Overview of Instructional Design Reference: Kilbane, C. & Milman, N. (2014). Teaching models: Designing instruction for 21st century learner. Upper Saddle River, NJ: Pearson. ISBN 978-0-205-60997-

Instructional Model Matrix

Chapter/Name of Model	Major Steps or Phases	Description	Origins of the Model	Types of Knowledge the Model is Best Suited to Teach	Support for 21st Century Learning
Chapter 5 Direct Instruction	Introduction Presentation Guided practice Independent practice	A teacher-led instructional model that is useful for promoting understanding of procedures among students who gradually develop independence using new learning.	Emerged from behavioral approaches such as Skinner’s theory of operant conditioning and Vygotsky’s social development theory.	Procedural knowledge/procedures or content that can be broken down into discrete segments	● Fosters logical, organized thinking ● Fosters independent learning procedures ● Provides practice in and application of existing knowledge
Chapter 6 Concept Attainment	Presentation of examples Formation and analysis of hypotheses Closure Application	A teacher-guided instructional model through which students develop an understanding of a concept by examining examples and nonexamples and by analyzing their critical and noncritical attributes.	Based on the work of Hilda Taba (1967), which advocated the importance of teaching students to develop, understand, and make generalizations about concepts. Also related to the work of cognitive psychologist Jerome Brune,r who espouses that learning is an active, social process in which students construct new ideas or concepts based on their current knowledge.	Conceptual knowledge/especially concepts with clearly defined attributes	● Promotes discrimination and generalization ● Fosters inquisitiveness
Chapter7 Concept Development	Listing Grouping Labeling Regrouping Synthesizing	A student-centered model that promotes understanding of concepts through inductive reasoning about examples for the purpose of grouping and classifying them.	Created by Hilda Taba in 1971 to support students’ learning and practice of thinking skills.	Concepts and conceptual knowledge Also good for teaching facts related to the concept	● Supports ability to classify, think flexibly, and make generalizations ● Fosters development of organizational skills ● Encourages recognition of relationships and understanding of concepts
Chapter 8 Inductive Model	Lesson introduction Divergent phase Convergent phase Closure Application	A teacher-guided model that challenges students to recognize patterns and details in content under investigation.	Directly influenced by Hilda Taba. The model promotes and requires inductive reasoning, which traces its roots to Sir Francis Bacon.	Factual Knowledge Conceptual Knowledge	● Promotes inductive reasoning, skills of observation, and recognition of patterns and details ● Allows practice with convergent and divergent thinking ● Fosters interaction with and skills for making sense of content materials ● Cultivates strategies for deep learning of content
Chapter 9 Vocabulary Acquisition Model	Pretest knowledge of words critical to content Elaborate on and discuss invented spellings and hypothesized meanings Explore patterns of meaning Read and study Evaluate and posttest	A teacher-guided model for teaching vocabulary in a procedural and inductive manner. The model helps students develop their own understanding of the meaning of a word(s) through analysis of the parts of the word and their meanings.	Thomas Estes was the first to coin the model’s title and formalize its steps for exploring the meanings and patterns inherent in words.	Factual knowledge of vocabulary words Also supports development of conceptual knowledge of language and vocabulary	● Develops recognition of details, making of connections with prior knowledge, and creative thinking ● Encourages development of skills for independent vocabulary learning
Chapter 10 Inquiry Model	Present/pose question Make hypothesis Gather data Assess hypothesis Generalize Analysis of inquiry process	A process-oriented instructional model that teaches students the skills, knowledge, and dispositions required for thinking systematically to answer important questions.	Stems from the idea of the use of the scientific method as a way of teaching “scientific ways of knowing.” The most recent variations of the model were developed in response to the modern need to teach students to effectively use and manage a multitude of informational sources.	Procedural knowledge Conceptual knowledge Metacognitive knowledge	● Promotes problem- solving skills ● Introduces students to scientific ways of knowing ● Foster skills and dispositions for learning to learn
Chapter 11 Problem-Based Learning	Present or identify the problem Develop a plan for solving the problem Implement the plan for solving the problem Evaluate the implementation plan results	An active learning model that challenges students to learn and apply knowledge of content with problem-solving skills to meaningful problems in the academic disciplines.	Developed in medical education settings and first used in the 1950’s to prepare doctors to apply professional skills and knowledge in real-world contexts.	Factual knowledge Procedural knowledge Conceptual knowledge Metacognitive knowledge	● Cultivates application of knowledge to real-world contexts ● Encourages learning of useful processes to solve problems
Chapter 12 Cooperative Learning (General Cooperative Learning Model)	Introduce the task Name, teach, and practice targeted social skills Implement the lesson and monitoring student interactions Summarize learning Measure group and individual accountability Conduct assessment	A model that capitalizes on students’ inclination to learn socially and promotes students’ development of social skills and understanding of content.	Developed in early 1970s by social scientists at John Hopkins University to help schools in Baltimore, Maryland, manage newly integrated classrooms.	Factual knowledge Procedural knowledge Conceptual knowledge Metacognitive knowledge	● Promotes skills for productive collaboration and communication (listening, taking turns) ● Teaching benefits of teamwork and cooperation
Chapter 13 Integrative Model	Describe, compare, and search for patterns Explain similarities and difference Hypothesize outcomes for different conditions Generalize to form broad relationships	A teacher-guided model that supports students as they work to develop the ability to learn independently using various critical thinking skills. Students analyze an organized body of knowledge to develop new ideas and understandings while learning to think, analyze, and draw conclusions independently.	Developed by Hilda Taba as a part of the Taba Curriculum Development Project.	Factual knowledge Procedural knowledge Metacognitive knowledge	● Supports ability to draw conclusions and make connections and generalizations ● Encourages ability to examine, analyze, and make sense of large amounts of materials
Chapter 14 Socratic Seminar	Introduce the Socratic Seminar model Facilitate the Socratic Seminar dialogue Review and summarizing the dialogue Evaluate the dialogue	A teacher-guided model that encourages development of thinking skills and exploration of ideas through the use of structured questioning with debate or dialogue.	Greek philosopher and teacher Socrates developed the general method of teaching through questioning.	Factual knowledge Procedural knowledge Metacognitive knowledge	● Fosters communication and collaboration skills (listening and questioning) ● Develops thinking skills, including questioning, synthesis, and analysis