Scholars and educators have been using the term instruction to describe different teaching tasks. However, although there is a considerable amount of literature, classroom instruction still lacks a basic definition and structure. In fact, there is evidence that classroom instruction is almost less structured than any other subject. Because of which, the present paper attempts to introduce a structure for classroom instruction formed by three main components: a body, soul, and brain. The concept of this structure, Structure of Instructional Design (SID), is similar to a living entity. It empowers classroom instruction with a third party role to organize and facilitate the transfer of information between teacher and students. Each component of SID contains specific activities and tasks that a teacher and students need to carry for effective exchange of information and learning.
Educators and scholars use the term “instruction” to indicate the practice of teaching and transfer of information between teacher and students. In addition, they use it in teacher’s evaluation and professional development. In many instances, however, scholars and authors introduce classroom instruction and preparation of teachers by a list or sets of tasks. The tasks define the duties of teachers in detail but complicated to implement and follow up.
Because instruction has not been given a fair attention that leads a complete definition with an organized structure, teaching and teacher evaluation has followed arbitrary procedures and general constraints. As a result, instruction becomes dependent on personal perception and interpretation of the meaning of the teacher preparation and observation guidelines. Hence, the lack of structured procedures has left teachers unsure on how to identify the areas of deficiency in their practices for effective teaching. It is evident from the present analysis that the field of teaching needs a structure to enable educators to mirror their delivery practice.
The differences in defining instruction are apparent in the various publications related to supervision, preparation, and evaluation of teachers. Although instruction follows the models of curriculum, it is converging towards a specific universal definition that involves multi-criteria. For example a holistic instruction model, introduced by Orlich, Harder, Callahan, et al. (2007) has four main components: procedural aspects, learning perspectives, attitudinal aspects, and the learner.
The procedural aspects of Orlich et al. model demand planning, design of lessons, dynamics of classroom, techniques of instruction and learning assessment. The learning perspectives are developmental, behavioral and cognitive. The attitudinal aspects include equity, active learning, environment, and dedication. At last, the learner, as the central focus, has different needs summarized in instructional, social, motivational, and dedication. The model focuses on the learner...