RUNNING HEAD: INSTRUCTION MODELS AND THEORIES 1

A Review of Instructional Models and Theories

Jennifer Dean

Grand Canyon University: TECH-516-0500

January 18th, 2017

INTRODUCTION
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What type of instruction is most effective for student success? In the world of education, there

are many different instructional approaches, theories and models. With all the different

approaches constantly being introduced, analyzed and used, it can be difficult to identify which

approach work best for different students and purposes. Some of these models and theories

include, direct instruction, interactive instruction, constructivism and project based learning

(PBL). What exactly are these approaches? Which are most effective for students?

DIRECT INSTRUCTION

According to Kanfrush (2014), Direct Instruction has long been hailed as a viable method for

providing reading instruction to students having disabilities (p.1). Furthermore, researchers

Cobern, Schuster, Adams, Applegate, Skjold, Undreiu & Gobert (2010) completed an

experiment to discover if direct instruction was effective in teaching students sight words. Their

research concluded that there was an increase in the number of sight words identified using the

direct instruction model. Therefore, there is much research to prove that direct instruction does

work for certain types of instruction and with different types of students, but what is direct

instruction exactly?

Direct instruction is basically explicit instruction. Humphrey & Feez (2016) explains that The

term direct instruction now tends to be used more generally to refer to instructional patterns that

can be interpreted as visible pedagogy (p.208). Ultimately, direct instruction refers to the

explicitly teaching students a specific skill, strategy or anything in which the teacher is leading

the learning. In this type of settings, students are being explicitly taught. There is usually little

interaction with each other. Although it is explicit instruction, it can be done in a step by step

process. For example, in a math lesson, a teacher using the direct instruction model might give
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students a math problem that they solve with the teach in a step by step direct instruction model.

However, most of the time, direct instruction is more of a lecture.

INTERACTIVE INSTRUCTION

Interactive instruction is different than direct instruction but can also be very similar. In fact,

interactive instruction is described as strategicstudents are explicitly taught strategies for

writing processes (Wolbers, Dostal, Graham, Chicak, Kilpatrick & Saulsburry, 2015, p.386).

Additionally, in the example above, the teacher gave the class a math problem. The teacher then

showed the students how to solve the math problem using direct instruction and going step by

step. However, this example could easily have been an interactive model of direct and interactive

instruction. Instead of teaching the students the step by step process, the teacher could have had

the students copy and interact with each step of the solution. Interactive instruction is strategic

like direct instruction, but it gives students the chance to actually interact with the material and

content being learned.

COMPARING DIRECT AND INTERACTIVE INSTRUCTION

The direct instruction and interactive instructional model both have positive results. Wolbers et

al., explains that students who learned using the instructional model increased dramatically in the

area of writing (2015). Therefore, both models are effective. However, when looking closely at

the results of the researchers for both models, the interactive model allows students the

opportunity to also grow their communication, collaboration and social skills while learning the

direct instruction. The author of this paper sees a strong value in the direct instructional model

because the research shows that it does work. Furthermore, there is no doubt that direct

instruction is absolutely necessary. However, the author of this paper argues that direct

instruction can be more interactive, and therefore, more effective. The strategic instruction in the
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interactive model increases more than just knowledge, but also other skills needed to be

successful in life.

CONSTRUCTIVISM

What is constructivism? According to Schcolnik (2016), Constructivism is a theory of learning

which posits that students learn by actively constructing their own knowledge (p.12). This does

not mean that students are never taught, but that they are given the chance to interact with

material and come to their own conclusions. Schcolnik (2016) continues to explain that Two

main approaches to constructivism are cognitive constructivism and social constructivism

(p.13). What this basically means is that constructivism is about people learning through their

experiences, prior knowledge and interaction. However, there is a cognitive (mind) and a social

(interaction) piece to this theory. Some theorists focus more on the mind and others focus more

on the social.
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The author of this paper believes that a mix of the two is best. It is important for people to use

their cognition and also interact with others while using their cognition. The chart below gives a

good example of the difference between a constructivist classroom and a instructivist classroom.

Students can still be explicitly taught, but the door is more open. Students are actively engaging

with the materials and are able to ask their own questions and inquire. Instead of the teacher

being the leader, the students are leading their own learning using their own cognition and social

interaction. In order for the constructivist model to be successful, the teacher must be the

facilitator guiding students to effective questions and inquiry.

PROJECT BASED LEARNING

Project Based Learning (PBL) is similar to a constructivist approach. Students use their own

cognition and inquiry to solve problems, create projects, and demonstrate their knowledge in a

variety of ways. Rivero (2017), explains that project based learning is a way to not only teach

students but engage students. Rivero (2017) explains that the purpose of PBL is to engage

students and give them opportunities to work collaboratively and solve problems. This type of
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learning is very similar to the interactive approach in which students are interacting with the

materials/content. It is also very similar to the constructivist model because students are using

their cognition and collaboration to demonstrate their knowledge and create their own learning.

CONCLUSION

In education, there is always research being done and new and improved models/theories being

thrown at educators. Ultimately, most of the models and theories are very effective. What all of

these have is common is the understanding of differentiation and gradual release. There is no

doubt that direct instruction is needed. Students cannot always learn through the constructivist

model, or project based learning. They have to actually be taught specific strategies or

information at some point. However, the constructivist, interactive and PBL model/theory is

essential to the ultimate success. Students do not learn all the skills they need through direct

instruction. There must be a balance. Direct instruction is the beginning. The gradual release

allows students to take on more responsibility, interact with the content/material and then work

independently. It is a process, a destination and journey to learning that includes many different

approaches to meet the needs of our diverse students.

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RESOURCES

Cobern, W. W., Schuster, D., Adams, B., Applegate, B., Skjold, B., Undreiu, A., & Gobert, J. D.

(2010). Experimental comparison of inquiry and direct instruction in science. Research in

Science & Technological Education, 28(1), 81-96.

Humphrey, S., & Feez, S. (2016). Direct instruction fit for purpose: applying a metalinguistic

toolkit to enhance creative writing in the early secondary years. Australian Journal Of Language

& Literacy, 39(3), 207-219.

Kanfush, P. M. (2014). Dishing Direct Instruction: Teachers and Parents Tell All!. Qualitative

Report, 19

RIVERO, V. (2017). PROJECT-BASED LEARNING. (cover story). Internet@Schools, 24(1),

4-7.

Schcolnik, M., Kol, S., & Abarbanel, J. (2016). Constructivism in Theory and in Practice.

English Teaching Forum, 44(4), 12-20.

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Wolbers, K. A., Dostal, H. M., Graham, S., Cihak, D., Kilpatrick, J. R., & Saulsburry, R. (2015).

The writing performance of elementary students receiving strategic and interactive writing

instruction. Journal Of Deaf Studies And Deaf Education, 20(4), 385-398.

doi:10.1093/deafed/env022