CRITERIA FOR
ASSESSMENT OF
INSTRUCTIONS
INSTRUCTIONS
• Refers to the implementation
of objectives. It is concerned
with the methodologies and
strategies of teachi...
Two approaches of instructions

1. SUPPLANTIVE APPROACHreferred to as “direct”
instruction.
2. GENERATIVE APPROACHreferred...
Supplantive Approach

• The teacher attempts to
promote learning by providing
explicit directions and
explanation regardin...
Supplantive Approach

• The teacher assumes primary
responsibility for linking new
information to the students’
prior know...
Generative Approach

• The teacher functions as a
facilitator who takes a less
central role in learning
process that is st...
Generative Approach

• The teachers provides
opportunities to the students
to make own linkages to prior
knowledge and to ...
Generative Approach

• Subskills may not be taught
explicitly.
• Learning is assumed to be
socially constructed out of the...
Generative teaching

Supplantive teaching

Ample prior knowledge

Low prior knowledge

Task are complex

Limited time

Amp...
Criteria for assessment of instructions
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Criteria for assessment of instructions

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Criteria for assessment of instructions

  1. 1. CRITERIA FOR ASSESSMENT OF INSTRUCTIONS
  2. 2. INSTRUCTIONS • Refers to the implementation of objectives. It is concerned with the methodologies and strategies of teaching.
  3. 3. Two approaches of instructions 1. SUPPLANTIVE APPROACHreferred to as “direct” instruction. 2. GENERATIVE APPROACHreferred to as “constructivist” or “developmental”.
  4. 4. Supplantive Approach • The teacher attempts to promote learning by providing explicit directions and explanation regarding on how to do a task.
  5. 5. Supplantive Approach • The teacher assumes primary responsibility for linking new information to the students’ prior knowledge and ultimately whatever the students learn.
  6. 6. Generative Approach • The teacher functions as a facilitator who takes a less central role in learning process that is student directed.
  7. 7. Generative Approach • The teachers provides opportunities to the students to make own linkages to prior knowledge and to devise her own strategies for work.
  8. 8. Generative Approach • Subskills may not be taught explicitly. • Learning is assumed to be socially constructed out of the interaction between the student’s innate and predisposition and the social context in which the students lives.
  9. 9. Generative teaching Supplantive teaching Ample prior knowledge Low prior knowledge Task are complex Limited time Ample time to complete the tasks Task are simple Goals tailored to learners Universal/uniformed Goals

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