Three instructional design models direct instruction, Cooperative learning model and cognitive apprenticeship.

      Behaviourism model provides instruction in a way that the instructor designs the environment and the learner requires a correct environment. The learner is passive and not involved in the learning environment. It involves giving the student a certain amount of material and tasks and then assessing whether they have learnt or understood that material via exams or assessment. It takes no account of what the individual already knows. This forms direct instruction model where a student is given instruction and has to deliver. This model is often seen as unsatisfying is that it doesn’t tailor to individual needs and is not interactive.

      This model is useful in teaching mathematics and science where learning is based on facts and requires less exploration. However there is little discussion and often this model requires intensive focus and cooperation of students who have to commit to learning and often research on their own. There is no sense of teamwork and each individual strives on their own. It doesn’t utilize personal experiences or any feedback from the student.

      Cooperative learning model is bases on cognitivism. Cognitivism involves interaction and activities such as problem solving and group learning. It involves the learners who are a part of the learning environment. It involves exploring and organising material and based on interactive learning where individuals share a common goal and learn together for example group projects. It involves groups in a class where each group has a topic and can prepare and research in depth and then present it to their classmates and so further their knowledge. In this way a lot of knowledge is gained and the work is shared. Student Teams Achievement Divisions are where teams are made and members learn topics together. Weekly quizzes are taken individually and a score achieved but teams compete to get better scores. Members use work sheets or other study devices to master the academic materials and then help each other learn the material. Individually students take weekly quizzes and are given an “improvement score”. This score is based on the degree to which the score exceeds a student’s past average. Teams strive to get a good team improvement scores.

Another example of cooperative learning is the jigsaw where each student in a team is responsible for a topic and become experts and is responsible for teaching everyone that topic. As one can see a cooperative model involves everyone and creates an interest. If someone is weaker others help them achieve and so it creates common goals. However it has a drawback that weaker students or those not interested can create tension in the group and cause the whole group to be unsuccessful. It can also mean that some members have to work harder or do other peoples work in order to be successful.

Cognitive apprenticeship uses a constructivism theory. It uses interactive learning environment where the learners work to construct further activities. It is based on prior knowledge. This model works with adult learners who have prior experiences and learning is based on sharing those experiences. This involved exchanging ideas so that teachers can learn from their students and gain ideas as to what can be done. It constructs the learning environment that is tailored to all present.

This method uses modelling, coaching, articulation, exploration and reflection. The student is shown how to do the task, guided while doing the task, allowed to express their ideas, think and provide feedback and given a positive environment to achieve their goals. It is guiding a student to achieve their goals and so a teacher tailors their teaching style to interact and help weaker students more as well as let brighter students achieve by encouragement. This is probably the best of the three models as it allows individual devolvement in a creative environment. It is based on individual needs and allows for people to share and explore ideas. It allows for real world situations and also gives a better approach to those who have experiences or knowledge and can use it to apply themselves better.  Teachers support and guide their students through interaction and so this model favours a better use of time and resources. However this model may require old teachers to change their style of teaching and often can be demanding on teachers as they have to have enough time to give to individual student demands and also tailor advice according to the indivisual.

     In conclusion one can see that the cognitive approaches are the new way to instructional design models where interaction is important rather then simple direct instruction. Direct instruction was the past and cognitivism is the future. It is the model that most students in the modern world now expect and teachers are expected to deliver.  It is the best of the three instructional design models.

References

Ryder, M (2008) Instructional Design Models. University of Colardo.retrieved from the World Wide Web on the 27th of June 2008: http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html