INSTRUCTIONAL MODELS
Part 1: analysis
Some of the instructional models include direct, indirect, and interactive instruction methods. Direct instruction is characterized by deductive approaches with its presentation illustrated in the form of examples. As such, possible methods used in teaching include lectures, drills, and structured overview (Metzler, 2017). Demonstrations are a good example of how to direct instructions would be used to teaching hence meeting the needs of the diverse students. Hence, the diverse needs of students are met through constant engagement with learners. Also, indirect instructions are characterized by student-centred orientations with approaches such as reflective discussions and problem-solving being the most utilized. Intrinsic motivation would be utilized to meet the needs of the diverse needs of students. Therefore, the instructional model uses life-long learning capabilities to support the diverse needs of the students (Moughamian, Rivera & Francis, 2010). Moreover, characteristics depicting interactive instructions include reliance on discussions and sharing among the different participants. Hence, the learning strategy requires learners to develop insights into studies to develop competent social skills and abilities. The interactive instructions make use of role-playing to meet the needs of the diverse students.
Part 2: application
Concept mapping would be used to implement indirect instruction models to teach the standard and objective of topic 2. The instructional model is effective in supporting student learning since the teacher has the chance to reteach the necessary skills and processes. On the other hand, a structured overview should be implemented by direct instructions to solve objectives and standards learned in topic 2. The approach is competent because it is easier to plan and use hence raising its effectiveness (Tremblay, 2013). Finally, in interactive instruction, peer partner learning would be effective in learning because they promote a collective approach to education.
References
Metzler, M. (2017). Instructional models in physical education. Taylor & Francis.
Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2010). Instructional Models and Strategies for Teaching English Language Learners. Center on Instruction.
Tremblay, P. (2013). Comparative outcomes of two instructional models for students with learning disabilities: inclusion with co‐teaching and solo‐taught special education. Journal of Research in Special Educational Needs, 13(4), 251-258.