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Models of Teaching

Models of Teaching. EDTC 6341 Student-Centered Learning. Models of Teaching are really…. Models of learning Most important role of teacher is to teach students how to learn as they: Acquire information Ideas Skills Values Ways of thinking Means of expressing themselves

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Models of Teaching

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  1. Models of Teaching EDTC 6341 Student-Centered Learning

  2. Models of Teaching are really… • Models of learning • Most important role of teacher is to teach students how to learn as they: • Acquire information • Ideas • Skills • Values • Ways of thinking • Means of expressing themselves Joyce, B., Weil, M., & Calhoun, E. (2000). Models of teaching. Needham Heights, MA: Allyn and Bacon, pp. 6-7.

  3. According to John Goodlad… • Elementary teachers use 3-4 strategies almost exclusively; • Secondary teachers: 1 or 2 strategies in A Place Called School

  4. What do you think… the most common strategy is?

  5. Renner calls it The “Guided Tour” Approach The role of educator is “to pass on mastery over content as the content is envisaged by the teacher…much as a tour guide points out sights and the [learner] is discouraged from taking any detour” (Sunal, n.d., ¶ 1).

  6. In which the role of teaching is: • Providing Information • Verification of information • Application of Information Sunal, D. W. (n.d.). The learning cycle: A comparison of models of strategies for conceptual reconstruction: A review of the literature. Retrieved January 19, 2008, from http://astlc.ua.edu/ScienceInElem&MiddleSchool/565LearningCycle-ComparingModels.htm

  7. John Goodlad states NOT ENOUGH • In “Schools for All Seasons”, Goodlad states: • Schools must provide rich sensory stimulation • Organized around • “the kinesthetic, • the aesthetic, • the social, • the linguistic, • the mathematical, and so on” • Thus, right or left brain does not matter • Not an easy task and it runs counter to prevailing high-stakes test environment

  8. “The unit of selection designed to involve everyone in the class over a period of weeks, with accompanying teacher observation and diagnosis of individual learners, has largely disappeared from our schools, in part because it is associated in the public mind with "progressive education" and in part because it demands great pedagogical skill.” Goodlad, J. (1998). Schools for all seasons. Phi Delta Kappan79(9), pp. 670-671.

  9. The “Guided Tour” Approach to TeachingMagnetism Teacher Writes Rule/Generalization on Board Teacher Explains All Words; Ensures Student Understanding Teacher Asks Students for Examples Students Predict Which Materials Will Be Attracted to Magnets Students Verify Predictions

  10. According to John Goodlad… • Elementary teachers use 3-4 strategies almost exclusively; • Secondary teachers: 1 or 2 strategies in A Place Called School

  11. What can we do differently As MTTs and/or leaders to enact change?

  12. * Instructional Strategies Lecturing Small group work Laboratory activities Role Playing Drill/Practice/Recitation Problem-Oriented Instruction ... Simulations, etc. * Belief Systems - How do people learn? - What should the educational environment do? A Model of Teaching includes:

  13. Models we will be using • Inductive Learning (Hilda Taba) • Concept Attainment (Jerome Bruner) • Deductive Learning • Advance Organizers (David Ausubel) • Group Investigation Model • Cooperative Learning

  14. Learning is Identifying Patterns!

  15. A Study of Thinking People can – and do – determine why it is that they came up with solutions to problems and why it is that some stimulus affects them accordingly! People differ in the way that they do this!

  16. How would you classify the following? • Think about how you would categorize the individuals in the next slide • Type your categories using text chat…

  17. Left to their own devices…. Humans will categorize and act upon the attributes of the categories…categorization is a form of invention There are over 7 million discriminable colors alone …how many of you know the names of all 7 million? 1 million?

  18. Is there a color missing?

  19. Think about thinking… • What mental processes did you go through to decide whether there was a color missing? • How did you categorize the colors?

  20. And these categories are Concepts – We group objects and events and people around us into classes … responding to class membership rather than uniquenesses

  21. Different ways to categorize Affective Functional Formal

  22. What categories? Affective, functional, formal

  23. Bruner… • ..the true act of discovery is not a random event….it involves an expectation of finding – discovering -regularities and relationships in the environment • Problem solving with structured searching is the key to discovery learning

  24. Humans are different in the ways that they conceptualize… Scanners – select one aspect of a problem and assume it is correct until new data say otherwise Focusers – look at totality and generate a theory and keep re-assessing as new data become available.

  25. As a teacher, you know a concept that students should “have”… How get it “across” to students?

  26. Inductive Teaching • Teacher Gives Students Magnets • Students Identify What Things Are Attracted to Magnets • Students Generate a Rule/Generalization • Teacher Gives Students Other Materials • Students Predict Which Materials Will Be Attracted to Magnets • Students Verify Predictions

  27. Elements of a ConceptJerome Bruner Every Concept has 1. A name 2. Examples and Non-Examples (positives and negatives) 3. Attributes 4. Attribute Values (essential and non-essential) A RULE, then, is the statement of the essential attributes of the concept

  28. Multiple Paths to Learning • Teacher Gives Students Magnets • Students Identify What Things Are Attracted to Magnets • Students Generate a Rule/Generalization • Teacher Gives Students Other Materials • Students Predict Which Materials Will Be Attracted to Magnets • Students Verify Predictions

  29. Elements of a ConceptJerome Bruner Every Concept has 1. A name 2. Examples and Non-Examples (positives and negatives) 3. Attributes 4. Attribute Values (essential and non-essential) A RULE, then, is the statement of the essential attributes of the concept

  30. Field TheoryBehavior is a Function ofPerson ......................Environment B = f (P, E) Kurt Lewin

  31. Inductive Teaching Big Idea Smaller Ideas Smaller Ideas Small Ideas Small Ideas

  32. UNDERSTANDING A CONCEPT MEANS KNOWING ALL OF THESE ELEMENTS 1. A name 2. Examples and Non-Examples (positives and negatives) 3. Attributes 4. Attribute Values (essential and non-essential) A RULE, then, is the statement of the essential attributes of the concept

  33. Teacher Writes Rule on Board Teacher Explains All Words, Ensures Meaningfulness Teacher Asks Students For Examples Teacher Gives Students Materials and Magnets Students Predict Which Materials Will Be Attracted to Magnets Students Verify Predictions Teacher Gives Students Magnets Students Identify What Things Are Attracted to Magnets Students Generate a Rule/Generalization Teacher Gives Students Other Materials Students Predict Which Materials Will Be Attracted to Magnets Students Verify Predictions Deductive Inductive

  34. External Presentation of examples representative of the concept Instructions to elicit a common link Verification of concept Reinforcement REPETITION? Internal Discriminate between examples and non-examples Conditions of Learning Concepts(after Robert Gagne’)

  35. Find the Pattern CircumferenceDiameter 11 cm 3.5 cm 56 inches 17.8 inches 4 ft. 1.3 ft. 22 m 7 m 3.1 inches 1 inch

  36. Inductive Teaching Big Idea Smaller Ideas Smaller Ideas Small Ideas Small Ideas

  37. Elements of a ConceptJerome Bruner Every Concept has 1. A name 2. Examples and Non-Examples (positives and negatives) 3. Attributes 4. Attribute Values (essential and non-essential) A RULE, then, is the statement of the essential attributes of the concept

  38. UNDERSTANDING A CONCEPT MEANS KNOWING ALL OF THESE ELEMENTS 1. A name 2. Examples and Non-Examples (positives and negatives) 3. Attributes 4. Attribute Values (essential and non-essential) A RULE, then, is the statement of the essential attributes of the concept

  39. Teacher Writes Rule on Board Teacher Explains All Words, Ensures Meaningfulness Teacher Asks Students For Examples Teacher Gives Students Materials and Magnets Students Predict Which Materials Will Be Attracted to Magnets Students Verify Predictions Teacher Gives Students Magnets Students Identify What Things Are Attracted to Magnets Students Generate a Rule/Generalization Teacher Gives Students Other Materials Students Predict Which Materials Will Be Attracted to Magnets Students Verify Predictions Deductive Inductive

  40. External Presentation of examples representative of the concept Instructions to elicit a common link Verification of concept Reinforcement REPETITION? Internal Discriminate between examples and non-examples Conditions of Learning Concepts(after Robert Gagne’)

  41. Interview with OTTO ROTCOD, PH.D. Man, Oprah's sharp on A.M. No, Mel Gibson is a casino's big lemon. Sir, I soon saw Bob was no Osiris. Oh, no! Don Ho! Repel evil as a live leper! Draw pupil’s lip upward. Sit on a potato pan, Otis. Go deliver a dare, vile dog. Ned, go gag Ogden. Draw, o coward! Eh, Ca va, la vache? So, Ida, adios! A’lautel elle alla, l’autel elle alla, elle le tua la. Sex at noon taxes. Stella won no wallets Too bad, I hid a boot.

  42. More with Dr. Rotcod Star comedy by Democrats. Cigar? Toss it in a can, it is so tragic. No lemons, no melon. Doc note, I dissent. A fast never prevents a fatness. I diet on cod. Tuna nut Go hang a salami! I'm a lasagna hog! U.F.O. tofu. Sniff'um muffins. Bird rib. Dairy myriad. Gnu dung. Laminated E.T. animal. If I had a hi-fi! Tarzan raised a Desi Arnaz rat.

  43. Otto Rotcod (continued) Pa's a sap. Ma is as selfless as I am! Racecar Madam Kayak Bob Ava 03230 Evil olive. Lager, Sir, is regal. Red rum, sir is murder! Yo! Bottoms up, U.S. Motto, boy! Cain: A maniac! Senile Felines Solo gigolos. Sore eye, Eros? Egad, an adage! Rats live on no evil star. Never odd or even Step on no pets!

  44. Even More Dr. Rotcod… Yawn a more Roman way. Rise to vote, Sir! A man, a plan, a canal; Panama? A dog, a plan, a canal: pagoda. A man, a plan, a cat, a canal; Panama? A man, a plan, a cat, a ham, a yak, a yam, a hat, a canal--Panama! A Toyota! Race fast, safe car. A Toyota A man, a plan, a canal, Panama! A man, a plan, a cat, a ham, a yak, a yam, a hat, a canal - Panama! Dennis, Nell, Edna, Leon, Nedra, Anita, Rolf, Nora, Alice, Carol, Leo, Jane, Reed, Dena, Dale, Basil, Rae, Penny, Lana, Dave, Denny, Lena, Ida, Bernadette, Ben, Ray, Lila, Nina, Jo, Ira, Mara, Sara, Mario, Jan, Ina, Lily, Arne, Bette, Dan, Reba, Diane, Lynn, Ed, Eva, Dana, Lynne, Pearl, Isabel, Ada, Ned, Dee, Rena, Joel, Lora, Cecil, Aaron, Flora, Tina, Arden, Noel, and Ellen sinned.

  45. Web Site ofDoctor Otto Rotcod http://www.doctorottorotcod.www//:ptth

  46. Find the Pattern CircumferenceDiameter 11 cm 3.5 cm 56 inches 17.8 inches 4 ft. 1.3 ft. 22 m 7 m 3.1 inches 1 inch

  47. There are different ways to categorize Affective Functional Formal

  48. Watch for the “ah-ha”!

  49. Edward Benbow…A Palindrome of 100,000 words Begins “Al, sign it ‘Lover’!… And ends … Lawrence Levine’s 1986 palindromic novel, Dr. Awkward and Olson in Oslo contains 31,594 words

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