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Relevant bibliographies by topics / Instructional models

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Academic literature on the topic 'Instructional models'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Instructional models"

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Bajracharya, Jiwak Raj. "Instructional Design and Models: ASSURE and Kemp." Journal of Education and Research 9, no. 2 (December 31, 2019): 1–8. http://dx.doi.org/10.3126/jer.v9i2.30459.

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Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.

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Khalil, Mohammed K., and Ihsan A. Elkhider. "Applying learning theories and instructional design models for effective instruction." Advances in Physiology Education 40, no. 2 (June 2016): 147–56. http://dx.doi.org/10.1152/advan.00138.2015.

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Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.

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Magliaro, Susan G., and Neal Shambaugh. "Student Models of Instructional Design." Educational Technology Research and Development 54, no. 1 (February 2006): 83–106. http://dx.doi.org/10.1007/s11423-006-6498-y.

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Gustafson, Kent L., and Robert Maribe Branch. "Revisioning models of instructional development." Educational Technology Research and Development 45, no. 3 (September 1997): 73–89. http://dx.doi.org/10.1007/bf02299731.

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Yaumi, Muhammad, Sitti Fatimah Sangkala Sirate, and Andi Anto Patak. "Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers." SAGE Open 8, no. 4 (October 2018): 215824401880921. http://dx.doi.org/10.1177/2158244018809216.

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This study was designed to promote teachers’ understanding of the learner-centered approach through training the multiple intelligences-based instructions, improve teachers’ performance in designing learner-oriented instruction, and improve teachers’ performance in implementing instruction. This study used proactive action research involving 126 teachers (informants) as trainees and instructional design members, came from 10 elementary Madrasah in Indonesia, 36 of them were mentored, and 192 students participated in a focus group discussion. There were 10 principals and two supervisors to be research collaborators. Teachers’ understanding and performance improvement through training multiple intelligence-based instructions, designing student-centered approach, and mentoring the implementation of student-centered learning indicated significant contribution. The teachers’ understanding of multiple intelligence-based instruction was the majority in the good category. The activity of designing the student-centered approach gave a good contribution to the capability of designing every single one of the multiple intelligences-based strategies. The mentoring system improved teachers’ performance greater than those of training and instructional design. Implementation of training, instructional design, and the mentoring system implies improving learning processes and outcomes. Strengthening the recruitment system of teachers and performance improvement, capacity building of educators to design models, approaches, strategies, methods, and learning activities, as well as establishing togetherness on all lines; government, principals, supervisors, community, and teachers as the primary element.

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Gurvitch, Rachel, and Michael Metzler. "Aligning Learning Activities with Instructional Models." Journal of Physical Education, Recreation & Dance 84, no. 3 (March 2013): 30–37. http://dx.doi.org/10.1080/07303084.2013.767719.

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Frey, Linda A., and Charles M. Reigeluth. "Instructional models for tutoring: A review." Journal of Instructional Development 9, no. 1 (March 1986): 2–8. http://dx.doi.org/10.1007/bf02908305.

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Ibe-Bassey, George S. "Designing Instructional Materials for Qualitative Primary Instruction in Akwa Ibom State." Journal of Educational Technology Systems 24, no. 3 (March 1996): 287–95. http://dx.doi.org/10.2190/h3mt-yw1g-te2m-2rwh.

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The effectiveness of any teacher at all levels of education depends on the quality of the inputs, process, and resources within a given educational system. Primary instruction is designed to provide functional literacy and skills of verbal communication, mathematical accuracy, social studies, science, and creative studies. The achievement of this objective depends on the application of the systematic principles of the design of appropriate instructional system components for primary instruction. The materials-first rational model of instructional system development has been advocated. This model is based on the intuitive and opportunity models of instructional design and development.

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Yusuf, Aminu. "EFFECTS OF INTEGRATING INSTRUCTIONAL MODELS WITH LECTURE METHOD ON ACADEMIC PERFORMANCE OF STUDENTS OF SMALL CLASS-SIZE IN ZARIA EDUCATIONAL ZONE KADUNA STATE." Sokoto Educational Review 13, no. 2 (December 31, 2018): 34–42. http://dx.doi.org/10.35386/ser.v13i2.180.

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This study investigated the effects of integrating instructional models with lecture method on academic performance of students of small class-size in some Biology concepts among Senior Secondary School Students in Zaria Education Zone. Fifty students randomly selected from two Senior Secondary Schools constitute the sample for the study. The schools were grouped into two. one as experimental with 25 students and the other as control with 25 students from the total population of 4,450 S.S.S 3 students in the zone. The study adopted a pretest, posttest quasi-experimental and control group. The subjects in the experimental groups were taught by Integrating Instructional Models with Lecture while the control groups were exposed to the lecture method. A Biology Achievement Test (BAT) with Reliability Coefficient o f 0.75 was used to measure the students’ achievement after the treatment. The data collected was analysed using mean, standard deviation and t-test. Results indicated that there is a significant difference in the mean academic performance of students taught Biology concepts using Integrating Instructional models with lecture method compared to those taught using lecture method of instruction in small class size. Based on the findings it was recommended that Integrating Instructional models with lecture method should be used by Biology teachers to teach in Senior Secondary School. Biology teachers should be trained on the effective use of instructional models in Senior Secondary Schools among others.

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Wilhelm, Kim Hughes, and Margi L. Wald. "Instructional Weaving: Models for Scaffolding Within and Between Courses." TESL Canada Journal 15, no. 2 (July 1, 1998): 01. http://dx.doi.org/10.18806/tesl.v15i2.697.

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Instructional "weaving" is a method of instructional design that can help to solve problems related to time constraints and skill-building reinforcement. Teacher-teacher collaboration is encouraged as instructional weaving between classes helps learners cope with complex or difficult tasks. One course builds on another, with teachers reinforcing learning across both time and setting. Examples are provided of how instructional weaving has been applied in an IEP (Intensive English Programs) setting, with learners working with content-based materials to learn and practice language and literacy skills. The article concludes with a list of tips and caveats for those interested in applying instructional weaving in their own settings.

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Dissertations / Theses on the topic "Instructional models"

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Ousley, Lisa, Retha D. Gentry, and Candice N. Short. "Instructional Dermatology Surface Models." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7145.

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Ousley, Lisa, Retha Gentry, and Candice Short. "Instructional Dermatology Surface Models." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7360.

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Ousley, Lisa, and Retha D. Gentry. "Instructional Dermatology Surface Models Patent Process." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7151.

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Ousley, Lisa, and Candice N. Short. "Instructional Dermatology Surface Models for Use in Simulation." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7158.

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Twilley, Jennifer. "An Examination of the Practice of Instructional Design and the Use of Instructional Design Models." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6373.

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This dissertation in practice utilized a sequential mixed methods research design to investigate the performance or exclusion of instructional design activities commonly prescribed by instructional design models during a typical instructional design project. The purpose of this study was to compare the performance of instructional design activities by practicing instructional designers with the performance of an experienced instructional designer to determine if instructional design models are being used to guide the practice of instructional design. In this study, quantitative data was collected from a sample of 224 instructional designers to determine the activities routinely performed and excluded from typical projects. Qualitative data was collected from a single case study of an instructional design project to assess whether or not the performance or exclusion of the same instructional design activities were identified in the work of an experienced instructional designer. Analysis of the data revealed the activities that are not routinely performed by instructional designers, reasons for the exclusion of activities, and possible factors for the decisions to exclude activities. The findings of this study indicate instructional designers may be sacrificing the quality and effectiveness of instruction in an attempt to increase the pace and reduce the cost of the instructional design process. The study concluded that instructional designers are not following the prescriptions of instructional design models during the practice of instructional design by routinely eliminating the fundamental activities involving the development of learner assessments, the performance of formative evaluations during the instructional design process, and summative evaluations after the implementation of the instruction.
Ed.D.
Doctorate
Education and Human Performance
Education

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Ousley, Lisa. "Instructional Dermatology Surface Models for use in Simulation Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7153.

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Ashmore, Barbara A. "The relationship between models of student laptop computer use and teacher instructional behavior." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2917/.

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This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with regard to implementation and evaluation of instruction. Results from this study had implications for future research. The effects of student laptop computer use on the full access and mixed models of use should be given further study with regard to the implementation and evaluation of instruction.

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Torgerson, Kerry Glenn 1955. "POWER-FLOW PROGRAM FOR INSTRUCTIONAL SUPPORT." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276518.

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A computer program and an associated instruction manual were developed to fill a need for a useful learning tool for the study of transmission network power-flow programming techniques. Past programs were found to use techniques that did not give the student "hands-on" programming lessons, but instead gave them practice at using "pull-down menu" type of programming experience. The PFLOW program written is intended to be used "hands-on" with a complete instruction manual included to help the student use the program successfully and study the complete analysis technique. This includes network modelling, structure of input data, understanding program software, and correct meaning of outputs based on the complete knowledge of program solution methods. Sample input and outputs are also included to help get the student started, and to demonstrate the use of the PFLOW program. This program should prove beneficial to those with a general background in power transmission systems analysis.

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Gross, Monty Dale. "Instructional Design Thought Processes of Expert Nurse Educators." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29747.

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This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud protocols, and artifacts. Interviews and think-aloud protocols were audio-taped, transcribed, and member-checked. Artifacts, such as course packets and participant-authored books or interactive CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between-subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that the participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material. However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships, and faculty preparation were common themes that the faculty found important in their process of designing instruction. This study provides information to build a knowledge base on instructional design in nursing education. It may also foster discussion to improve the effectiveness of how nurse educators design instruction.
Ph. D.

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Roseborough, Barbara Ann. "A Comparative Study of Two Instructional Models in Developmental Education Writing Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2878.

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Low college readiness among high school graduates is a national problem. A significant percentage of graduates are referred to courses designed to remediate deficiencies in the basic skills of reading, writing, and mathematics. Initiatives designed to improve the student experience in remedial and developmental programs have focused on the use of technology. Although technology has been used in the teaching of writing, research has not shown that this method is an improvement when compared to the lecture-based approach to teaching writing. The purpose of this nonexperimental quantitative study was to examine the impact of a technology-based writing program on student academic achievement, retention, and success in the advanced English class when compared to the lecture-based program. A framework for the study was Piaget's theory of cognitive development, which emphasizes learning through active exploration. A sample size of 88 degree-seeking freshmen, under the age of 20, with ACT scores that placed them in developmental writing or learning support writing courses, was used in the research. Quantitative, secondary data were analyzed using Chi-square and Cramer's V tests. The results of the Chi-square analysis were significant (Ï?2(1) = 22.72, p < .001), indicating that the percentage of students who succeeded in their advanced English course was different between the technology-based and the lecture-based classes. This study has implications for positive social change in the form of empirical-based data, which may inform decisions relative to the design of writing programs across the country. This information would potentially impact the college completion initiatives employed at community colleges nationwide.

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Books on the topic "Instructional models"

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Instructional models for physical education. 3rd ed. Scottsdale, Ariz: Holcomb Hathaway, Publishers, 2011.

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Instructional design frameworks and intercultural models. Hershey PA: Information Science Reference, 2009.

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NATO Advanced Research Workshop on Instructional Models in Computer-Based Learning Environments (1991 University of Twente). Instructional models in computer-based learning environments. Berlin: Springer-Verlag, 1992.

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Dijkstra, Sanne, Hein P. M. Krammer, and Jeroen J. G. van Merriënboer, eds. Instructional Models in Computer-Based Learning Environments. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-662-02840-7.

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Kosanovic, Gerald E. Retooling the instructional day: A collection of scheduling models. Reston, VA: National Association of Secondary School Principals, 1994.

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Lasley, Thomas J. Strategies for teaching in a diverse society: Instructional models. Belmont, CA: Wadsworth Pub. Co., 1997.

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Lasley, Thomas J. Instructional models: Strategies for teaching in a diverse society. 2nd ed. Belmont, CA: Wadsworth/Thomson Learning, 2002.

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1949-, Kuhne Gary William, and Frey Barbara A, eds. Distinctive distance learning education design: Models for differentiated instruction. Hershey, PA: Information Science Reference, 2010.

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Allen, Michael W. Authorware models for instructional design: For use with Authorware 3 and higher. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 1996.

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Allen, Michael W. Authorware models for instructional design: For use with Authorware 3 and higher. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 1996.

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Book chapters on the topic "Instructional models"

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Gibbons, Andrew S., Elizabeth Boling, and Kennon M. Smith. "Instructional Design Models." In Handbook of Research on Educational Communications and Technology, 607–15. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_48.

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Branch, Robert Maribe, and Theodore J. Kopcha. "Instructional Design Models." In Handbook of Research on Educational Communications and Technology, 77–87. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_7.

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Beaumont, Renae, Jo Hariton, Shannon Bennett, Amy Miranda, and Elisabeth Sheridan Mitchell. "Social Learning Instructional Models." In Autism and Child Psychopathology Series, 133–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64592-6_9.

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Seel, Norbert M., Thomas Lehmann, Patrick Blumschein, and Oleg A. Podolskiy. "Models of Instructional Design." In Instructional Design for Learning, 45–107. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-941-6_3.

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Bruce, M. Mackh. "Pivoting Between Instructional Models." In Pivoting Your Instruction, 173–209. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003179726-5.

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Oztuna, Volkan. "Updated Animal Models in Orthopaedic Research." In European Instructional Lectures, 41–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46287-4_5.

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Toubman, Armon. "Validating Air Combat Behaviour Models for Adaptive Training of Teams." In Adaptive Instructional Systems, 557–71. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_44.

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Brawner, Keith. "Bridging Conceptual Models and Architectural Interchange for Adaptive Instructional Systems." In Adaptive Instructional Systems, 34–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_3.

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Szpyra-Kozłowska, Jolanta. "Instructional models in the global context." In The Routledge Handbook of Contemporary English Pronunciation, 232–46. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-15.

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Belikuşaklı-Çardak, Çiğdem S. "Models of Teaching." In Instructional Process and Concepts in Theory and Practice, 5–56. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2519-8_1.

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Conference papers on the topic "Instructional models"

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Hundhausen, Christopher D., N. Hari Narayanan, and Martha E. Crosby. "Exploring studio-based instructional models for computing education." In the 39th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1352135.1352271.

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Rodés, Virginia, Pollyana Notargiacomo Mustaro, Ismar Frango Silveira, Nizam Omar, and Xavier Ochôa. "Instructional Design Models to support Collaborative Open Books for Open Education." In the XV International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2662253.2662346.

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Bentri, Alwen, Ulfia Rahmi, Abna Hidayati, and Dedi Supendra. "The Models of Assessment to Accommodate Instructional Domain in Blended Blended Learning." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.39.

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Inuk, Margarita, Erdawati, and Tjipto Sumadi. "Develop of Entrepreneurship Instructional Models to Enhance Early Childhood Creative Thinking Ability." In 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201205.084.

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Makri, Agoritsa, and Dimitrios Vlachopoulos. "INSTRUCTIONAL DESIGN IN FACE-TO-FACE AND ONLINE EDUCATION: DEFINITIONS, PRINCIPLES, MODELS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2116.

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Demchenko, Yuri, David Bernstein, Adam Belloum, Ana Oprescu, Tomasz W. Wlodarczyk, and Cees de Laat. "New Instructional Models for Building Effective Curricula on Cloud Computing Technologies and Engineering." In 2013 IEEE 5th International Conference on Cloud Computing Technology and Science (CloudCom). IEEE, 2013. http://dx.doi.org/10.1109/cloudcom.2013.160.

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Sathyanarayana, Dileep, and Sundar Krishnamurty. "A Visualization-Based Approach to Engineering Kinematics Using Cognitive Models." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57717.

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Visualization and spatial reasoning are integral to developing an understanding of contemporary sciences. They form the basis for understanding a wide variety of topics across science, mathematics and engineering, including molecular structures, topologies, motion and forces, and manufacturing processes. Within engineering, it can be argued that challenging and time consuming topics such as kinematics can be better taught by faculty, and hence better understood and appreciated by students, by advancing our understanding of human visualization and spatial reasoning and using this knowledge to develop computer-based visualization instruction in ways that maximize their effectiveness. The achievement of such a goal will require importing proven extant theories from other fields such as psychology, education, engineering and computer science. This paper presents the results of one such effort for teaching engineering kinematics. The motivation for this work can be found in cognitive science literature, where motion comprehension has been identified and studied as a mental task. Accordingly, a major task in doing this work involved the study of cognitive models of motion comprehension, and identifying key stages present in them. Mapping such key stages in motion comprehension on to kinematics domain, this paper presents the framework for the visual comprehension based pedagogical approach to kinematics. A web-based gear-trains tutor has been developed to demonstrate this concept. Results from the tests on a controlled population of engineering students are presented and the efficacy of a visual comprehension based approach as an instructional tool is discussed.

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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5610.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities.

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Goodoory, Kaviraj. "TEACHING OF COMPUTER SCIENCE IN MAURITIUS: A COMPARATIVE STUDY OF FOUR INSTRUCTIONAL DESIGN MODELS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2239.

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Brown, Steve, and Uma Jayaram. "Perspectives of an Engineering CAD and Visualization Sequence for Freshmen and Sophomores in ME." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13655.

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The Mechanical Engineering Department at Washington State University has recently completed 6 years of a CAD sequence for freshmen and sophomores beginning with fundamental CAD skills leading rapidly into more advanced topics and culminating in CAD applications for engineering design and analysis. The students learn how to follow an abbreviated set of written instructions; master advanced modeling techniques, model for analysis, use an assortment of computational CAD tools to analyze models, incorporate CAD analysis into the design process, and use CAD analysis to drive design optimization. This sequence has been instrumental in preparing students for the subsequent set of design classes at the junior and senior level. This paper will discuss some of the unique aspects of this instructional sequence and some of the best practices that were integrated into the curriculum.

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Reports on the topic "Instructional models"

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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.

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Reiser, Brian J. Causal Models in the Acquisition and Instruction of Programming Skills. Fort Belvoir, VA: Defense Technical Information Center, March 1992. http://dx.doi.org/10.21236/ada248761.

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Reiser, Brian J. Causal Models in the Acquisition and Instruction of Programming Skills. Fort Belvoir, VA: Defense Technical Information Center, October 1991. http://dx.doi.org/10.21236/ada242899.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.

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Tang, Guimin. Contextualization: An Experimental Model for EFL Writing Instruction in China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5371.

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Marshall, Sandra P. Schemas in Problem Solving: An Integrated Model of Learning, Memory, and Instruction. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada246882.

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Marshall, Sandra P. Schemas in Problem Solving: An Integrated Model of Learning, Memory, and Instruction. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada247058.

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Marshall, Sandra P. Schemas in Problem Solving: An Integrated Model of Memory, Learning, and Instruction. Fort Belvoir, VA: Defense Technical Information Center, April 1991. http://dx.doi.org/10.21236/ada235561.

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Bjorklund, Jay R., James F. Bowers, Gregory C. Dodd, and John M. White. Open Burn/Open Detonation Dispersion Model (OBODM) User's Guide. Volume I. User's Instructions. Fort Belvoir, VA: Defense Technical Information Center, February 1998. http://dx.doi.org/10.21236/ada353602.

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Percival, Georgann. The Adjunct Model of Content-based Instruction: A Comparative Study in Higher Education in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7178.

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