Instructional Models

for Social Studies

Lesson 7
 OBJECTIVES
• Define an instructional model and explain its importance in instructional
planning.
• Compare and contrast the different instructional models for social studies.
• Explain the procedures for each instructional model and apply it to the
elementary social studies curriculum.
• Write a unit or lesson plan in elementary Social Studies that adheres to
one instructional model.
 INSTRUCTIONAL MODEL
• Serves as a general framework for the process of learning.
• It is comprised of a variety of teaching strategies and a set of step-by-step
procedures that should be done to achieve the instructional goals.
• May be compatible with a particular goal or content but not in another. As
such, teachers need to be familiar with the different instructional models
that can be utilized in planning effective instruction for elementary social
studies.
 DIRECT INSTRUCTION MODEL
Most commonly used instructional model in social studies. Also called
expository learning or explicit teaching, defined as a “highly-structured,
teaching-centered strategy that capitalizes on such behavioral techniques as
modelling, feedback and reinforcement to promote basic skills acquisition.
It requires teachers to convey facts and details, demonstrate skills and
learning, provide immediate feedback, and give guided and independent
practices to test student learning. Strategies that fall under yhis model are
lectures, class discussions, and demonstrations.
 DIRECT INSTRUCTION MODEL
One example of direct instruction model is Hunter’s Seven-step Model. It was
developed by Madeline Hunter who believed that this model can be adopted by any
grade level and subject. It can be done by the following these steps;
1. Anticipatory Set. The teacher motivates the students by directing their attention
to the lesson. He/She may pose a question, show a video or picture, or tell a
story.
2. Objective and Purpose. The teacher states the purpose.
3. Input. The teacher presents the lesson content through lecture, discussion,
reading, observing, and other possible means.
 DIRECT INSTRUCTION MODEL
4. Modelling. The teacher, an invited resource person, or a member of the class
demonstrates what all students should be able to do.
5. Checking for Understanding. The teacher asks questions or requests
demonstrations from students to ensure that they understand the lesson.
6. Guided Practice. Students are asked to perform individual tasks while the
teacher roams around the classroom to ensure that they are doing it correctly.
7. Independent Practice. Once all students demonstrate their knowledge, the
teacher gives tasks which they should perform completely without the aid of the
teacher.
 DIRECT INSTRUCTION MODEL
The table in the text slide illustrates an example of Hunter’s Seven-Step Model.
• The topic is:
“Ang Aking Kwento”
• The level is:
Grade 1
• The Competency Is:
“Nakikilala ang timeline at ang gamit nito sa pag-aaral ng mahalagang
pangyayari sa buhay hanggang sa kanyang kasalukuyang edad.”
DIRECT INSTRUCTION MODEL
Process Application
Anticipatory Set The teacher presents five pictures that show the different stages in the life of a pet. He/she asks the
class to arrange them chronological and provide captions that will describe each picture.

Objective and Purpose The teacher states the objective of the lesson; to know what a timeline is and how it is used in
presenting important events in one’s life
Input The teacher presents the lesson through discussion or storytelling.
Modelling The teacher presents his/her own timeline which contains five important events in his/her life.
Checking for The teacher asks the class:
understanding 1.What is a timeline?
2.What does it look like?
3.How can it be used to present one’s story?
Guided Practice The teacher provides a worksheet with a timeline already drawn and students have to supply it with
five events that happened to them in the past week or month. He/she roams around the classroom to
check the students’ work and provide immediate feedback.
Independent Practice The teacher gives assignment instructing students to create their own timeline which features eight
important events in their life from birth to present. He/she may require students to be more creative in
the construction of their timeline.