Model-Centered Instruction: Beyond Simulation

Posted by: Rhonda Adams
 
Originally I wanted to learn more about Animated Simulation techniques, but as I researched my topic I learned that there is one all-encompassing technique that not only applies Piaget’s learning theories, Gardner’s multiple intelligences, and Vygotsky’s ideas to instruction, but it most closely resembles my methods of instruction. It also didn’t hurt that the concept was originally introduced by a professor from Utah State University named Andy Gibbons. His Instructional technique is based on students learning in various environments, at all ages, but using models, through any media available, to help the students for visual models in their memories of the experiences in learning. 
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. It is believed that knowledge is stored in memory as mental models, also called schema. This concept of mental models was incorporated by Gibbons into the theory of model-centered instruction. Gibbons believed that these mental models are formed as they process information they have acquired through observations of or interactions with objects, events, and environments. Instructional designers can assist learners by helping them focus attention on specific information about an object, event, or environment and initiating events or activities designed to trigger learning processes. Instructional designers accomplish this by using a wide variety of media and technology delivery systems.
Using the link http://tip.psychology.org/gibbons.html you will find the following principles of model-centered instruction are:
 
1.      Experience: Learners should be given maximum opportunity to interact for learning purposes with one or more systems or models of systems of three types: environment, system, and/or expert performance. The terms model and simulation are not synonymous; models can be expressed in a variety of computer-based and non-computer-based forms.
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, or by an expert.
3.      Denaturing: Models are necessarily denatured 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.
5.      Goal orientation: Problems selected should be appropriate for the attainment of specific instructional goals.
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.
 
Another helpful link to find information on Gibbons design model is:
 
A Scenario for using this model would be during a science lesson on the structure of an animal cell.
 
It is virtually impossible to show an actual cell to the students, so instead, to help build the mental models, I would do the following:
 
1)                  Have students draw a cell (copying what I do on the overhead)
2)                  Students will follow my model on the overhead and label each part of a cell.
3)                  I would then show a poster of the parts of a cell and ask students to relate it to their drawing, having them include items missing from their drawing that are on the poster.
4)                  Students will use playdough to build a model of a cell and point out to me what each part is, using the correct terminology.
5)                  Students will study each part of a cell separately, learning what the function of that part is to the whole. (web-based research is helpful with this)
a.       Organelles – used to store ribosomes
b.      Cell membrane – used to keep fluid balanced (osmosis term will be used)
c.       Nucleus – stores RNA and DNA for overall structure knowledge.
6)                  Students will build a model of cell in groups using edible structures to better understand how each part “fits”.
7)                  Final assessment will be to label a diagram of a cell listing the function of each part.
Groups:

Disclaimer

Any opinions expressed here, except as specifically noted, are those of the individual authors or commenters and do not necessarily represent the views or policies of the Department of Instructional Technology and Learning Sciences, the Emma Eccles Jones College of Education and Human Services, or Utah State University.