INSTRUCTIONAL

MODEL FOR
Social Studies
Direct Inquiry
Instruction Model
Model

Cooperative
Learning
Model
Direct Instruction Model
• Alsocalled as expository learning or explicit teaching,
defined as a “highly-structured, teacher-centered
strategy that capitalizes on such behavioral techniques
as modelling, feedback, and reinforcement to promote
basic skills acquisition”
• Direct instruction requires teachers to convey facts and
details, demonstrates skills and learning, provide
immediate feedback, and give guided and independent
practices to test student learning.
• commonly used when teachers transmit content information
about communities, history, government, culture, and other
bodies of knowledge
• it
can be used to impart skills, such as how to read a map, or
offer an explanation, such as why the country is divided into
different regions
• givena wide range of topics and a short period of time, explicit
teaching allows them to cover the curriculum and finish the
scope and sequence for the whole year
• promotes mastery since students are given sufficient to observe
demonstrations and practice their skills through guided and
independent practice
• this model devotes majority of the time to teacher
talk
• students may tune out of the discussion, given
they have varied attention spans and learning
styles
• too much reliance on direct instruction may also
stifle the teacher’s creativity and may hamper the
development of the students’ higher order
thinking skills
clearly defining expectations of student
learning, clear goals

presenting new concept, reteaching in

small group to individualize instruction,
teacher is modelling expectations of
students, asking and answering open ended
questions to check for understanding

more participation from students, still

checking for understanding, teacher is
modelling and students are demonstrating
their understanding of the concept in any
subject/content area

facilitator, monitor student’s progress,

assisting students when needed
Inquiry Model
• aninvestigative process based on the examination of
evidence, often using questioning, hypothesis testing,
and data gathering to arrive at an evidenced-based
conclusion
• one of the most common indirect approaches in social
studies instruction and is also often used by social
scientists in the conduct of historical, anthropological,
and sociological research
• it
can increase student motivation and active participation
especially if the questions posed by the teacher are interesting
and challenging
• itpromotes the development of research skills and the use of
critical thinking since students are asked to use multiple sources
to arrive at valid conclusions
• it is impossible to use the inquiry model in every lesson because
it is highly possible that the teacher will fail to cover the
curriculum for the school year
• teachersshould actively guide the students in their search for
answers to ensure that they will arrive at valid conclusions
 Ask questions
Ask

Reflecting on
new-found
knowledge
Investigating
Reflect Investigate Solutions

Discussing
discoveries and
experiences Creating new
Discuss Create knowledge
Cooperative Learning Model
•a popular instructional approach in which small groups of
students work together toward a common learning goal
• schools are tasked to develop not only the cognitive
capacities of students but also their social and interpersonal
skills
• cooperative learning promotes positive relationship with
peers and trains students to collaborate with people
• it fosters individual accountability
• it can be used with other instructional models
In planning cooperative learning, Chapin (2003)
suggests to consider the following elements:

1. Objectives and tasks

• Ensure that cooperative learning is compatible with the
objectives.
• Come up with challenging and rewarding tasks that will
require many skills and discourage the dependence on
one or two people.
2. Size of the group and the method of assigning
members
• Cohen (1994) suggests not more than five while Kagan
(1994) believes the perfect number is four.
• Teachers should make sure that the group is not that large
with the tendency to discourage other members from
participating in the tasks.
• Also, teachers should implement heterogeneous grouping
and ensure that there is a fair distribution of abilities and
gender in the groups.
3. Roles
• Teachers should ensure that members of the group have
roles to play (e.g. facilitator/leader, recorder/secretary,
monitor/checker).
• Roles may be assigned by teachers or decided by the
students.
• Corresponding tasks should be emphasized, and self and
peer evaluation should be implemented to ensure
accountability.
• Roles should also be rotated to give opportunities for
growth to every student.
4. Room arrangement and materials
• Groups must be seated near each other to allow ease of
communication.
• Group materials should also be tended by members of the
group to foster accountability and responsibility.
Slavin's (2015, p. 7) Model of Cooperative Learning Effects on Learning