UNIT 2 LESSON 4

Instructional Models for Physical Education and Health

Objectives

At the end of the lesson, you will be able to:

 define the meaning of model and instructional model;

 discuss the importance of the instructional model in the teaching-learning process:
 describe the characteristics of the instructional model;
 construct a framework of different instructional models by stating their strengths
and weaknesses; and
 identify the significance of each model to learning.

Introduction

Planning a lesson or instruction is a vital part of teaching. In planning instruction,

teachers must consider several instructional decisions. They must know the content and
process to be addressed, the individual attributes of the pupils, the nature of the subject, as
well as the effective strategies to be used in teaching the subject. Such decisions are critical
and must be made consciously and purposefully.

To become effective, teachers need to constantly reflect on their work. According to

Glickman (1991), effective teachers do not use common practices for every lesson. They need
to provide a variety of learning experiences to pupils to avoid boredom or predictable
lessons. Hence, proper instructional planning is vital for all teachers to do.

In this lesson, the definition of model and instructional model, the importance of
instructional model in the teaching and learning process, the characteristics of instructional
models, and the importance of each instructional model will be discussed. Furthermore, the
advantages and disadvantages of each model will be presented.

THINK: Defining instructional model

In writing a lesson plan, there are various instructional models that teachers can use.
An instructional model is a set of guidelines or strategies wherein approaches in teaching
are being anchored. In selecting instructional models, teachers find strategies that will
enable the pupils to acquire a complete understanding of new concepts, engage and
motivate them to learn, and guide them in the development of their skills. Moreover, models
can be used to explain further phenomena that may serve as bases for making predictions
for future behavior.

For the instructional model to be effective, it must be based on learning theories that
describe how people learn new ideas and concepts. Such models provide an environment
for pupils to have an interactive learning engagement.

An instructional design model provides guidelines to organize appropriate

pedagogical scenarios to achieve instructional goals (Khalil and Elkhider, 2016).
Instructional design can be defined as the practice of creating instructional experiences to
help facilitate learning most effectively. Driscoll and Carliner (2005) reiterated that design is
more than the process and resulting product; it also represents a framework of thinking.

Characteristics of Instructional Design Models

 Instructional design models are unique from each other. However, Branch and Merill
(2002) stated several characteristics that should be present in all instructional design models.
These characteristics are the following:

1. Instructional design is learner-centered. The pupil and his/her performance are the
focal points.

2. Instructional design is goal-oriented. Defining the goal very well is important.

3. Instructional design should assist pupils to perform the expected behavior, and it
must focus on real-world performance.

4. The instructional design emphasizes the importance of outcomes that are

measurable-reliably and validly.

5. The instructional design considers data as the heart of the process.

6. Instructional design usually involves teamwork and, typically, is a team effort.

Types of Instructional Models

Using an instructional model saves time and encourages the use of a structured
approach, It assists teachers in deciding what is required in the learning process,
determining content, and identifying potential content gaps based on learning theories.

In a nutshell, instructional models offer guidance for organizing appropriate

pedagogies in order to meet instructional objectives. A teacher must make choices about
instructional approaches after agreeing on effective instructional strategies. There are
various instructional design styles to choose from. The following are the commonly accepted
design models:

A. ADDIE Model

When educators are talking about instructions, one of the most popular Instructional
models is the ADDIE Model. It is commonly used by designers in developing instructions
for schools and training. The ADDIE model is composed of five phases. The word ADDIE is
an acronym that stands for Analysis, Design, Development, Implementation, and Evaluation
which represents dynamic and flexible guidelines for creating effective training and
performance support tools.

The five phases are intended for the instructional planners to follow every step in exact
order. However, this instructional model follows a circular pattern, then repeats itself until
the pupils or the trainees master the skills. Hence, the sequence of the steps does not require
following a strictly linear progression.

To fully understand and benefit from the ADDIE Model, it is essential for the
teachers to look into the five phases of the model.

1. Analyze

This is the first phase of the model. Here, the teachers or instructional
designer must assess, identify, and establish a clear understanding of the pupils'
current knowledge and the gaps that should be targeted. Furthermore, this stage
helps teachers to correct what does not work from the past experiences to improve
the future teaching and learning process. This phase is actually and can be
considered as the most essential phase of the model.
 2. Design

In this phase, the instructional designer decides what format he/she should
use in planning instruction. This phase is where the learning objectives, the content,
subject matter, strategy for delivery, assessment method, as well as the instructional
materials to be used are being formulated to reach success.

Instructional designers or teachers should follow a systematic approach in

this phase. They must carefully, orderly, and logically arrange the important
elements of the instruction. They must be meticulous and give much attention to
details because if not, they may experience problems that may hinder the
achievement of the target objectives.

3. Development

The development phase is where all the preparation, brainstorming, and

planning occur. At this stage, the methodology for the learning process is being
developed and tested. Here, the instructional designers take all the ideas gathered
from the previous phases and use them to create a set of learning experiences that
will teach the pupils what they need and are important to know. In general, the
development phase focuses on generating and evaluating learning outcomes.

4. Implementation

It is the phase where the teacher presents and teaches the course materials to
the pupils, which are the results of the first three phases. Here, the teacher is not only
paying attention to the pupils' reaction to the course, but he/ she is also looking at
whether the method is working or not. The teacher needs to ensure that pupils are
learning effectively and efficiently; hence, he/she needs to continuously review,
redesign, and improve the learning process.

5. Evaluate

This is the final phase wherein all the information gathered is put together
and analyzed. The result of the analysis of the entire learning process will help the
teachers determine if the set objectives are successfully achieved or what
interventions should be done to make a successful teaching and learning process.
Teachers can use formative and summative evaluation. These two types of
evaluation are used to improve instructions that will be provided to the pupils.

B. Gagné's Nine Events of Instruction

In 1965, educational psychologist Robert Gagné published "The Requirements of

Learning," which proposed that in order to comprehend information and development,
some mental conditions must be present. Gagné devised the Events of Instruction, a nine-
step process focused on the internal (pupils' prior knowledge) and external (outside stimuli)
influences that influence learning.

Educators, teachers, and instructional planners may use Gagné's Nine Events of
Instruction model to create a framework and structure for the learning process and training
sessions. It is a step-by-step procedure that guides them through the process of developing
strategies and activities for a successful learning experience. Pupils would be more
motivated and have a better chance of remembering knowledge and skills once each move
has been completed. The following are the nine events:
1. Gain the attention of the pupils

By providing a stimulus to gain their attention, this event ensures that all
pupils are eager to learn and able to engage in different activities. To keep pupils'
attention, provide them with novelty, uncertainty, and surprise, as well as thought-
provoking questions. These elements can aid in capturing and engaging the minds of
pupils to gain their attention.

2. Inform the pupils of the objectives

In this event, the designer should advise and explain the planned outcomes to
the pupils so that they are aware of what they will be learning during the learning
process. The designer provides the targets prior to the start of the instructions so that
the pupils are aware of the parameters for evaluating success.

3. Stimulate recall of prior learning

This event enables the pupils to make use of new information by connecting
it to previous knowledge and personal experience. Before presenting the new
knowledge, the pupils are asked questions about their interpretation of previous
knowledge.

4. Presentation of the context

If the teacher uses strategies and cues in delivering the lesson, such as
arranging the material in a coherent way and offering explanations afterward,
instruction will be more successful and reliable.

The teacher or instructor can present vocabulary, provide examples, provide

multiple versions of the same material such as in a lecture or video, and use a variety
of media to accommodate different learning styles. The pupil would be able to
consume the material more quickly if it is delivered in chunks.

5. Provide learning guidance

Pupils are not experts and may need assistance in a variety of areas. Learning
conflicts could occur if pupils perceive that they are not receiving adequate
assistance. As a result, the teacher should guide the pupils on different strategies for
learning material and using available resources. Learning guidance may include the
provision of instructional support such as giving hint or clues which can be taken
away after they have learned the context; provision of varied learning strategies such
as concept mapping, role-playing, and visualizing; use of examples and non-
examples to guide pupils on what to do and not to do; and provision of case studies
for real- world application, analogies for knowledge instruction, a metaphor for
support learning, and visual images to make a visual association.

6. Elicit performance

Pupils should be engaged in various activities that will help them remember,
apply, and assess information to elicit results. These exercises will assist pupils in
internalizing new skills and information, as well as establishing a proper
interpretation of new concepts. Here are some ways to make pupils active in the
learning process: ask deep-learning questions; refer to what pupils collaborate with
peers or what they have already known; recall strategies by asking them to recite,
 revisit, or reiterate information they have learned; and facilitate pupils' elaboration
by asking them to explain details and helping them integrate knowledge.

7. Provide feedbacks

Feedbacks allow pupils to assess and facilitate learning. Feedback may be

confirmatory it tells the pupils that they were able to complete the task at hand.
Corrective, remedial, and analytical feedbacks, on the other hand, are feedbacks that
inform pupils about the accuracy of their results. Remedial feedback only points
pupils in the right direction for finding the correct answer rather than providing it.
Informative feedback, on the other hand, provides information that is new or
different and suggests or adds something to the knowledge of the pupils. Analytical
feedback gives the pupils suggestions, recommendations, and information that will
enable them to correct their performances.

8. Assess performance

If the desired learning outcomes are met, the success of the instructional
event may be assessed. Performance should be measured against defined goals.
Teachers assess if the pupils mastered the subject matter through the use of various
assessment tools. The results of the assessment will serve as basis for determining the
strengths as well as the areas that need improvement based on the performance of
the pupils.

9. Enhance retention

Enhancement of retention and transfer to application help pupils develop

expertise and internalize new knowledge.

Gagné's Events of Instruction will aid in the development of a system for

planning and executing instructional material. Before Introducing the nine activities,
it is recommended that the learning goals be prepared first, though the nine events
can be modified to suit the content and the level of experience of the pupils.

C. Kolb's Experiential Learning Theory and Learning Styles

Kolb's Four Stages of Learning

The Learning Cycle of Kolb was anchored on Jean Piaget's idea that pupils may
create knowledge through their interaction with the environment. Pupils can learn by
observing the things that are happening around them. They imitate the adults in their
surroundings like the way they behave and speak. Furthermore, they can imitate people or
things that they see in different platforms such as in a movie, television programs, online
media, or books that could lead to learning.

There are four stages of the learning cycle involved in Kolb's Learning Cycle. These stages
are important because all are related to the pupils' experiences. The stages will be discussed
below:

a. Concrete Experience

The concrete experience is the first stage of the learning cycle. Here, the
pupils encounter a new experience and use the prior experience to an existing
experience. The pupils are exposed to a new task or a new project that they have not
seen before.
 b. Reflective Observation

The next stage is the reflective observation stage. This stage will give
opportunities to the pupils to reflect on the experiences that they have encountered
on a personal basis. The pupils are allowed to ask questions and discuss the
experiences with other pupils. Communication is vital in this stage because it can
help pupils identify any misinformation or discrepancies between their
understanding and the experience itself.

c. Abstract Conceptualization

The third stage in this learning cycle is abstract conceptualization. The results
of the reflective observation stage could be used by the pupils in formulating new
ideas or modifying present abstract ideas. With this, they can conclude the events
that occurred which involves interpreting the experience and making a comparison
of the present understanding of the concepts.

d. Active Experimentation

Active experimentation is the last stage of the learning cycle. It is also known
as the testing stage. This stage is where the pupils apply the new ideas to the
surroundings to see if the ideas are effective or if there is a need for any modification.
The identified modification can be used to the next appearance of the experience.
Furthermore, it assesses if the ideas may be relevant to the pupils' lives.

In using this learning cycle, teachers can enter the process at any stage.
However, it is deemed necessary that all stages are completed to ensure that learning
will be effective or take place. Remember that each stage is dependent on the other,
and all must be completed to help pupils develop new knowledge.

Kolb's Learning Styles

It is acknowledged that every pupil is unique. Each pupil has attributes that are
different from other pupils. Similar to learning, each pupil has a different learning style.
Different pupils naturally select particular styles to learn effectively. The choice of learning
style is influenced by various elements such as social environment, educational experiences,
and the basic cognitive structure.

According to Kolb in his learning theory, four distinct learning styles were identified.
These learning styles will be discussed below:

a. Diverging (Concrete Experience/Reflective Experience)

learning style focuses on the original and creative approach. Pupils tend to
assess situations or ideas base on various perspectives rather than concrete
experiences by the action taken. They give importance to feeling and take interest in
others. Those pupils who have this learning style tend to enjoy brainstorming
activities and work collaboratively with others.

Teachers must remember to consider the following points in providing

instruction for pupils who are under this learning style. These pupils need more
hands-on activities and opportunities to explore different things in their
environment. Moreover, they prefer the classic teacher-class lecture that highlights
how to use things as well as identifies their strengths and weaknesses.
 b. Assimilating (Abstract Conceptualization/Reflective Observation)

This learning style places emphasis on reasoning. Pupils who are under this
learning style give importance to ideas and concepts rather than people. They need
good explanations rather than practical opportunities. Furthermore, they tend to
enjoy designing experiments and working on projects from start to end or
completion.

The pupils under this learning style benefit well from the following
instructional techniques that teachers must do when writing instructional plans.
These techniques are:

 independent, prepared exercises that can be completed by the pupils without

the presence of the teacher;

 class lectures supported by audio or video presentations; and

 private explorations or demonstrations that follow a tutorial and with

provided answers.

c. Converging (Abstract Conceptualization/Active Experimentation)

The pupils under this learning style can solve problems and will use what
they have learned in finding a solution to practical issues. They often use their prior
knowledge to make a decision and apply their ideas to new experiences. Opposite to
pupils under diverging learning styles, these pupils tend to avoid people and
interpersonal aspects and prefer to do technical activities.

Teachers who may encounter pupils with this kind of learning style in the
class must take note of these few instructional techniques. Convergers prefer:

 problem-based workbooks or worksheets;

 computer-based tasks; and

 interactive activities.

d. Accommodating (Concrete Experience/Active Experimentation)

This learning style focuses on hands-on and relies on intuition rather than
logic. These pupils use the analysis of other people and prefer trial and error in
finding the solution to certain situations. They are interested in new experiences and
challenges and properly executed plans. Instinct or "gut" is commonly their basis for
making decisions.

The following are the instructional techniques that teachers must take note of
when planning instruction for pupils under this learning preference. These techniques
are:

 motivating and engaging activities;

 exploration and instructor support for deeper questioning such as "what if?"
or "why not?"; and

 tasks that promote independent discovery.

D. Theory of Multiple Intelligences

Multiple intelligence was a theory introduced by Howard Gardner in his book issued
in 1983 titled "Frame of Mind". According to him, each possessed one or a combination of
strengths that he called intelligence. Traditionally, this intelligence was thought to be pre-
determined and fixed. He reiterated that intelligence could not be categorized into a specific
area alone but rather into different distinct intelligence areas.

There are nine different intelligences that Gardner has presented. Roesdiyanto (2014)
presented some areas of multiple intelligences in the perspective of physical education and
health that could be helpful to guide teachers.

1. Interpersonal Intelligence

This kind of intelligence deals with the ability of the individual to understand and
interact effectively with others. Verbal and nonverbal communication are imperative in
this type of intelligence, as well as the ability to identify the difference of one person to
another, being sensitive to the moods and temperaments of other people, and the ability
to entertain multiple perspectives.

In school, pupils could use this intelligence when they are playing games or doing
activities together. They need to communicate to find effective strategies that they can
use to win the game. Furthermore, they cooperate and give support to their classmates
or peers who are playing the game.

2. Musical Intelligence

Pupils who have this intelligence are capable of discerning pitch, rhythm, timbre,
and tones. Pupils with musical intelligence can recognize, create, reproduce, and reflect
on the music that is demonstrated by musically inclined professionals like composers,
conductors, musicians, and vocalists.

Various activities in school incorporate music, particularly for physical education

activities. When pupils play a game, they recite chants with melody and rhythm, sing a
song, and clap their hands to produce sounds which are indicators of pupils' musical
competence. In the Philippines, some games involve music such as "Nanay, Tatay,"
"Sasara ang Bulaklak," and "Pamela One."

3. Spatial Intelligence

This intelligence involves the ability of the individual to think in three dimensions. It
includes creativity development because of his/her active Imaginations. Pupils can use
this intelligence when they are playing games. For example, they use spatial intelligence
when solving a puzzle, drawing an object by connecting the dots in the pictures and
identifying the movement of direction, and using bottles filled with colored water with
different levels to create a musical instrument.

4. Bodily-kinesthetic Intelligence

This intelligence is for pupils with the capacity to control their bodies and objects
with a keen sense of timing. They can manipulate objects with precision because of the
mind-body connection. In school, PE and health are subjects that try to optimize the
pupils' kinesthetic intelligence. The indicator that pupils have this kind of intelligence is
when they have competence in doing movement activities such as walking, running,
jumping, bending, crawling, and marching.
4. Intrapersonal Intelligence

Pupils who have intrapersonal intelligence can comprehend one's thoughts. It is

described as the ability to be conscious of one's emotions and to express gratitude for
oneself and others. Some activities or games help pupils to increase this intelligence like
managing emotion, training concentration and empathy, and knowing themselves.

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