Models of Teaching

Models of Teaching

Group Learning

The people involved in cooperative learning groups, learn from each other. Having more people involved provides more knowledge and different outlooks. Interacting with one another produces cognitive as well as social advantages by providing an intellectual activity that increases learning when comparesd to solitary. Cooperative learning increases positive feelings toward one another. Learning in groups encourages building of relationships increaes self esteem.

Role Playing - Group Enactments

This strategy/activity allows for students to explore and resolve problems by enacting problem situations and then discussing the enactments. Group enactment is a great strategy that allows students to identify problems through outlining,role-playing, and discussion.

Gardner’s MI: Visual-spatial- Students make a chart outlining the problems.

Kinesthetic-Students will form groups and required to stand and present their ideas.

Linguistic-Students write down their thoughts and discuss the problems they identified and how it relates to problems in their life.

Interpersonal-Students are working with others in their group discussing ideas that relate to their topic.

Dunn and Dunn’s: Audio-Students will be verbally communicating with one another about the problems they have identified. Students will also be verbally role-playing to solve the problems.

Visual- Students may take notes, develop a chart or outline the problem.

Gender:

Boys and girls both are targeted in this activity. This activity allows for movement and verbal communication.

Simulations Playing roles of the persons engaged in real-life pursuits. Elements of the real world are simplified and presented in a form that can be contained inside a classroom. This is a great way for students to be able to get a feel of how something might work in the real world! Using Simulations is something that can come in very handy in a Physical Education classroom. You can’t always plan fieldtrips to golf courses and bowling alleys, so having access to a Nintendo Wii is a good way for students to be able to use the skills that they learn in class and put them into real life situations.

Concept Attainment - the search for and listing of attributes that can be used to distinguish exemplars from non-exemplars of various categories

The Concept Attainment Model is an excellent strategy because it requires students to use critical thinking skills to contemplate and predict patterns from a group of positive exemplars. It is very simple to use and it can also be easily adapted for any grade level. Though the Concept Attainment Model is often used to introduce material, I think it would also be a good activity to use to review content.

Multiple Intelligences Verbal – Linguistic Students will listen to the positive (yes) and negative (no) exemplars.

Logical – Mathematical Students will use critical thinking skills to determine the underlying concept of the positive (yes) exemplars.

Students will predict the underlying concept of the positive (yes) exemplars.

Interpersonal Students will share additional examples of positive (yes) exemplars.

Learning Styles Concept attainment can be utilized to target different learning styles.

Auditory – the words are repeated out loud for the students to hear Visual – the words appear on a PowerPoint presentation for the students to see

'PWIM'

Picture Word Inductive Model

While this model can be used for all age groups, it is primarily used at the elemenary level. It uses pictures containing familiar objects, actions and scenes to draw out words from student's listening and speaking vocabularies.

The purpose of using PWIM is to develop students' vocabulary, concepts of words, and sentence and paragraph structures through content subjects of reading, math, science, or social studies. Research has shown that it works particularly well with beginning as well as late readers, through building students' vocabulary and writing abilities. With some imagination it can work well with older students.

PWIM works so well because we see and think about our world in pictures. The pictures that are used in PWIM should be complex enough to be interesting but common enough to relate to everyday life.

Inquiry Training What is Inquiry Training?

Inquiry Training was developed in 1962 by Richard Suchman. Inquiry Training is used to teach students a process for investigating and explaining unusual phenomenon.

The inquiry training model helps students to become independent learners, and its method requires active participation in scientific inquiry. Children are naturally curious and eager to learn and grow, and inquiry training capitalizes on this natural curiosity. The format of this model promotes active, autonomous learning as the students formulate questions and test their ideas.

There are 5 Phases to the Inquiry Process 1. Confrontation with the problem 2. Data Gathering 3. Data Gathering—Experimentation 4. Organizing and Formulating an Explanation 5. Analysis of the Inquiry Process

Important Things to Remember! 1. Inquiry training is based on becoming aware of and mastering the inquiry process, NOT on the content! 2. Beginning inquiries can be based on very simple ideas (e.g. What's in the bag, magic tricks) 3. The teacher is a facilitator and a supporter during the inquiry process

What does the teacher do? 1. Make sure questions are phrased so they can be answered yes or no 2. Ask students to rephrase invalid questions 3. Point out unvalidated points-- “We have not established that this is liquid.” 4. Use the language of the inquiry process 5. Try to provide a free intellectual environment by not evaluating students theories 6. Press students to be clear with their theories 7. Encourage interaction among students

Start simple... I'm thinking of something I'm wearing. Guess what it is! This will help your students distinguish which types of questions are acceptable

The inquiry model... 1. Develops process skills 2. Creates active, autonomous learning 3. Promotes verbal expressiveness 4. Teaches persistence 5. Develop logical thinking

Memorization

The memorization model helps students become more confident with material presented in the classroom. One of the most effective forms of personal power comes from competence based on knowledge. It is completely essential to success and a sense of well-being. We all can improve the ability to memorize which will increase learning power, save you time, and will help you keep the information stored in your mind.

An activity that will help students learn how to study vocabulary terms. The students will have to use the four models that I taught on to help them remember the terms. If students get to work on memorizing these terms with classmates, then the associations that they bring together could help them memorize better. This type of memorizing puts these terms into a storehouse in their minds. Once students understand how to complete memorization like this, then they should be able to use it for the rest of their lives.

Gardner’s Multiple Intelligences:

Visual/Spatial: The students will be thinking and imagining images in their minds to help memorize terms.

Verbal/Linguistic: The students will be using mnemonics to memorize terms. The students will also be sharing ideas with each other and with the class.

Mathematical/Logical: The students will have to be thinking logically to keep these terms and images in their minds.

Kinesthetic: Students will be formed into 4 groups to work together. Some acting might be needed to use with the terms.

Intrapersonal: The students will be pulling from prior knowledge to help make mnemonics for themselves.

Interpersonal: The students will work as a team to help each other make mnemonics for each term.

Naturalistic: Patterns might be used dealing with nature terms to help with memorizing.

Mastery Learning

Advance Organizers-a model used to strengthen the cognitive structure of students by providing a visual tool to link old and new information. The model is based upon the concept that students have a more significant chance of learning and retaining new information when it is linked to information the students have already mastered.

Gender Diversity: I believe advance organizers are useful tools for both boys and girls. I feel both genders will find a visual tool very helpful. Large amounts of information can be conveyed on the organizer and I think both genders will find this beneficial and less overwhelming when trying to learn new information.

Learning Styles: Visual: Students will be given a visual representation of all topics covered within the lesson. Students will be able to follow each topic in depth on an organizer called a network tree.

Auditory: Students will listen to verbal instruction when given the activity to complete. Students may ask the teacher questions and verbally collaborate with their peers.

Logical: Students will first use logic to find the mean, median, and mode of a data set. Students will then be asked to determine which measure of central tendency is most appropriate when an outlier is present. Students will then be asked to manipulate their data to demonstrate when mode is most appropriately used.

Social: Student will be placed in small groups in order to complete the activity. Students will be able to share and accept ideas.

Synectics

Synectics is a method for enhancing creative thought. It is a process of using analogies to approach a topic. The types of analogies used are direct analogies (How is a war like the ocean?), personal analogies (Be a carnival. Describe yourself. How do you feel? What would you say?), and compressed conflicts (Friendly - Violence, Scarred - Beauty). Synectics provides a fun way to introduce a new topic (a Civil War battle). In this strategy, the teacher first suggests a direct analogy (A battle is like a carnival.)

Direct Instruction

Direct Instruction is a highly successful model of effective instruction developed by Siegfried Engelmann in the 1960’s. With this model, the teacher maintains a central role in instruction and maximizes the learning time in the classroom by preventing nonacademic talk. Direct instruction pushes for academic progress and student achievement. Teachers have high expectations for students and believe all students can learn. Students are focused and engaged during instruction and are required to reach 80% mastery or better in tasks they are given before working on their own. According to Models of Teaching by Bruce Joyce, Marsha Weil, and Emily Calhoun, “The direct instruction environment is one in which there is a predominant focus on learning and in which students are engaged in academic tasks a large percent of the time and achieve at a high rate of success. The social climate is positive and free of negative affect.” Direct instruction consists of the following five phases:

Phase One: Orientation Teacher establishes content of the lesson. Teacher reviews previous learning. Teacher establishes lesson objectives Teacher establishes the procedures for the lesson.

Phase Two: Presentation Teacher explains/demonstrates new concepts or skills. Teacher provides visual representation of the task. Teacher checks for understanding.

Phase Three: Structured Practice Teacher leads group through practice examples in lock step. Students respond to questions. Teacher provides corrective feedback for errors and reinforces correct practice.

Phase Four: Guided Practice Students practice semi-independently Teacher circulates, monitoring student practice. Teacher provides feedback through praise, prompt, and leave.

Phase Five: Independent Practice Students practice independently at home or in class. Feedback is delayed. Independent practices occur several times over an extended period.

Project Follow Through is a study completed in the 1970s. The program emphasized "small group, face to face instruction by a teacher using carefully sequenced, daily lessons in reading, arithmetic, and language" (Becker, Engelmann, Carnine, and Rhine, 1981). It was directed at economically poor, low-achieving K-3 students. It is the largest educational study ever done costing $600 million and covering 79,000 children in 180 communities. After direct instruction, students went from the 25th percentile in reading, math, and spelling to being in the 50th percentile or above by 3rd grade. Educators learned that students benefited from a higher self esteem naturally by feeling confident and competent in basic skills.

A quote often heard in direct instruction is "If the child hasn't learned the teacher hasn't taught" (Lindsay).

Web 2.0

What is Web 2.0?

Web 2.0 is a term used to describe modern web applications. These applications utilize the users to help build and maintain content on the site. Through collaboration and rapid information sharing the users themselves interact with each other, thus building and maintaining the website's content. The users share with each other, and create a web based community that regulates itself under the terms of the website's owner. Web 2.0 is any web community, video sharing site, social networking site, wiki or blog.

What is Web 1.0?

Web 1.0 websites are like “read only” files on your computer. You cannot edit the site, upload any of your own information, or communicate with other users. These are the simple websites that were commonplace during the beginning of the internet. Web 2.0 is seen as an evolution into a deeper, more interactive experience for the user.

How was Web 2.0 created?

The term Web 2.0 was coined at a 2004 web conference held by Tim O'Reilly. It is a term used to describe the new ways in which people are using the web. Web 2.0 is not any single program, website or application, but rather an inclusive term for technological advancement.

Examples of Web 2.0

Wikipedia, Youtube, Facebook, Myspace, FlickR, Skype, Google Scholar, and Blackboard are all Web 2.0 applications.

Web 2.0 in Teaching

Web 2.0 can be used to teach any grade level. Many of today's youth already use Web 2.0 for fun, and there are many creative ways to use it in the classroom. For example: www.classtools.net. It's a free service that embeds flash templates and teaching tools into web 2.0 applications. Good for teachers of online classes, or to use in class exercises. These tools include educational games that can be used as contests or online quizzes. They allow the teacher to input their own questions and answers and edit the exercise as they see fit. More Web 2.0 teaching tools can be found at hub pages under Education20. There are some great applications there for academic research, classroom management, blogging and writing, just to name a few. Students can upload their writing projects to be reviewed by their peers at www.writeboard.com and other writing wikis.

References

• Joyce, Bruce. Models of Teaching. 2009. Pearson Education, Inc.

Lindsay, J. "What the Data Really Show: Direct Instruction Really Works!" http://www.jefflindsay.com/EducData.shtml