Models of Teaching

Models of Teaching What is a model of teaching? Learning to Teach, Richard I. Arends - a broad, overall approach to instruction - theoretical basis - recommended teaching behaviors and classroom structures Each model has 3 components: 1. Instructional goals (type of student outcomes) 2. Syntax (flow of instructional activities) 3. Learning environment (context including student motivation and management)

Categorizing Models of Teaching Advance Organizer Model Concept Attainment Model Concept Development Model Classroom Discussion Model Exploration of Feelings and Resolution of Conflict Model Group Investigation model Role Playing Model Cooperative Learning Models Direct Instruction Model Divide into “Teacher-Centered Models” and “Student-Centered Models” Teacher-Centered Student- Centered

Teacher Centered Models Presenting & Explaining Direct Instruction Concept Teaching

Student Centered Models Cooperative Learning Problem-based Learning Classroom Discussion

For each model, consider… To what types of learning outcomes is the model best suited? What essential skills and/or knowledge in your subject area might be best achieved through the use of this model?

Presenting and Explaining To what types of learning outcomes is the model best suited? What essential skills and/or knowledge in your subject area might be best achieved through the use of the presentation model?

Presentation Model Tips Advanced Organizer Samples Presentation Skills Clarity Examples Rule-example-rule techniques Signposts & transitions Enthusiasm Strategies to Check for Understanding Adapt by using visuals, varying cues & examples

Direct Instruction Model To what types of learning outcomes is the model best suited? What essential skills and/or knowledge in your subject area might be best achieved through the use of the direct instruction model?

Direct Instruction Model Tips Task Analysis as planning step 1. Skill 2. Divide into subskills 3. Order subskills 4. Strategies to teach subskills and relationships Conducting demonstrations Must observe correct behavior. Practice it to get it right! Feedback Guidelines Independent Practice Guidelines Adapt by varying structure, demonstrations, interactions, type of feedback, use of practice

Concept Teaching Model To what types of learning outcomes is the model best suited? What essential skills and/or knowledge in your subject area might be best achieved through the use of the concept teaching model?

Concept Teaching Model Tips Concepts can be categorized Conjunctive: constant rule structure Disjunctive: alternative set of attributes Relational: rule structure depends on relationships Planning is crucial First 3 Steps. Learned through examples & non-examples. Influenced by social context Direct presentation (rule to example) vs. Concept attainment (example to rule) Adapt by considering culture/world view, varying examples, using visuals & graphic organizers

Cooperative Learning Model To what types of learning outcomes is the model best suited? What essential skills and/or knowledge in your subject area might be best achieved through the use of the cooperative learning model?

Cooperative Learning Model Tips Create the appropriate environment Use roles during group work Task-oriented roles: Taskmaster, Material Monitor, Coach, Recorder Process-oriented roles: Gatekeeper, Encourager, Checker, Reflector Product-oriented roles: Vary Plan for transitions 1. Provide step-by-step, written directions 2. State directions clearly and ask students to paraphrase 3. Identify and monitor use of space Adapt by provide additional resources & assistance when needed, help students understand each other

Problem-Based Learning To what types of learning outcomes is the model best suited? What essential skills and/or knowledge in your subject area might be best achieved through the use of the problem-based learning model?

Problem-Based Learning Model Tips Planning is key for smooth transitions through phases & achievement of desired results Be prepared for different finishing rates Monitor and manage work 1. clear requirements for work 2. provide feedback on work in progress 3. keep detailed records Regulate movement and behavior in various work settings (i.e. library, computer lab)

Classroom Discussion Model To what types of learning outcomes is the model best suited? What essential skills and/or knowledge in your subject area might be best achieved through the use of the classroom discussion model?

Classroom Discussion Model Tips Plan a questioning strategy and avoid some types of questions Dead-end, Chameleon, Fuzzy, Put-down, Programmed-answer Determine appropriate seating pattern U-shaped, Circle, etc. During the discussion…(see handout) To adapt: recognize and adapt to different discourse patterns, monitor your own patterns, help each student participate successfully