INSTRUCTIONAL MODEL
An instructional model, developed by Bybee and Landes1 and based on constructivism, has been selected to guide instruction. This model, or learning cycle, as it might otherwise be defined, provides a framework for utilizing the cognitive teaching strategies identified in the NSF/CAST project. Cognitive psychologists, such as Gagne2, suggest that more information will be stored in long-term memory when a logical information-processing model is utilized in the learning activity. Hunter’s3 mastery teaching model also lends support for using instructional models. Her model, similar to this one, sets the instructional stage, explains the instructional activity, gives students time to practice skills and the concepts in the activity, provides an opportunity to apply and extend the activity, and finally, evaluates the student’s understanding of the concepts taught. The instructional model stages are defined as follows:
ENGAGEMENT (Advance Organizer)
This is the phase that initiates the instructional process, such as that of an advance organizer or an anticipatory set. This is the time for the instructor to make connections for the student between prior knowledge and the present learning task. The engagement should be motivational, thus creating a desire to learn more about the topic.
EXPLORATION (Experimentation)
This stage provides students with a common experience concerning the skills and concepts that are the target of the instructional activity. It is student-oriented and involves active exploration of the environment. The mental and physical tasks required facilitate the restructuring of concept schemes for the topic at hand.
EXPLANATION (Interpretation)
Here, students describe their understanding of the concepts they have been exploring. The teacher’s role is to build up the common experiences of the students and help them construct a sound understanding of the new concept. This portion of the model is more teacher-directed and includes clarification of student prior conceptions (“misconceptions”), provision of appropriate vocabulary and important information, and suggestions for additional learning activities. The key to this phase is to present the information and skills to be learned in a simple, clear, direct manner and then move on to the next stage.
EXTENSION (Application)
This portion of the learning cycle challenges and extends the student’s conceptual understanding and skills. Extension activities should be designed to encourage students to apply their conceptions, behavior and attitudes in new contexts which will result in a deeper and broader understanding of the concepts under study, while providing refinement of new skills.
EVALUATION (Accountability)
Teachers need to be able to assess the progress students have made toward achieving the goals and objectives of the instructional activity. Students should be encouraged to assess their own level of skill development, conceptual understanding, and attitude. Both formal and informal assessment approaches are appropriate. Growth in knowledge is best assessed via ease of concept application to new/novel situations.
1Bybee, R. W. & Landes, N. M. (1988). What research says about the new science curriculum (BSCS). Science and Children, 25, p. 35-39.
2Gagne, E. D. (1985). The cognitive psychology of school learning. Little, Brown and Co., Boston, MA.
3Hunter, M. (1982). Mastery Learning. TIP Publications, El Segundo, CA.