INSTRUCTIONAL

DESIGNS USED BY
MODULE WRITERS IN
SEQUENCING THEIR
LESSONS
Gilbert C. Magulod Jr. PhD.
 INTRODUCTION
Lessons in modules should follow a specific instructional design to
have consistent format for each lesson. The parts of the adopted
instructional design could be customized to other labels descriptive of
the subject being taught. For instance, the subject Education 31
(Facilitating Learner-centered Teaching) uses the acronym LEARN (the
intent of the subject is to develop facilitating skills for future learners to
guide their students to learn). LEARN subtitles / masks the components
of the 5 E’s model of teaching which is used in writing the module
lessons.
5 E’s Model of Instruction Masked Name in the Module

ENGAGE L Laying Connections

EXPLORE E Examining Information

EXPLAIN A Asserting Arguements

ELABORATE R Reainforcing Learning

EVALUATE N Noting Outcomes

What is Instructional
Design?

Instructional design simplifies learning for the

learners. Through careful planning, it identifies
the easiest and most effective way through
which learners can get the information and
training they need. As a result, the learning
process is shortened, objectives are met more
easily, and resources are maximized.
TABLE OF CONTENTS
1 INDUCTIVE METHOD

2 DEDUCTIVE METHOD

3 5 E’S MODEL OF INSTRUCTION

4 4 A’S MODEL OF INSTRUCTION

5 EXPERIENTIAL LEARNING MODEL

 CLASSICAL INSTRUCTIONAL
DESIGNS
• Inductive Method
The inductive method of teaching is a student-centric approach
based on the idea that students are more likely to learn when they
are actively engaged in the learning process. In the inductive
approach in teaching, teachers provide learners with examples and
allow them to arrive at their own conclusions. Discussion and
course correction, where necessary, follow this. Educators often
use it to help nurture children’s inquisitive nature and foster
creativity and group problem-solving.
 The Major Steps of Inductive Method

• Presentation of examples / exemplars and non-

examples. Provide students with the relevant
learning materials. These could be examples,
images, keywords, data, etc.
• Comparison and abstraction. Instruct students to
find something familiar or different in the
materials provided. Instruct them to identify
patterns.
 The Major Steps of Inductive Method

• Generalization. Ask students to define a

concept based on the patterns or similarities
observed or guide them to make a rule /
generalization from the observations /
experiences derived from the activities
conducted.
• Application. Give guided and independent
practice exercises to firm up the students’
learning or to check understanding.
 The Major Steps of Inductive Method

• Evaluation. Give an assessment

activity to determine the level of
achievement of the intended
learning objectives.
Here’s an example of inductive method at work

Students are given images of instruments, including those

from different groups: wind, string and percussion. They’re
asked to categorize them, work in groups and state their own
logic. Their ability for creative solutions comes to the fore.
The teacher the explains the different categories of
instruments, and the students check their work. They may
have chosen a different criterion for classification, such as
color. A discussion ensues.
 CLASSICAL INSTRUCTIONAL
DESIGNS
2. Deductive Method
The deductive method of teaching involves a teacher-
centered approach to presenting new content to students. It
begins by providing rules to learners along with examples,
which are followed by specific activities, so that they can
practice. This method is suitable for slow learners who
need a clear based to sart and are also more accustomed to
the traditional approach.
 Steps in the Deductive Method

• Generalization. Present the definition of a term /

concept or state the sule, law, or theorem.
• Verification. Provide illustrative examples of the
concept or examples, cases and, situations on
which the rule, or law, theorem is applicable.
• Inference. Provide students with examplesand
non-examples and ask students if each
represents the concept or if they are suited to
the use of the rule or generalization. Students
examine the cases through reasoning.
 Steps in the Deductive Method

• Application. Give guided and

independent practice exercises to
firm up the students’ learning or to
check understanding.
• Evaluation. Give an assessment activity
to determine the level of achievement
of the intended learning objectives.
Here’s an example of inductive method at work

Let us consider a scenario where a new grammar concept is

being taught in the class. While teaching it, the instructor first
explains the concept and its rules for correct usage. Then
different ways are used to let students practice the concept. For
example, the teacher writes simple sentences to explain the
rules of the past and present tenses. After this, they hand out
worksheets wherein students are asked to convert past tense to
present tense and vice versa.
Here’s an example of inductive method at work

A teacher wants to teach his/her pupils how to

add similar fractions. S/he begins by stating the
rule: To add similar fractions just add the
numerators then copy the denominator. Then she
will give examples. After which she will give
written exercises to her pupils.
Here’s an example of inductive method at work

S/he begins her/his lesson with a generalization that

geographical location influences peoples' way of life. Then
s/he will give proofs that this is so by showing them an
economic map of the Philippines. Then study the map with
them. Those who live near the sea are fishermen. Their main
product is fish. Those who live on wide plains like the Central
Plain of Luzon, Cagayan Valley have rice as their main
product and farming as their main occupation.
 LEARNER-CENTERED TEACHING MODELS
3. 5 E’s Model of Instruction
The 5 E’s Model is based on the constructivist theory of
learning, which suggests that people construct knowledge and
meaning from experience. By understanding and reflecting on
the activities, students are able to reconcile new knowledge with
previous ideas. In the classroom, constructivism requires
educators to build inquiry, exploration, and assessment into their
instructional approach. In many ways, this means the teacher
plays the role of a facilitator, guiding students as they learn new
concepts.
 5 E’s Model of Instruction

A. Engage
In the first phase of the learning cycle, the teacher
works to gain an understanding of the student's prior
knowledge and identify any knowledge gaps. It is also
important to foster an interest in the upcoming
concepts so students will be ready to learn. Teachers
might task students with asking opening questions or
writing down what they already know about the topic.
This is also when the concept is introduced to students
for the first time.
 5 E’s Model of Instruction

B. Explore
During the exploration phase, students
actively explore the new concept through
concrete learning experiences. They might be
asked to go through the scientific method and
communicate with their peers to make
observations. This phase allows students to
learn in a hands-on way.
 5 E’s Model of Instruction

C. Explain
This is a teacher-led phase that helps students
synthesize new knowledge and ask questions if they
need further clarification. For the Explain phase to be
effective, teachers should ask students to share what
they learned during the Explore phase before
introducing technical information in a more direct
manner. This is also when teachers utilize video,
computer software, or other aides to boost
understanding.
 5 E’s Model of Instruction

D. Elaborate
The elaboration phase of the 5E Model
focuses on giving students space to apply what
they've learned. This helps them to develop a
deeper understanding. Teachers may ask
students to create presentations or conduct
additional investigations to reinforce new skills.
This phase allows students to cement their
knowledge before evaluation.
 5 E’s Model of Instruction

E. Evaluate
The 5E Model allows for both formal and informal
assessment. During this phase, teachers can observe
their students and see whether they have a complete
grasp of the core concepts. It is also helpful to note
whether students approach problems in a different way
based on what they learned. Other helpful elements of
the Evaluate phase include self-assessment, peer-
assessment, writing assignments, and exams.
 LEARNER-CENTERED TEACHING MODELS
4. 4 A’s Model of Instruction
The Four A Technique is a strategy to connect the content
taught to the life experiences of learners.

• Activate Prior Knowledge - Let students discuss or write

about what they already know that is related to the lesson.
• Acquire New Knowledge - This is the teaching part, where
the new information is presented (and students should be
learning or acquiring this information)
LEARNER-CENTERED TEACHING MODELS

4. 4 A’s Model of Instruction

• Application - Students practice what they
have learned.
• Assessment - Students are tested to see
how much they have learned and
determine if they gaps in understanding.
 5. Experiential Learning
Model

Experiential learning requires the active

engagement of the students as wells as the
instructor who serves as the facilitator of the
learning process. It is intended to be an active,
dynamic alternative to traditional classroom
instruction that should be interactive and
collborative for those involved.
5. Experiential Learning
Model

Experiential learning includes several

steps as a process of transformational
learning. This ensures the students
integrate the content as well as their
own experiences and growth into the
learning.
 EXPERIENTIAL LEARNING
• Experiencing, Exploring and Doing:
Students will actively engage in a learning
activity with the instructor serving as a mentor in the
process.
• Sharing and Reflecting:
This step is revisited throughout the process to
encourage students to observed and reflect on their
experiences and their reactions to the experience with
others in the class or group.
 EXPERIENTIAL LEARNING
• Experiencing, Exploring and Doing:
Students will actively engage in a learning
activity with the instructor serving as a mentor in the
process.
• Sharing and Reflecting:
This step is revisited throughout the process to
encourage students to observed and reflect on their
experiences and their reactions to the experience with
others in the class or group.
 EXPERIENTIAL LEARNING
• Processing and Analyzing:
Students are allotted time in the class to process their experience
and reflections relating them to the process, dynamics, themes,
challenges, and successes, as well as lessons learned thus far.
• Generalizing Lessons Learned to Life and/or Their Profession:
This is an important step which may occur throughout or at the end
of the project for students to relate their experiences with connections
to real life and/or their future profession.
 EXPERIENTIAL LEARNING
• Application of Lessons Learned:
Students will share how they will apply the
lessons learned via skills, values, insights,
and/or knowledge to their future and their
profession. For some students, this is a
recognition of the transformation of themselves,
their identities, and a greater connection to their
profession.
‘The best teachers are those
who show you where to
look but don’t tell you what
to see.’
- Alexandra K. Trenfor