Teaching+Models

= = toc =//Behavioral Model//=

Direct Instruction
//Teacher-centered instruction which includes lecture, presentation, and recitation.//

Step 1-Review Previously Learned Material Step 2-State Objectives for the Lesson Step 3-Present New Material Step 4-Guide Practice, Assess Performance, and Provide Corrective Feedback Step 5-Assign Independent Practice, Assess Performance, and Provide Corrective Feedback Step 6-Review Periodically, Offering Corrective Feedback If Necessary
 * Lectures
 * Demonstrations
 * Questioning
 * Feedback
 * Worksheets
 * Unitization and Automaticity
 * Rubrics

=//Information-Processing Models//=

Concept Attainment
//Inductive model of instruction where student are presented with examples and non-examples of a concept. Students generate hypotheses and attempt to describe (and sometimes name) the concept.//

Step 1-Select and Define a Concept and Select the Attributes Step 2-Develop Positive and Negative Examples Step 3-Introduce the Process to the Students Step 4-Present the Examples and List the Attributes Step 5-Develop a Concept Definition Step 6-Give Additional Test Examples Step 7-Discuss the Process with the Class Step 8-Evaluate

Concept Development
//Inductive teaching model. Concepts are taught using the sequence: list items, group items, label, regroup, synthesize, and evaluate (can students generate and group on their own?)//

Step 1-List as Many Items as Possible That Are Associated with The Subject Step 2-Group the Items Because They Are Alike in Some Way Step 3-Label the Groups by Defining the Reasons for Grouping Step 4-Regroup or Subsume Individual Items or Whole Groups Under Other Groups Step 5-Synthesize the Information by Summarizing the Data and Forming Generalizations Step 6-Evaluate Students' Progress by Assessing Their Ability to Generate a Wide Variety of Items and to Group Those Items Flexibly

Vocabulary Acquisition Model
Step 1-Pretest Knowledge of Words Critical to Content Step 2-Elaborate upon and Discuss Invented Spellings and Hypothesized Meanings Step 3-Explore Patterns of Meaning Step 4-Read and Study

Synectics
//Metaphors generated by the students are used to help them understand controversial issues or solve problems.//

Step 1-Describe the Topic Step 2-Create Direct Analogies Step 3-Describe Personal Analogies Step 4-Identify Compressed Conflicts Step 5-Create a New Direct Analogy Step 6-Reexamine the Original Topic Step 7-Evaluate
 * Version One: Making the Familiar Strange**

Step 1-Provide Information Step 2-Present the Analogy Step 3-Use Personal Analogy to Create Compressed Conflicts Step 4-Compare the Compressed Conflict with the Subject Step 5-Identify Differences Step 6-Reexamine the Original Subject Step 7-Create New Direct Analogies Step 8-Evaluate
 * Version Two: Making the Strange Familiar**

Step 1-Present the Problem Step 2-Provide Expert Information Step 3-Question Obvious Solutions and Purge Step 4-Generate Individual Problem Statements Step 5-Choose One Problem Statement for Focus Step 6-Question through the Use of Analogies Step 7-Force Analogies to Fit the Problem Step 8-Determine a Solution from a New Viewpoint Step 9-Evaluate
 * Version Three: The Synectics Excursion**

Cause-Effect
Step 1-Choose the Data or Topic, Action, or Problem to Be Analyzed Step 2-Ask for Causes and Support for Those Causes Step 3-Ask for Effects and Support Step 4-Ask for Prior Causes and Support Step 5-Ask for Subsequent Effects and Support Step 6-Ask for Conclusions Step 7-Ask for Generalizations

Memorization
//Actively organizing and working with concepts or terminology to improve incorporating those concepts into memory.//

Suchman Inquiry Model
//Like twenty questions. Teacher poses problem then helps students solve problem by answering "yes" or "no" to student questions.//

Step 1-Select a Problem and Conduct Research Step 2-Introduce the Process and Present the Problem Step 3-Gather Data Step 4-Develop a Theory and Verify Step 5-Explain the Theory and State the Rules Associated with It Step 6-Analyze the Process Step 7-Evaluate

Problem-based Learning Model
Step 1-Explore the Problem Step 2-Use the Inquiry Chart to Map Learning Step 3-Share different solutions Step 4-Take Action

Conflict Resolution Model
Step 1-List All the Facts Pertinent to the Conflict Step 2-Identify the Reasons for the Actions, the Feelings of the Participants, and the Reasons for Those Feelings Step 3-Propose Solutions and Review Their Possible Effects Step 4-Decide on the Best Resolutions and Hypothesize What the Consequences Would Be Step 5-Discuss Similar Situations Step 6-Evaluate the Decision and Look for Alternative Solutions Step 7-Arrive at Generalizations Step 8-Evaluate

Eggen and Kauchak's Integrative Model: Generalizing from Data
Step 1-Describe, Compare, and Search for Patterns Step 2-Explanation of the Identified Comparisons Step 3-Hypothesizing Different Outcomes Step 4-Closure and Application

=Social/Relational/Cooperative Learning Models=

Cooperative Learning Model: The Template
Develop clear instructional goals Consider and plan the number in and composition of groups Make certain that the cooperative activity has all of the key elements of cooperative learning Explanation of task Identify the social skills that are critical for the success of the group Monitor and provide feedback to individual groups as they are working Group Summaries Evaluation Assess Group Process
 * Planning Steps**
 * Implementation Steps**

The Graffiti Model
Step 1-Prepare the Graffiti Questions and Group Number and Composition Step 2-Distribute Materials Step 3-Group Answers Questions Step 4-Exchange Questions Step 5-Return to the Original Question, Summarize, and Make Generalizations Step 6-Share Information Step 7-Evaluate Group Process

The Jigsaw Model
//Jigsaw I: Cooperative activity. The basic steps include: reading, meeting with expert groups, report back to main team, demonstrate knowledge through a test or report.// //Jigsaw II: Cooperative activity. Basic steps: Read with group, discuss individual topic with expert groups, report back to team (to teach them what you learned in your expert group), test, team recognition.// Step 1-Introduce Jigsaw Step 2-Assign Heterogeneously Grouped Students to Expert and Learning Groups and Review Behavior Norms Step 3-Explain Task and Assemble Groups Step 4-Allow Expert Groups to Process Information Step 5-Experts Teach in Their Learning Group Step 6-Individual Accountability Step 7-Evaluating the Jigsaw Process

Academic Controversy
Step 1-Students Prepare Their Positions Step 2-Students Present and Advocate Their Position Step 3-Open Discussion and Rebuttals Step 4-Reverse Positions Step 5-Synthesize and Integrate the Best Evidence Into a Joint Position Step 6-Present the Group Synthesis Step 7-Group Processing

Socratic Seminar Model (under development)
Step 1-Prepare a set of questions with no right or wrong answers relevant to the students lives related to the subject matter. Step 2-Break the class into two groups. Seat one around a group of tables. The second group stands around the seated group to listen and observe and think of additional relevant questions. Step 3-Assign various questions to various people in the group to discuss your questions. Step 4-Begin the discussion. As they discuss the questions model the discussion by hopping in to the conversation. Step 5-Limit the conversation to allow the other questions to be asked. Step 6- Step 7- Step 8- Step 9-

Sources: Gunter, M. A., Estes, T. H., & Mintz, S. L. (2007). // Instruction: a models approach //. Boston, MA: Pearson, A and B. Maxwell Resources. (n.d.). // WKU IT ASA //. Retrieved December 06, 2010, from @http://people.wku.edu/marge.maxwell/Resources.html