This document discusses two approaches to instruction: the generative approach and the supplantive approach. The generative approach views learning as student-directed and sees the teacher as a facilitator. It focuses on allowing students to make their own connections and develop strategies. The supplantive approach sees the teacher as providing explicit direction and explanations. It breaks down skills into subskills that are directly taught to students. The document provides details on the underlying beliefs, common practices, and situations each approach works best for.

1.  Instruction refers to the implementation
of the objectives. It is concerned with the
methodologies of the strategies of
teaching.

2.  1.) Supplantive Approach
 This is referred to as “direct” instruction. The
teacher attempts to promote learning by
providing explicit directions and explanations
regarding how to do a tank.
 With this approach, information is presented in
an ordered sequence in which component
subskills are taught directly or a foundation for
later task.

3.  Generative Approach
 This is referred to as “constructivist” or
“developmental”. The teacher functions as a
facilitator who takes a less central role in
learning process that is student-directed. The
teacher provide opportunities for the students
to make their own linkages to prior knowledge
and to device her mown strategies for work.
 With this approach, information is presented
on a schedule determined by students interest
and goals.

4. Attribute Generative Approach Supplantive Approach
Buzz words used by
proponents
What proponents call
the other
Underlying beliefs
about what is taught
• Constructivist
• Developmental
• Top Down
• Holistic
• Authentic
• Meaning-based
• Romantics
• Fuzzy
• Postmodelist
• Unrealistic
• Students construct
their own
understanding
• Direct Instruction
• Teacher-directed
• Task Analytic
• Competency based
• Effective Teaching
• Reductionist
• Drill and kill
• Dogmatic
• Unauthetic
The skills that students
need to learn can be
derived from an
analysis of the social
demands placed on
them.

5. Attribute Generative Approach Supplantive Approach
Underlying beliefs
about how learning
occur
Underlying beliefs
about how to teach
• Learning is “socially
constructed”, students
link new information to
prior knowledge when
provided opportunities
to observe or
experience
• Learning is
developmental and
occurs much the way
early language is
acquired
• Teachers take a
“hands off’ approach
and seek to provide a
meaningful context in
which learning will
occur naturally.
• Learning can be
induced through
instruction that builds
explicit links between
new information and
prior knowledge
• When learning does
not occur, it can be
facilitated by building
it from the “bottom
up” through teaching
of prerequisite subskills
• Teachers take a
“hands on” approach
by structuring lessons
and providing explicit
direction

6. Attribute Generative Approach Supplantive Approach
Common error made
by proponents
• Creating interesting
classroom activities
but failure to link these
activities to learning
outcomes
• Too much emphasis
on the larger ideas,
not enough emphasis
on the components
• By focusing on
specific learning
outcomes, they may
fail to attend to other
equally important
interest and topics
• Too much emphasis
on the components,
not enough emphasis
on the larger ideas.

7. ♦ Select the
Generative Approach
when:
♦ Select the
Supplantive Approach
when:
The Student
The Task
• Has considerable
prior knowledge
• Has adaptive
motivation
• Experiences
consistent success
• Is simple for the
student
• Is well defined
• Can be computed
using a well defined
problem-solving
strategy
• Has little prior
knowledge of the task
• Has non-adaptive
motivational patterns
• Experiences
repeated failure on
the task
• Is complex
• Is ill defined
• Has missing
information
• Requires use of task
specific strategy
• Must be used with
high level proficiency

8. ♦ Select the
Generative Approach
when:
♦ Select the
Supplantive Approach
when:
The Setting • Allows plenty of time
to accomplish
outcomes
• Places priority on
experiences and
activities
• Time allowed to
accomplish outcomes
is limited
• Places priority on
task matery