1. Models of Teaching

2. 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)

3. 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

4. Teacher Centered Models
Presenting & Explaining
Direct Instruction
Concept Teaching

5. Student Centered Models
Cooperative Learning
Problem-based Learning
Classroom Discussion

6. 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?

7. 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?

8. 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

9. 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?

10. 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

11. 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?

12. 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

13. 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?

14. 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

15. 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?

16. 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)

17. 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?

18. 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