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The Purpose of Instructional Delivery

The purpose of instructional delivery is to effectively engage students and accommodate their individual learning needs through various instructional methodologies. There are many ways to approach instructional delivery, but key components include keeping students engaged, using a multifaceted approach like multiple intelligences and integrating technology, and conducting formative and summative assessments. Effective instructional delivery requires teachers to plan for high levels of student-teacher interaction and opportunities for students to respond, such as verbally, in writing, or through actions. A single model of instruction will not be sufficient, so teachers should employ various models, strategies, and techniques from different categories like cognitive, affective, and psychomotor development.

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Jobelle Canlas
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375 views4 pages

The Purpose of Instructional Delivery

The purpose of instructional delivery is to effectively engage students and accommodate their individual learning needs through various instructional methodologies. There are many ways to approach instructional delivery, but key components include keeping students engaged, using a multifaceted approach like multiple intelligences and integrating technology, and conducting formative and summative assessments. Effective instructional delivery requires teachers to plan for high levels of student-teacher interaction and opportunities for students to respond, such as verbally, in writing, or through actions. A single model of instruction will not be sufficient, so teachers should employ various models, strategies, and techniques from different categories like cognitive, affective, and psychomotor development.

Uploaded by

Jobelle Canlas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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The Purpose of Instructional Delivery

The purpose of instructional delivery is to ensure teachers

are effectively engaging students by using an assortment of

instructional methodologies to accommodate student’s individual

learning needs (Virginia Department of Education, 2011).

Implementation of this strand is crucial for the success of

students and teachers alike; it ensures students are being taught

adequately and learning the subject matter effectively. There are

many efficient ways to utilize instructional delivery, however,

three core components which should be a primary focus for all

instructors are keeping the students engaged throughout the

lesson plan, a multifaceted approach to learning such as

employing multiple intelligences and integrating technology into

the lesson plans, and lastly, formative and summative assessments

to ensure students are comprehending the material covered

(Stepniak, 2018).

Teachers should plan to offer students multiple

opportunities to think about and respond to questions that check

their understanding. Including high levels of student-teacher

interaction in lesson delivery keeps students actively involved

and facilitates having them process new information and practice

new skills.   It is important that all students are engaged in

responding and experiencing high levels of success with their


responses. Teachers can plan to include verbal, written, and

action response opportunities (Huddle,2015).

Wordu & Ojorka (2018), stated that that one model of

instruction will not be able to bring about an effective

instructional delivery that can produce the kind of result

desired from the learners. The nature of this subject will demand

for the teacher to employ numerous models, methods, strategies,

approaches or techniques to ensure that the learners learn indeed

after every instruction. So because we have earlier established

that instructional delivery is a deliberate interface between the

learner and the learning activities, therefore, it is from this

interaction process that learning actually takes place (Akudolu,

2006). This interface is the implementation stage of the

curriculum. Here, the teacher, the learner and the learning

activities are on stage. The teacher who is the leader on this

stage is free at this point to modify the plan of action based on

the reaction of the learners to the learning activities in order

to promote learning. The modification act would now make him to

employ any of the instructional delivery models which according

to Vikoo (2003) are presented under three categories of:

cognitive development models, affective development models and

the psychomotor development models. These models for the

cognitive may include – Discussion, Questioning, Team teaching,


Talk and Chalk, Field trips etc. For the affective, they are

simulation, dramatic role playing etc, while the psychomotor can

be inquiry, discovery, process approaches, demonstration,

laboratory, programmed instruction, assignment, project, micro-

teaching and mastery models (Dorgu, 2015). These are models that

the teacher uses in carrying out his/her job of instruction which

he does for four major reasons according to Dike (2018), as

persuasion, education, information and for entertainment.

According to Jeremiah & Alamina (2017), instructional delivery

models can be categorized as Teacher centred models, Learner

centred models and Innovative models. They listed the teacher

centred models to include lecture, demonstration and story-

telling models. The leaner centred models they named are play-

away, project, discussion and field trip while the innovative

models are thus, constructivism, concept mapping, flipped

teaching, cooperative and mobile instruction. While some of the

models listed would accept being put into use for one person at a

time others are more effectively maximized when used for group

instruction. Amadioha (2017), in an attempt to support the above

view these models says that in a lesson episode that the name

given to an instructional delivery model is based on the

dominating activity carried out in the instructional delivery

process. This implies that there is no lesson event that uses

entirely the particular title of the instructional delivery model


so referred or claimed to be used rather that the models referred

to would have been used in partnership with one or more other

models whose activities were not clearly observable. The blended

instructional delivery models represent the innovative

instructional delivery models available to the researcher.

Examples of the blended models according to (Etuk & Umoh, 2003),

are: the mastery learning instructional delivery model, student

tutorial instructional delivery model, individualized learning

instructional delivery model, futuristic forecasting

instructional delivery model, cooperative instructional delivery

model etc., while Jeremiah and Alamina (2017), already declared

that the constructivism model is a blended instructional delivery

model.

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