Pivoting Between Instructional Models

2021 ◽  
pp. 173-209
Author(s):  
M. Mackh Bruce
Keyword(s):  
Instructional Models

Development of Instructional Models of Sports Capstone Design in College of Physical Education

2017 ◽  
Vol 56 (4) ◽  
pp. 235-249 ◽  
Author(s):  
Dong-Hak Kim ◽  
Min-Sun Kim ◽  
Ho-Jun Moon ◽  
Dong-Whan Kim
Keyword(s):  
Physical Education ◽  
Instructional Models ◽  
Capstone Design

The Instructional Models of Education for Sustainable Development

2017 ◽  
Vol 17 (13) ◽  
pp. 41-64
Author(s):  
Ji-Yeon Choi ◽  
◽  
Dong-Kuk Hwang ◽  
Tae-Suk Lee ◽  
Dong-Hyun Ryu ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Instructional Models

A blended learning strategy: reimagining the post-Covid-19 architectural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naglaa Megahed ◽  
Asmaa Hassan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Theoretical Framework ◽  
Delivery Mode ◽  
Instructional Models ◽  
Architecture Education ◽  
Content Type ◽  
Teaching Learning

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

scholarly journals Gender differentials in the Use of Instructional Models in Enhancing Adolescents’ Interest and Achievement in Voter Education Contents of Senior Secondary School Government Curriculum

2020 ◽  
Vol 12 (5) ◽  
pp. 121
Author(s):  
Grace Ogechukwu Ugwonna ◽  
Samuel Agozie Ezeudu ◽  
Okechukwu Onyinye Nwaubani ◽  
Anthonia N. Utoh-Ofong ◽  
Obiageli Calista Onyeanusi ◽  
...  
Keyword(s):  
Secondary School ◽  
Sampling Technique ◽  
Control Group ◽  
Instructional Models ◽  
Control Group Design ◽  
Senior Secondary School ◽  
Adolescent Students ◽  
Multi Stage ◽  
Quasi Experimental ◽  
Senior Secondary

The study determined gender effect in the efficacy of group investigation and jurisprudential inquiry instructional models in enhancing adolescent students’ interest and achievement in voter education related contents of senior secondary school Government curriculum. The study adopted quasi-experimental non-equivalent pre-test, post-test control group design. Sample for the study consisted of 165 SS II students drawn from senior secondary schools in Nsukka Local Government Area of Enugu state Nigeria. Multi-stage sampling technique was used to select the intact classes from each of the schools that were assigned to the two experimental groups. Data collected using Multiple Choice Government Achievement Test (MCGAT) and Government Interest Inventory (GII) were analyzed using mean and standard deviation for the research questions and ANCOVA for testing the hypothesis at P < 0.05 level of significance. The findings showed that both group investigation and jurisprudential inquiry models were effective in enhancing interest and achievement of male and female students in voter education related contents in senior secondary school Government curriculum. However, group investigation proved more efficacious. These findings were exhaustively discussed with recommendations on how to manage gender factor in using student-centred instructional models in enhancing students’ interest and achievement.

Dialogic and Direct Instruction: Two Distinct Models of Mathematics Instruction and the Debate(s) Surrounding Them

2015 ◽  
Vol 117 (11) ◽  
pp. 1-32
Author(s):  
Charles Munter ◽  
Mary Kay Stein ◽  
Margaret S. Smith
Keyword(s):  
State Standards ◽  
Student Thinking ◽  
Instructional Models ◽  
Common Goal ◽  
Ongoing Debate ◽  
The Common ◽  
Points Of View ◽  
K 12 ◽  
Background Context

Background/Context Which ideas should be included in the K–12 curriculum, how they are learned, and how they should be taught have been debated for decades in multiple subjects. In this article, we offer mathematics as a case in point of how new standards-related policies may offer an opportunity for reassessment and clarification of such debates. Purpose/Objective Our goal was to specify instructional models associated with terms such as “reform” and “traditional”—which, in this article, we refer to as “dialogic” and “direct”—in terms of perspectives on what it means to know mathematics, how students learn mathematics, and how mathematics should be taught. Research Design In the spirit of “adversarial collaboration,” we hosted a series of semi-structured discussions among nationally recognized experts who hold opposing points of view on mathematics teaching and/or learning. During those discussions, the recent consensus regarding what students should learn—as represented by the Common Core State Standards for Mathematics (CCSSM)—was taken as a common goal, and additional areas of agreement and disagreement were identified and discussed. The goal was not to reach consensus but to invite representatives of different perspectives to clarify and come to agreement on how they disagree. Findings/Results We present two instructional models that were specified and refined over the course of those discussions and describe nine key areas that distinguish the two models: (a) the importance and role of talk; (b) the importance and role of group work; (c) the sequencing of mathematical topics; (d) the nature and ordering of mathematical instructional tasks; (e) the nature, timing, source, and purpose of feedback; (f) the emphasis on creativity (i.e., authoring one's own learning; mathematizing subject matter from reality); (g) the purpose of diagnosing student thinking; (h) the introduction and role of definitions; and (i) the nature and role of representations. Additionally, we elaborate a more nuanced description of the ongoing debate, as it pertains to particular sources of difference in perspective. Conclusions/Recommendations With this article, we hope to advance ongoing debates in two ways: (a) discrediting false assumptions and oversimplified conceptions of the “other side's” arguments (which can obscure both the real differences and real similarities between different models of instruction), and (b) framing the debates in a manner that allows for more thoughtful empirical investigation oriented to understanding learning in the discipline.

PENGARUH PENERAPAN MODEL PEMBELAJARAN QUANTUM TEACHING TERHADAP HASIL BELAJAR KOMPETENSI PERAWATAN KULIT WAJAH

2018 ◽  
Vol 32 (1) ◽  
pp. 23-30
Author(s):  
Dewi Sri Rezky Ginting
Keyword(s):  
Skin Care ◽  
Instructional Materials ◽  
Instructional Model ◽  
Facial Skin ◽  
Instructional Models ◽  
Teaching Models ◽  
High Category ◽  
Care Treatment ◽  
Care Study

Generally, facial skin care materials are considered difficult because students are required to be able to remember the steps of facial skin care treatment, therefore, it is important to using instructional models that can help to improve the ability of students in receiving instructional materials. This study aims to determine the effect of instructional model Quantum Teaching on the Basic Skin Care subject as a basic competence of X class Tata Kecantikan SMK Negeri 1 Beringin. This research was conducted by pre experiment methods. This research was conducted at SMK Negeri 1 Beringin in February 2015. The descriptive result of 31 students’ tendency of facial skin care study before being given the application of a quantum teaching (X) model included sufficient category and facial skin care learning after applying Quantum Teaching (Y) including high category. The results obtained showed that there is a significant effect between the results of facial skin care study after being given the application of Quantum Teaching models in students of SMK Negeri 1 Beringin.   References Abdurrahman. (2008). Pendidikan bagi anak kesulitan belajar. Jakarta: Rineka Cipta. Deporter, B. (2010). Quantum teaching (Edisi Terjemahan). Bandung: Kaifa. Djamarah, dkk. (2006). Strategi belajar mengajar. Jakarta: Rineka Cipta. Hamalik, O. (2013). Kurikulum dan pembelajaran. Jakarta: Bumi Aksara. Kusantati, H., Dkk. (2008). Tata kecantikan kulit untuk sekolah menengah kejuruan jilid 2. Direktorat Pembinaan Sekolah Menengah Kejuruan Direktorat Jenderal Manajemen Pendidikan Dasar Menengah Departemen Pendidikan Nasioal. Pratiwi, I.K. (2013). Keefektifan model quantum teaching terhadap minat dan hasil belajar bangun datar pada siswa kelas V Sekolah Dasar Negeri Tunon 2 Kota Tegal. Skripsi. Universitas Negeri Semarang. Rakhmawati. (2011). Penerapan model pembelajaran quantum teaching dengan metode diskusi berbantuan lembar kerja siswa untuk meningkatkan hasil belajar materi bentuk pangkat dan akar pada siswa kelas X semester I SMA N Karanganyar Demak tahun pelajaran 2010/2011. Skripsi. Semarang: FMIPA IKIP PGRI. Sudjana. (2012). Metoda statistika. Bandung: Tarsito. Tarigan, D. (2011). Penerapan model quantum teaching untuk meningkatkan hasil belajar mata pelajaran agroindustri pada siswa SMP Negeri 31 Medan. Skripsi. Medan: FT Unimed.

Challenge-Based Learning Using iPad Technology in the Middle School

2015 ◽  
pp. 238-261
Author(s):  
Christie Bledsoe ◽  
Jodi Pilgrim
Keyword(s):  
Middle School ◽  
Literacy Skills ◽  
Instructional Models ◽  
Technology In The Classroom ◽  
Student Centered ◽  
Use Of Technology ◽  
Challenge Based Learning ◽  
Integration Of Technology ◽  
Hands On Learning ◽  
21St Century Tools

Instructional models such as Challenge-Based Learning (CBL) reflect changes in traditional methods of teaching. CBL, developed by Apple, promotes problem-based learning, where collaboration and hands-on learning are key elements in the process (Larmer, Ross, & Mergendoller, 2009). Today's learners must develop information literacy and media literacy skills to communicate by way of 21st century tools, and new instructional models reflect these changes. The integration of technology in the classroom has affected education models in elementary and secondary schools across the nation. This chapter presents a mixed-methods study of a middle school involved in a one-to-one iPad initiative. In order to promote student-centered instruction through the use of technology, the middle school adopted a CBL model of instruction. This examination of teachers' concerns with pedagogy and technology depicts readiness for integration and implications of new innovations. The process of change and technology integration is addressed in this chapter.

Develop a Teaching Model Plan for a Differentiated Learning Approach

2018 ◽  
pp. 106-130
Keyword(s):  
Information Processing ◽  
Information Use ◽  
Educational Background ◽  
Teaching Model ◽  
Learning Approach ◽  
Instructional Models ◽  
Teaching Models ◽  
Activity Assessment ◽  
Stages Of Learning ◽  
Differentiated Learning

In this chapter, there will be a presentation of how teaching models help teachers focus on different theories. The teaching model is a tool that will help teachers approach differentiated learning with students who have a diverse educational background. Teachers need to be aware of a diverse background and how to apply models for teaching different activities. If the correct model is selected teachers can use this to develop concepts based on objectives. The models may include instructional models, constructivism, problem-based, project-based, Socratic and inquiry based. Following are the key areas that will be discussed in this chapter; importance of a Teaching model, teaching model - (Glaser teaching model) – Looking at the objective, activity, assessment and reflection on improvements, information processing using a teaching model, Gagne's 9 stages of learning process to use in a Teaching model and conceptual models - take information, use it and respond to it (Instruction models, Constructivism, Problem based, Project based, Socratic Method, Inquiry based).

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