4. Direct Instructional Model
Direct Instructional Model
• expository learning or explicit learning
• Teacher-centered strategy that
capitalizes on such behavioral techniques as
modelling, feedback and reinforcement.
• Strategies that fall under this model are
lectures, class discussion and
demonstrations.
5. Direct Instructional Model
Direct Instructional Model
In a social studies classroom, the direct
instruction model is commonly used where
teachers transmit information about
communities, history, government, culture
and other body of knowledge.
7. Hunter’s Seven Step Model
1. Anticipatory Set
The teacher motivates the students by
directing their attention to the lesson
8. Hunter’s Seven Step Model
2. Objective and Purpose
The teacher states the purpose and
objectives of the students.
9. Hunter’s Seven Step Model
3. Input
The teacher presents the lesson through
lecture, discussion, reading, observing and
other possible means.
10. Hunter’s Seven Step Model
4. Modeling
The teacher, and invited person, or
member of the class demonstrates what all
students should be able to do.
11. Hunter’s Seven Step Model
5. Checking of Understanding
The teacher asks questions or requests
demonstrations from students to ensure that
they are doing it correctly.
12. Hunter’s Seven Step Model
6. Guided Practice
Students are asked to perform individual
tasks while teacher roams around the
classroom to ensure that they are doing it
correctly.
13. Hunter’s Seven Step Model
7. Independent Practice
Once all the students demonstrate their
knowledge, the teacher gives tasks which they
should perform completely without the aid of
teacher.
14. How do we apply Hunter’s
Seven-Step Model to an elementary
social studies class?
18. Questioning Techniques
1. Might question
It opens up a range of possible responses
that allows learners to reason out.
What might be the answer to that social
issue?
19. Questioning Techniques
2. What if question
It allows learners to think in a totally
different perspective that is usually grounded
on what they believe in.
What if there’s an earthquake; what shall we
do?
20. Questioning Techniques
3. Different roles question
This type of question allows the learners
to have a glimpse of possible roles they might
portray in the real world.
You are a teacher and you are expected to
guide your learners. If there is a naughty
pupil, will you spank him/her?
21. Questioning Techniques
4. Socratic questioning
This questioning style combines all the
aforementioned form of questioning.
• Gadfly questions
• Stingray questions
• Midwife questions
• Ignoramus questions
22. Questioning Techniques
4. Socratic questioning
• Gadfly questions
These allow teachers to ask several
questions to push the learners to answer the
questions.
What are the elections all about?
How important is if for people to participate
the elections?
What if people were not allowed to vote?
23. Questioning Techniques
4. Socratic questioning
• Stingray questions
These questions lead to a sudden change
in the course of questions.
You said that love is the answer; will love
change the situation of the poor?
24. Questioning Techniques
4. Socratic questioning
• Midwife questions
These questions are used to elicit new ideas
to the learners.
That is a very good point. Can you elaborate
in further?
What made you say that?
25. Questioning Techniques
4. Socratic questioning
• Ignoramus questions
Teachers play dumb for them to elicit
responses among the learners.
So, do you mean that…?
I don’t understand. Can you further explain it
to me?
What does your answer mean?
26. Inquiry Model
1. Pose a question
2. Encourage the students to formulate
hypotheses
3. Gather and analyze data
4. Determine whether to accept or reject the
hypotheses based on the conclusion.
28. Cooperative Learning Model
• Small groups of students work together
toward a common learning goal
• Promotes positive relationship with peers
and trains student to collaborate with
people
• Brainstorming, role-play, jigsaw
29. Cooperative Learning Model
In planning cooperative learning, Chapin
suggests to consider the following elements:
1. Objectives
2. Size of the group and the method of
assigning members
3. Roles
4. Room arrangements and materials
30. Cooperative Learning Model
Student Teams-Achievement Division or STAD
- This model promotes individual
accountability and teamwork through the
following procedure.
1. Direct instruction
2. Teams
3. Quiz
4. Individual Progress Score
5. Team Recognition
31. Direct Instruction Model Inquiry Model Cooperative Learning Model
Anticipatory Set Pose a question for inquiry Direct Instruction
Objectives and Purpose Encourage students to make hypotheses Teams
Input Gather and analyze date Quiz
Modeling Determine whether to accept or reject
hypotheses based on conclusion
Individual Progress Score
Checking for Understanding Team Recognition
Guided Practice
Independent Practice
