Model-centered instruction: Difference between revisions

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{{Short description|General theory of instructional design developed by Andrew S. Gibbons}}

{{Orphan|date=November 2006}}

{{Use American English|date=March 2021}}

'''Model-centered instruction''' is a general theory of [[instructional design]] developed by Andrew S. Gibbons.<ref name="Gibbons">Gibbons, A. S., Model-Centered Instruction. ''Journal of Structural Learning and Intelligent Systems''. 14: 511-540, 2001.</ref> This theory can be used to design individual and group instruction for all kinds of learning in any type of learning environment. In addition, this theory may be used to design instruction with a wide variety of technologies and many media delivery systems.

{{Use mdy dates|date=March 2021}}

'''Model-centered instruction''' is a general theory of [[instructional design]] developed by [[Andrew S. Gibbons]].<ref name="Gibbons">Gibbons, A. S., Model-Centered Instruction. ''Journal of Structural Learning and Intelligent Systems''. 14: 511-540, 2001.</ref> This theory can be used to design individual and group instruction for all kinds of learning in any type of learning environment. In addition, this theory may be used to design instruction with a wide variety of technologies and many media delivery systems.

==Theory Summary==

==Theory Summarysummary==

The theory of model-centered instruction is based on the assumption that the purpose of instruction is to help learners construct knowledge about objects and events in their environment. In the field of [[cognitive psychology]], theorists assert that knowledge is represented and stored in [[Memory|human memory]] as dynamic, networked structures generally known as [[Schema (psychology)|schema]] or [[mental models]]. This concept of mental models was incorporated by Gibbons into the theory of model-centered instruction. This theory is based on the assumption that learners construct [[mental model]]s as they process information they have acquired through observations of or interactions with objects, events, and environments. Instructional designers can assist learners by (a) helping them focus attention on specific information about an object, event, or environment and (b) initiating events or activities designed to trigger learning processes.

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2. '''Problem solving''': Interaction with systems or models should be focused by the solution of one or more carefully selected problems, expressed in terms of the model, with solutions being performed by the learner, by a [[peer group|peer]], or by an expert.

3. '''Denaturing''': Models are necessarily [[denature]]ddenatured from the real by the medium in which they are expressed. Designers must select a level of denaturing matching the target learner’s existing knowledge and goals.

4. '''Sequence''': Problems should be arranged in a carefully constructed sequence for modeled solution or for active learner solution.

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6. '''Resourcing''': The learner should be given [[problem solving]] information resources, materials, and tools within a solution environment (which may exist only in the learner’s mind) commensurate with instructional goals and existing levels of knowledge.

7. '''Instructional [[augmentation]]''': The learner should be given support during solving in the form of dynamic, specialized, designed instructional augmentations.

* A summary principle that may be under consideration as it pertains to the learner is '''Learner Feedback''': An assessment given to the learner that evaluates the model's effectiveness in the material taught. Possible areas would be the previous principles listed. The assessment may break down each principle and explain the learners' perspective of the material presented in a principle. Learner growth and development; learner high points and low points in the experience of understanding, performing, and explaining the material; and learner application of the material to name a few areas of consideration.

==References==