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Suzana H. Tran
November 1, 2017
INSTRUCTIONAL THEORY AND MODEL ESSAY 2
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,
Cognitive-Behaviorist Theory
studied a variety of learning behaviors that were displayed by students in the classroom. The
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
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).
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
INSTRUCTIONAL THEORY AND MODEL ESSAY 3
theory promotes collaboration among peers, hands-on exploration, the needs of learners with
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.
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,
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
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.
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
INSTRUCTIONAL THEORY AND MODEL ESSAY 5
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.
INSTRUCTIONAL THEORY AND MODEL ESSAY 6
References
Doering, A.H., & Roblyer, M.D., (2010, July 20). A Comparison of Directed and Constructivist
http://www.education.com/reference/article/comparison-directed-constructivist/
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
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Upper Saddle
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
https://link.springer.com/article/10.1007/s10643-009-0364-6