Models of Instruction
Teaching is a complex and dynamic act. Approaches to
instruction vary widely, and excellent teachers employ different
approaches as appropriate for the lesson objectives and their
students. Briefly described in this section are three broad
models of instruction: inquiry-based instruction, collaborative
learning, and direct instruction. It is important to note that a
single lesson may entail one or more of these approaches and
that teachers’ approaches to teaching and learning are not
limited to those discussed here.
Inquiry-Based Learning
Inquiry-based learning, broadly defined, involves students’ pursuit of knowledge through their
interaction with materials, resources, and peers rather than predominantly through teacher input.
Students make observations, generate questions, investigate, develop explanations, and sometimes
create products. An inquiry approach can be used in a single lesson or can extend over several days
or weeks. Inquiry-based learning is driven by students’ questions. The teacher may introduce students
to a problem or issue, perhaps by conducting a demonstration, sharing a video or text, or capitalizing
on a local or global current event. Or, the questions may arise from the students’ observations of and
interactions with their worlds. Inquiry-based learning promotes the integration of the language arts
as students read and engage with one another to formulate and refine their questions, develop plans
for answering them, produce written texts and performances, and share their findings with others.
Inquiry-based learning also promotes the integration of reading, writing, speaking, and listening across
content areas as students pursue knowledge relevant to their inquiry.
The CA CCSS for ELA/Literacy related to research (W.K–3, Standards 7–8; W.4–12, Standards 7–9;
WHST.6–12, Standards 7–9) that begin in kindergarten are likely to be accomplished through inquiry-
based learning. Students pursue questions, locate information,
and present their findings to one another. Contrived questions
are less likely to generate students’ interest and effort
than authentic questions that emerge from students’ lives,
experiences, or the curricula. For example, two students
are interested in learning more about infectious diseases
after studying the Black Plague in a history unit. They define
their question: What infectious diseases threaten human
populations today? Next they pursue information, accessing
digital and paper sources and interviewing a peer’s parent
who is a physician. Through these meaningful interactions
with texts and with others, they refine their question and
continue their research. They organize and synthesize the
information they gather, consult with their teacher, summarize their analyses, and prepare and deliver
a formal presentation of their findings for their classmates. They also prepare a tri-fold brochure which
includes information about disease trends, symptoms, effects, and prevention.
The products of inquiry-based learning become especially meaningful to students when they are
prepared for and presented to audiences beyond the teacher. After teacher review, students post their
products on a class Web page or distribute them to non-school personnel for meaningful purposes.
For example, a student who conducts research on food production shares a flyer he produces on the
benefits of organic food with the organizers of a local farmers market and gains their agreement to
display the flyer at their information booth.
Teaching is a complex and
dynamic act. Approaches
to instruction vary widely,
and excellent teachers
employ different approaches
as appropriate for lesson
objectives and their students.Inquiry-based learning,
broadly defined, involves
students’ pursuit of knowledge
through their interaction
with materials, resources,
and peers rather than
predominantly through
teacher input.92 | Chapter 2 Essential Considerations