KHEDA DISTRICT STD 6 TO 8 KHALI JAGYA LIST MAY 2021
Notice that Slavin's model, which provides a reasonable summary of the approach of the other models, is focused on the activities of the teacher. This is in line with his QAIT model of effective classrooms in which he proposes that the classroom teacher is responsible for classroom learning. Huitt (1996) provides a model of direct instruction from a transactional perspective. From this viewpoint, both the teacher and student are active participants in the learning process, each with their respective responsibilities. At each event of instruction, Huitt provides both a recommended teacher activity and a set of alternative student activities. The most important deviation from the other models is that Huitt emphasizes teacher/student interaction at every event in the lesson.
Considering Individual Differences
Although the research shows that, in general, direct instruction is the preferred model of instruction when the measure of learning is scores on a standardized test of basic skills, teachers must also decide how to deal with individual differences. In general there are three different approaches. The first is to develop a set of instructional events that directly address different student learning styles. This is the approach adopted by Bernice McCarthy in her 4MAT System. A second approach is to use a method of grouping. Research has shown that cooperative learning, an in-class, hetergenous grouping alternative, is an effective alternative that both impacts student achievement as well as social skills. A third approach is to alter the schooling system within which instruction is provided. This is the approach used by Bloom (1976; see Davis & Sorrell, 1995) in his mastery learning strategy. Although many teachers have attempted to implement a mastery learning strategy in their individual classrooms, the approach seems to work best when implemented on a school- or district-wide basis.
Summary
In summary, instruction (the purposeful guidance of the learning process) is complex and can take many forms. It is a vitally important classroom activity, but must be considered in the context of such factors as measures of desired student learning (including overlapping objectives taught to objectives tested), controlling student behavior (classroom management activities), individual differences among students, and school processes and characteristics. Under the best conditions it takes many years of experience for most teachers to meet the ideals of instructional practice that they set for themselves as preservice undergraduate students.
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