because learning is not only cantered on teacher but
students more directly involved in the planning of what topics will be
discussed and how the investigation process. In group investigation model,
teacher divided students into groups where each group consists of five until
six students are heterogeneous. The formation of groups in group
investigation model considering the familiarity of friendship or similar
interest in a specific topic. (Trianto, 2009: 79)
 Social Situation
Role of teacher
Group investigation is a teaching model in which the teacher is the
facilitator and guide of learning. In the this model, the teacher’s role is
monitoring learning, challenging students' thinking, keeping students involved
during investigation process, monitoring or adjusting levels of challenge, and
keeping the process moving of investigation process.
Role of student
In group investigation model students plays a very important role in
teaching learning process because all of the activities ranging from planning,
investigation, until to present the results of an investigation conducted by the
students themselves with explore their understanding to find the result. In this
 case the students work in groups and help each other so that the desired goal
can be achieved.
 Syntax
Sharan, dkk. (1984) divide steps in the implementation of group
investigative model into six phases as follows:
- Choose a topic and form groups
- Cooperative planning
- Planning implementation
- Analysis and synthesis
- Percentage of final results
- Evaluation

The Teacher's Role in Implementing Cooperative Learning in the Classroom

d. TPS (Think Pair Share)
 Theoretical framework
Think pair share (TPS) strategy is a type of cooperative learning that is
designed to influence students' interaction patterns. Assuming that all the
discussions activities need a settings for controlling the overall classroom
atmosphere and the procedures that used in TPS can give students more time
to think to respond the questions that submitted by teachers and sharing their
knowledge each other. (Trianto, 2009:81)
 Social situation
In this model, the teacher’s role is controlling and monitoring the
teaching learning process during discussion activities take place. While, the
role of students is answer the question and work in pair to discuss the answer
of questions that given by the teacher.
 Syntax
Steps that conduct by teacher in implementing the TPS model as
follow:
- Think
Teacher asks a question or problem that is associated with learning, and
asked students to use his/her time in a few minutes to think the answers of
problem that have been proposed.
- Pair
 Teacher asks students to pair up and discusses the answers that they have
acquired.
- Share
In the final steps, teacher asked the pairs to share with the whole class
about what they get for a discussion with her/his partner.
e. NHT (Numbered Head Together)
 Theoretical framework
Numbered head together (NHT) model is a type of cooperative
learning that is designed to influence students' interaction patterns and as an
alternative to the traditional classroom structure. (Trianto, 2009:82)
 Social situation
In this model, the teacher’s role is controlling and monitoring the
teaching learning process during discussion activities take place. While, the
role of students is answer work in group to discuss the answer of questions
that given by the teacher and make sure all of members in group know the
answer of question.
 Syntax
Steps that conduct by teacher in implementing the TPS model as
follow:
- Numbering
In this phase teacher divides students into groups and each group
consisted of 3 until 5 students. Each person in the group members are
numbered 1 until 5.
- Asking questions
Teacher asks a specific and varied question to students.
- Thinking together
Students brings together opinion on the answers of questions that has
been given and convince each member of the team derive the response of
team.
- Answer
Teacher take a certain number, then students that whose number
corresponds to the number of teacher is taken answer questions to whole
class.
D. Inquiry Training Learning
 Theoretical framework
In this model, the students are actively involved in finding solution to problems
and thus this teaching strategy is classified as an inquiry Model. This model is
designed to assist students in developing the skills required to raise questions and seek
out answers stemming from their curiosity. So, the learning theories that related with
inquiry training model are constructivist and social learning theory.
 Social Situation
The teacher selects or designs the puzzling situations and presents it to the
students. However during the inquiry session teacher and students, both participated
as equals. As the students learn the principles of inquiry the teacher guides them to
use the resource material and performs experiments and conducts discussions with
other students.
 Syntax
- Developing a question
- Generating a hypothesis
- Developing an experimental design
- Collecting and recording data
- Analysis data
- Reaching conclusion, forming and extending generalization.
- Communicating result

E. Advance Organizer
 Theoretical framework
Developed by Ausubel, advance organizers have been shown to be
effective in helping students understand an recall information by providing a
framework that represents the hierarchy and major concepts of a discipline or
subject (M.Dell'Olio & Donk, 2007). Advance organizers are model for helping
students organize information by connecting it to larger cognitive structure that
reflects the organization of the discipline itself (M.Dell'Olio & Donk, 2007). So,
learning theory that related with this theory is the combination of Ausubel’s
theory (meaningful learning), constructivist and social learning theory.
 Social Situation
 Students were active participants, sharing ideas and understanding. Some,
teacher may elect to limit student participation, other do not (M.Dell'Olio & Donk,
2007).
 Syntax
- Read a text-based advance organizer orally to the students
- Add visuals to advance organizer
- Use concept maps or other forms of graphic organizer and advance organizer
- Teach the advance organizer and remind students to use it often

The result of analysis two different model of teaching based on the role of teachers as well as
the role of students in the implementation of the model.
1. Direct Instruction Model
Direct Instruction model refers to academically focused, teacher-directed
classroom instruction using sequenced and structured materials. It refers to teaching
activities where goals are clear to students, academically oriented, immediate
feedback to students, sufficient and continues time allocated for instruction as well as
enough practice for students. This model is applicable and the most logical way to
teach students both concepts and skills. It is lively and stimulating model of teaching.
(Kousar, 2009: 2012) Direct instruction model usually used in teaching declarative
knowledge and procedural knowledge. Declarative knowledge refers to cognitive
skill like memorize certain formula in learning mathematic, while procedural
declarative refers to psychomotor skill and have sequential steps like teaching how to
use drop pipette for the students. (Trianto in Arrends, 2009:42)
 The role of teacher
Direct instruction model is a teaching model in which the teacher is the major
provider of information. In the this model, the teacher’s role is to pass on facts, rules,
or action sequences to students in the most direct way possible; this usually takes the
form of explanations, examples, and opportunities for practice and feedback (Brorich,
1999).
 The role of students
Students’ roles are active in responding to teacher questions, analyzing
examples, and practicing skills to mastery.

2. Problem Based Model

 Problem-based model can be described as one in which teacher direct students learn
identified content and process through lecture and guided discovery, and then apply their
knowledge to a well-structured situation or problem to find meaningful solution. Here,
students are presented with a loosely structured problem – one that has no obvious
solution (open-minded). The problem must be content relevant and represent a real world
situation faced by an individual, group, company, or community.
 Role of teacher
Problem based model is a teaching model in which the teacher is the facilitator
and guide of learning. In the this model, the teacher’s role is monitoring learning,
challenging students' thinking, keeping students involved during problem solving,
monitoring or adjusting levels of challenge, and keeping the process moving of
problem solving.
 Role of students
Here, the students’ roles are problem solver and active participant. They have to
construct their own meaning based on solution of problem solved.

Reference
Trianto, 2009. Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana Predana
Media Group
Kousar, Rubina. 2009. The Effect of Direct Instruction Model on Intermediate Class
Achievement and Attitudes. Pakistan
Joyle, Bruce; Weil,Marsha. 2003. Models of Teaching, New Delhi: Pearson Education
M. Dell’Olio, Jeanine & Donk, Tony. 2007. Model of Teaching: Connecting Student
Learning with Standards. Sage publication: California
Essay
Direct Instruction and Problem Based Model of Teaching
Models of teaching can be defined as instructional designs which describe the process
of specifying and producing particular environmental situation which cause the students to
interact in such a way that specific change occur in their behavior. (Joyce, 2003: 3) As a
teacher it is important to learn and understand the models of teaching that are already known.
By mastering the models of teaching, teacher will be facilitated in the implementation of
learning in classroom so that learning objectives can be achieved maximally. There are many
kinds of teaching models, two of them are direct instruction and problem based model. This
essay will briefly compare and contrast these models of teaching.
The direct instruction model refers to academically focused, teacher-directed classroom
instruction using sequenced and structured materials. It refers in teaching activities where
goals are clear to students and academically oriented (Kousar, 2009: 2012) Direct instruction
is well used in teaching declarative and procedural knowledge like memorize formula and
practice how to use an equipment. (Trianto, 2009:42) While, the problem-based model can be
described as one in which teacher direct students to learn identified content and process
through lecture and guided discovery, and then apply their knowledge to a well-structured
situation or problem to find meaningful solution. The problem given must be content relevant
and represent a real world situation.
The direct instruction and problem based model of teaching is significantly a different
model. But here, they still have several similarities. These models give an instructional design
for teacher to carry out the teaching-learning process optimally. Teachers are also directly
involved and guide the students during teaching learning process. The basic difference within
these teaching models is the approach involved in them. The direct instruction model belongs
to behaviorist approach pressing teacher as the center of learning while problem base model
belongs to constructivist approach pressing student as the center of learning. The process of
direct instructional basically involves the teacher telling students about the content they are
supposed to learn. In the problem-based learning, teacher uses a problem to teach concepts.
The aim of direct instruction is getting mastery. Every student should be able to perform
the skills independently. But here, students cannot learn to think critically, make logical
arguments like problem based model. The model aims to capable students solving their daily
life problem based on knowledge that they get during learning. Students can learn to think
critically, analyze information, communicate scientific ideas, make logical arguments, work
as part of a team, and acquire other desirable skills unless they are permitted and encouraged
to do those things over and over in many contexts (Hunter, 1984).
So, it can be concluded that the similarities of direct instruction and problem based
model of teaching are they give instructional design for teacher to teach and teachers are
directly involved as well as guide the students during teaching learning process. The
differences within these models of teaching are the approach involved in them, the process,
and the aim as well as the outcome of learning.

References
Trianto, 2009. Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana Predana
Media Group
Hunter, M. 1984. Knowing Teaching and Supervising. In P. Hosford (Ed.), Using What we
Know about Teaching. Association for Supervision and Curriculum Development.
Alexandria,USA.
Kousar, Rubina. 2009. The Effect of Direct Instruction Model on Intermediate Class
Achievement and Attitudes. Pakistan