Running Head: CREATING AN INSTRUCTIONAL MODEL 1

Creating an Instructional Model

Dauran McNeil

The University of West Indies

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Introduction

Instructional design models are reflective in almost any sphere of learning and are

supported by strategies that facilitate learning. Once determining factors are identified,

instructional designers can create new models that describe and support different environments.

In this paper, I will examine the instructional variables that best describes my present work

environment stating which existing instructional variables are prevalent. Additionally, I will

create a new instructional model for my working environment comparing and contrasting

variables to existing instructional model.

Summary of My Work Environment

Background

My workplace is Saint Augustine’s College, a Catholic private high school situated in

Nassau, Bahamas. Presently, the school caters to a student population averaging about one

thousand students from grades seven through twelve. The students who attend the institution are

between the ages of twelve and seventeen. The school comprises of an administration team,

information technology team, facilities team, support staff and the teaching faculty. The school

follows the traditional chain of command with administrators, heads of department and teaching

staff. The working culture is one of collaboration, comradery and support among the institution

stakeholders. The teaching faculty age range from twenty-four to mid sixty. The teaching faculty

academic background range from an undergraduate degree to postgraduate degrees along with

teacher-training certification.

Philosophy

Being an educational institution in a democratic society, Saint Augustine’s College

promotes democratic ideals, the dignity of human beings, freedom of speech and freedom of
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worship. As a catholic school, it fosters religious and moral values. Moreover, the institution and

faculty are grounded and driven by academic philosophy, underpinnings and pedagogy. The

institution subscribes to traditional pedagogy and assessment models being written test in the

form of summative, formative and standardized testing. Instructors and teachers used a

multiplicity of methodology and strategies to present curriculum content and achieve learning

outcomes. As result of this, the environment seeks to be conducive to learning and educational

context. Therefore, the artifacts, equipment and material are such as chairs, desks, interactive

boards, textbooks, educational resources and technology, which seek to cater to educating the

whole child.

Academia

The institution’s academic disciplines are Mathematics, English, Natural Sciences, Social

Sciences, Technology and Humanities. It is compulsory for students to take English, Literature,

Mathematics, Science, Social Studies, Music, Foreign Language, Information Technology, and

Physical Education. The school run a rigorous schedule starting the academic day at 8:00 a.m

with a spiritual devotional, attendance followed by daily announcements and ends the academic

day at 3:00 pm with homeroom attendance. There are eight periods of classes with a duration of

forty minutes each including lunch. The school follows the Bahamas Ministry of Education

curriculum for all subjects and international curriculum for Advanced Placement (AP) courses.

Teachers are responsible for All classes sizes remain below thirty pupils and are mixed ability

except advanced placement classes. It is compulsory that students sit national examinations at the

end of grades nine and twelve. The institution is in the top percentile of highly recognized high

school institutions in The Bahamas both academically, athletically and socially. It is accredited

by the The National Accreditation and Equivalency Council of The Bahamas (NAECOB).
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Physical Environment/Structure

The campus consist of an administration building with business offices and a boardroom.

There are thirty one classrooms, three computer lab, six science labs, one reading lab, two art

rooms, one music room, library and a cafeteria. The school also has an athletic area with lockers,

changing rooms, offices, gym, pool, court for various sports as basketball, volleyball and

makeshift track field.

More specifically, I work in one of the computer labs which is suited with Hewlett-

Packard computer work systems placed in a cubicle, a promethean ActivBoard, a scanner and

printer. All of the students’ computer systems are on a shared network for intercommunication.

This enables me to share and access students’ files and completed work. The network also allows

students to access other shared resources such as the printer and scanner. The use of the

promethean ActivBoard allows me as the teacher to demonstrate skills and concepts integrating

various technology. Each student using a computer system to practice and complete

assignment. My working environment is equipped with technology and equipment provide a

practical and simulated environment. I have the primary responsibility of planning and executing

lesson in accordance with the Information Technology curriculum to achieve student learning

outcomes.

Instructional Models Suited for My Working Environment

Direct Instruction

The first instructional model that best suits my working environment is the Direct

Instruction model. The focus of this model is the teacher follow a step-by-step, lesson-by-lesson

approach to instruction, which follows a predetermined skill acquisition sequence administered

to students according to Luke (2014). This model is utilized by teachers and myself by lecturing
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students and then having students perform a particular skill or task. Alternatively, direct

instruction within my working environment can be seen by teachers provide instructions, which

is followed by assessment tasks and or tests. According Rüütmann and Kipper (2011) “direct

instructional strategies are academically focused with the teacher clearly stating the goals for the

lesson. The teacher monitors student understanding and provides feedback to students on their

performance” (p. 38). This involves the teacher giving directives with regard to curriculum

outcomes, providing assessment for learners’ outcome and use of effective classroom

management.

Moore (2006) states the five phases for the exemplary model of direct instruction are;

orientation, presentation, structured practice, guided practice and independent practice. These

five phases are truly demonstrated in my working environment. The first phase of orientation is

where teachers activate students’ prior knowledge and experience through questioning, trivia,

introductions or explaining the lesson’s purpose. In the second phase teachers present the content

to students using strategies such as examples and lectures. Next, in the structured practice and

guided practice phase teachers guide students through modeling of various skills or concepts.

Finally in the independent practice, students are given an assignment to complete usually

independently, which is assessed by the teacher.

ASSURE Model

The second instructional model that best suits my working environment is the ASSURE

model. The model components are reflective in teachers’ lesson plans, teaching and learning.

The ASSURE model is an acronym used to describe the process teachers and trainers can use to

design and develop learning. The first process is analyzing the learner. At my school, teachers

examine the various types of learners within their classes through the use of different inventory
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and pre-assessment tools to build learners’ profile. The next letter in the ASSURE model, S,

refers to stating the standards and objectives. At my school, before teachers teach, they clearly

outline their objectives in their lesson plans to properly design instruction and for learners to

know what is expected of them. The next S in the ASSURE model refers to selecting strategies,

technology, media and materials. Teachers within my working environment utilize this process

to deliver the lesson content and engage the various learners. The U in the ASSURE model refers

to utilize technology, media and materials. This is an ongoing focus at my institution as

administration admonishes teachers to utilize various technology, media and materials to

captivate and engage the twenty-first century learner in such technologic era. The R in the

ASSURE model refers to require learner participation. This is a vital process in learning to

ensure learners’ are active. Teachers at my school fosters student participation by asking them

questions or involving them in the lesson. Finally, the E in the ASSURE model refers to evaluate

and revise. In this stage, teachers within my working environment conduct an evaluation of their

lesson and implementation process. During this process teachers look at data, learning outcomes

and impressions of the students to assist with future designs and implementations and how to

better address learners.

Strategies Used Within My Working Environment

There can be a diverse range of strategies being used in this learning environment. This

can be attributed to the wide range of diverse learners to which teachers seek to address. Among

some the innumerable instructional strategies used throughout the educational institution are:

Drill & Practice

One of the most prevalent strategy is Drill and Practice. According to Rymarz, 2012 Drill

and practice is a strategy that is focused on rote learning and automatization through the
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repetition of prompts and corrective feedback. It is utilized to show understanding and mastering

of concepts and skills.

Analogies

The use of analogies are very prevalent as it is utilized in almost all classes within the

institution. Driscoll (2000) emphasize that analogies are taught to establish a new schema or

restructure an existing one. It is also noted that students benefit greatly when complex material is

taught using analogies.

Role Play

According to Rymarz (2012), role play uses key ideas and skills. They are illustrated or

practiced by students playing roles and context to which ideas and skills are applied. This allows

students to be active participants in learning process.

Questioning

According to the State of Victoria Department of Education and Training (2017),

questioning engages students in dialogue through probing their thinking and prompting them to

justify their response. It allows students to make meaningful contributions and yields immediate

feedback on student understanding to support formal and informal assessment.

Collaborative Learning

This strategy allows students to work together in small groups where each student is

actively participating in a learning task. The collaboration may involve a project where each

student participate in negotiating roles, responsibilities and outcome.

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New Model & Description

Name

After having to complete research on previous models, I have created the Theoretical

Practice (TP) Instructional model. Its name was founded based on two concepts in education and

training being theory and practice.

Description

The model takes into account that each discipline or subject matter is tied to some kind of

theoretical foundation. However, many like to separate theory and practice but the two are

heavily connected to each other despite its segregation. Take for example the field of accounting;

you cannot practice balancing the books without understanding the theory of the principle.

Oehler (1942) maintains, “this correlation exists because there can be no scientific practice of

accountancy without a sound body of principles upon which the practice can be based”(pg. 277)

The instructional model is rooted in the cognitive and behaviourist approach. It is

believed that in order for theory to be mastered it will require cognitive structures. According to

Ormrod (2012) the cognitive focuses on the internal changes, thought process and mental

representation of how learning is achieved. On the other hand, in order for the practical to be

achieved it requires that of a desired behaviour. Ormrod (2012) describe this behaviourism as

tangible, observable behaviours or responses.

Theoretical Practice model is a four phase design model. The phases are inquiry, theory,

practice and evaluation. Each phase is implemented predicated upon the previous stage.
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Figure 1. The Theoretical Practice Instructional Model

The first phase is Inquiry. In the phase, the designer is responsible for identifying the

objectives, goals, problem or instructional goals to be achieved. Below are some questions to be

addressed in the inquiry phase:

• Who is the audience and their characteristics?

• What outcomes should be achieved?

• How will the outcomes be achieved?

• What are the pedagogical considerations?

• What methodologies and strategies will be employed?

The second phase of Theoretical Practice model is theory. In this phase the theoretical

knowledge of the subject matter is delivered to the audience. It is in this phase that pedagogy and

delivery medium are used to convey the content. Technology, books, materials and tools are

utilized to deliver the theory of the subject matter. Learners’ knowledge and comprehension

skills are paramount to the success of this phase.

The third phase of Theoretical Practice model is practice. This is where the learner takes

what was learnt in theory phase and apply it in practice phase. In this phase, practical strategies
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and assessment tools are utilized to successful achieve practical outcomes. Learners’ application

skills are crucial to the success of this phase.

The final phase in the Theoretical Practice model is evaluate. The evaluation phase is

where the data, assessment, outcomes and prior phases are examined. Once you have completed

the previous phases, you can take the time to consider what went well and what can be done to

improve the design. This phase also help you to better address your learners in instruction and

needs.

Theoretical Practice Model in My Work Environment

This model will be able to fully support my work environment by firstly ensuring

learning goals and objectives are achieved. With use of the Inquiry phase, teachers will be able to

profile their learners, write learning objective and meet curriculum goals.

Secondly, considering my working environment is an educational institution and most of

the subjects taught at the institution have a theoretical component. The teaching of theory for

various subjects at my school will be achieved in the theory phase of the theoretical practice

model. For example, before a learner can spell or read (practical) they would need to learn the

letters and sounds of the alphabet (theory). Chemistry for example, would require one to have an

understanding of the element property and their reactivity with other elements (compounds like

acid and a base) before an experiment can be conducted.

Consequently, most of the subjects at the institution have a practical component that can

be supported by the third phase of this model. For example I teach Information Technology and

with this subject there is a theory component and a practical component. Therefore by utilizing

the Theoretical Practice model, I would be able to employ the strategies planned in the Inquiry

phase in this Practice phase.

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Lastly in the Evaluation phase, teachers are encouraged to reflect upon each lesson taught

and to then make revisions taking into account the data and the learners. These activities are

already utilized in my working environment by teachers and as a result will be complimented in

the Evaluation phase of Theoretical Practice model.

Instructional Strategies Used in Theoretical Practice Model

In order to facilitate the stages of the Theoretical Practice model, there are several

strategies that will complement the model. The theoretical stage will accommodate such

strategies as expository teaching, lecture, questioning and examples/nonexamples where the

teacher is seen as the primary delivery channel for instructional content through presentation and

lecture (Rymarz, 2012). Another strategy is analogies, which seek to make inferences between

the familiar, and the new. Glynn and Duit (1996) states, “The advantage of teaching with

analogy is that it capitalizes on students’ relevant existing knowledge. Learning becomes

relational rather than rote and therefore it is more meaningful” (p. 258).

The practical stage can utilize strategies like guided practice, demonstration, authentic

task, role-play, instructional game and project-based learning. These strategies implore the

practice of skills, ideas and concepts. It can also revolve around making a product, task or

service (Rymarz, 2012).

Similarities and Differences of the Current Work Environment Instructional Model

and the New Instructional Model

Similarities between Instructional Models

There are several similarities that exist between Theoretical Practice and the institution’s

current models of Direct Instruction and ASSURE. Firstly, Theoretical Practice and Direct

Instruction implore similar strategies that are teacher-centered. Both models focus on recalling
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and understanding factual information and theory using cognition. Another similarity observed in

Theoretical Practice and ASSURE model is how both models utilize a phase that examine learner

characteristics, objectives, goals and outcomes for instruction. For the ASSURE model, the first

two stages (Analyze learners and state standards and objectives) are similar to Theoretical

Practice’s inquiry phase. Additionally, both ASSURE and Theoretical Practice models utilize an

evaluation phase that allows for data collection, reflection and revision for future instruction.

Differences between Instructional Models

Theoretical Practice is different from Direct Instruction because Theoretical Practice

model lends itself to other strategies, which are not teacher-directed. On the other hand Direct

Instruction is a teacher-directed model following a step by step lesson approach. Theoretical

Practice is different from the ASSURE model because Theoretical Practice is built upon teaching

and delivery of theory. Then assessing the learners’ ability to apply the theory practically during

the practical phase. Additionally, the Theoretical Practice model does not have a single phase

that focus exclusively on A — Analyze learners, S — State standards & objectives, S — Select

strategies, technology, media & materials, U — Utilize technology, media & materials, R —

Require learner participation, except with the evaluation phase. Theoretical practice believes that

analyzing learners and stating objectives/standards can be done in one phase, which is the

inquiry phase. The same is true for selecting strategies, technology, media & materials, U —

Utilize technology, media & materials. Unlike the ASSURE model, these stages are considered

in the theory phase of the Theoretical Practice model.

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Conclusion

Although Theoretical Practice is new to the broad spectrum of different instructional

models, it has the potential to achieve outcomes in learning and training. With the use of further

research, study and development the future for theoretical practice can reap much benefit to our

diverse learners and instructional designers.

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References

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Glynn, S., Duit, R. (1996). Learning Science in the Schools. New York: Routledge.

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Luke, A. (2014). Australian Literacy Educators’ Association on Explicit and Direct Instruction.

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