Models of Instruction
When it comes to teaching the aforementioned reading strategies, we can go about it a number of ways. There are five major models of instruction; explicit instruction, teacher modelling, collaborative modelling, guided practice and independent use of the strategy.
These models are best understood using Pearson and Gallagher's (1983) diagrammatic model of the gradual release of responsibility. Adapted versions of this model with brief descriptions are shown below.
These models are best understood using Pearson and Gallagher's (1983) diagrammatic model of the gradual release of responsibility. Adapted versions of this model with brief descriptions are shown below.
This model demonstrates that as students gradually learn to use a strategy, teachers can gradually release responsibility of the task to the student. As shown above, teaching a strategy should start with explicit instruction and modelling, before sharing responsibility with students through collaborative and guided practice, before finally releasing all responsibility to students to work independently.
Pre-service teachers should note that this is obviously an ideal scenario, and of course not all students will become independent users of every strategy. These students will require the appropriate level of teaching in accordance with their needs.
As mentioned in the skills and strategies section, the strategy/strategies you focus on in your lessons is dependent upon your readers' needs, in addition to time and other school curriculum factors. Depending on these factors, you may use the above model to focus on one strategy at a time, or you may choose to focus on a few.
Initial instruction is most efficiently undertaken as a class, whilst collaborative and guided instruction is best undertaken in smaller groups. That way students receive focused attention according to their needs.
What is important is that students receive the level of teaching commensurate with their needs. Students cannot be expected to independently practice a strategy when they have not been shown how to practice it.
Pre-service teachers should note that this is obviously an ideal scenario, and of course not all students will become independent users of every strategy. These students will require the appropriate level of teaching in accordance with their needs.
As mentioned in the skills and strategies section, the strategy/strategies you focus on in your lessons is dependent upon your readers' needs, in addition to time and other school curriculum factors. Depending on these factors, you may use the above model to focus on one strategy at a time, or you may choose to focus on a few.
Initial instruction is most efficiently undertaken as a class, whilst collaborative and guided instruction is best undertaken in smaller groups. That way students receive focused attention according to their needs.
What is important is that students receive the level of teaching commensurate with their needs. Students cannot be expected to independently practice a strategy when they have not been shown how to practice it.
The following Youtube clips demonstrate practical examples of how these models of instruction can be used in the classroom..............
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