The document discusses different approaches to instruction - the generative approach and the supplantive approach. The generative approach positions the teacher as a facilitator and emphasizes student-directed learning through constructing their own understanding, while the supplantive approach involves direct, explicit instruction from the teacher with a focus on mastery of component skills. The document provides details on the underlying beliefs and common errors associated with each approach, and offers guidelines for selecting an instructional approach based on factors like the student, the task, and the setting.

6.  To provide the students’ the
best possible education and
describe the students’ level of
performance.
 To monitor the progress of
students based on the goals
set.
 To motivate students to learn
and the teachers to be able to
feel a sense of competence
when goals are attained.

11. CHECKLIST FOR GOALS AND OBJECTIVES
YES NO 1. Do the goals and/or objectives represent an
important learning outcome that is a priority for this
student?
2. Is there a goal written for each area of need stated
in the present level of performance?
3. Are the goals realistic in the sense that they can be
accomplished in one year?
4. Are the goals and objectives easily measured?
5. Are there multiple objectives representing
intermediate steps to each goal?
6. Are the goals and instructional objectives
appropriately calibrated?
7. Are the goals and instructional objectives useful for

13. Instruction refers to the
implementation of the
objectives.
It is concerned with the
methodologies of the strategies
of teaching.
APPROACHES TO
INSTRUCTION
1. Supplantive Approach
2. Generative Approach

14. Supplantive Approach
 Referred to as “direct” instruction
(Adams & Englemann, 1996).
 The teacher attempts to promote
learning by providing explicit
directions and explanations
regarding how to do a task.
 The teacher assumes primary
responsibility for linking new
information with the students’ prior
knowledge and ultimately whatever
the students learn.

15.  With this approach, information is
presented in an ordered sequence
in which component subskills are
taught directly or a foundation of
later tasks.
 This approach to instruction is
highly teacher-directed.

16. Generative Approach
 referred to as “constructivist”
or “developmental”.
 The teacher functions as a
facilitator who takes a less
central role in a learning
process that is student
directed (Ensminger &
Dangel, 1992).
 The teacher provides
opportunities for the students
to make own linkages to prior
knowledge and to devise her
own strategies for work.

17.  Its emphasis is on helping
students to construct their own
educational goals and
experiences as well as the
knowledge that results.
 With this approach, information is
presented on a schedule
determined by the students’
interests and goals.
 Pre-requisites for more complex
information are expected to be
learned as a consequence of the
larger understanding students
would be guided to construct.

18.  Learning is assumed to be
socially constructed out of the
interaction between the students’
innate tendencies and
predisposition (following the
student’s timeline) and the social
context in which the student lives
(Stone, 1996).
 Advocates of this approach do not
seem to view teachers and
classrooms as part of the social
context.

19. COMPARISON OF TEACHING APPROACHES
ATTRIBUTE GENERATIVE APPROACH SUPPLANTIVE APPROACH
Buzz words
used by
proponent
 Constructivist
 Developmental
 Top Down
 Holistic
 Authentic
 Meaning-based
 Direct Instruction
 Teacher-directed
 Mastery Learning
 Task analytic
 Competency based
 Effective teaching
What
proponents call
the other
 Romantics
 Fuzzy
 Postmodernist
 Unrealistic
 Reductionist
 Drill-and-kill
 Dogmatic
 Unauthentic
Underlying
beliefs about
what is taught
 Students construct their
own understanding
 When learning is
contextualized, students
will identify what they are
ready to learn.
 The skills that students
need to learn can be
derived from an analysis of
the social demands placed
on them

20. Underlying beliefs
about how learning
occurs
 Learning is “socially
constructed”,
students link new
information to prior
knowledge when
provided
opportunities to
observe or
experiences
 Learning can be
induced through
instruction that
builds explicit links
between new
information and
prior knowledge
Underlying beliefs about
how to teach
 Learning is
developmental and
occurs much the way
early language is
acquired
 Teachers take a
“hands off” approach
and seek to provide a
meaningful context in
which learning will
occur naturally
 When learning does
not occur, it can be
facilitated by building it
from the “bottom up”
through teaching of
prerequisite subskills.
 Teachers take a
“hands on” approach
by structuring lessons
and providing explicit
direction

21. Common error made by
proponent
 Creating interesting
classroom activities
but failure to link
these activities to
learning outcomes
 Too much emphasis
on larger ideas, not
enough emphasis on
the components
 By focusing on
specific learning
outcomes, they may
fail to attend to other
equally important
interests and topics.
 Too much emphasis
on the components,
not emphasis on
larger ideas

22. GUIDELINES FOR SELECTING AN INSTRUCTIONAL APPROACH
Select the Generative Approach
when:
Select the Supplantive
Approach when:
The Student
The Task
The Setting
 Has considerable prior knowledge
 Has adaptive motivational patterns
 Experiences consistent successes
on the task
 Is simple for the student
 Is well defined
 Can be completed using a general
problem-solving strategy
 Is to understand, but not
necessarily apply
 Allows plenty of time to
accomplish outcomes
 Places priority on experiences and
activities
 Has little prior knowledge
of the task
 Has non-adaptive
motivational patterns
 Experiences repeated
failure on the task
 Is complex
 Is ill defined
 Has missing information
 Requires the use of a task-
specific strategy
 Is pivotal to the learning of
subsequent tasks
 Must be used with a high
level of proficiency
 Time allowed to accomplish
outcomes is limited
 Places priority on task
mastery