This paper attempts to synthesize a variety of instructional models in a way which builds upon the contributions of existing theory, while establishing a focus on the purposes, needs, motives and interests of the learner. A table of seven contemporary models provides brief descriptions and illustrative references. These models are discovery, instructional technology, interaction, mastery, microteaching, meaningful reception, and significant learning. The author then sets forth two detailed lists of questions which may be asked by the teacher and the student in a self-directed approach synthesized from the above models. (RT)