What are Models of Teaching?
Prescriptive strategies to guide planning and instruction.
Supported by research based-evidence.
Provide common language to discuss facets of instruction common across all classrooms among administrators and teachers.
Conceptual frameworks grouped by purpose and intended outcomes into 4 families.
Promote awareness about how individuals and collective faculty teach.
Helps students learn how to learn.
Eliminates differences due to gender, race/ethnicity, socio-economic status.
Increases probability of learning certain skills/knowledge.
Models of Teaching
Detailed overview of how to teach
Role of instructor
Type of classroom structure
Ways teacher supports student efforts
FAMILIES OF TEACHING MODELS
INFORMATION-PROCESSING FAMILY
Enhances making sense of new information.
Help students learn how to construct knowledge.
Information-processing models: An example
Fifth grade students seated around a center. Sally Bell, the teacher, lights a candle and places a jar with 4 inch circumference over the candle. The candle burns out.
She repeats this exercise several times with jars of varying circumference and places them over lighted candles.
she tells students, “Now we are going to develop some ideas about what just happened.”
SOCIAL FAMILY
Uses group inquiry and problem-solving strategies.
Encourages assimilation and understanding.
Relies on students’ personal and social values.
Social models: An example
In Ms. Charles 11th grade class, the class begins with a videotape of a court room scene. A mother is fighting to prevent a father from having time together with their 10 year old daughter. Parents have joint custody.
As the case proceeds Ms. Charles asks students to document the “issues” and their “questions.”
Following the tape, the students describe issues, defend positions and ask questions.
PERSONAL FAMILY
Emphasizes self-actualizing, self-awareness, directing destinies.
Exploration and reflection about goals or future careers.
Personal models: An example
Mr. Peter 7th grade students enter Language Arts classroom on first day of school. As they take their seats, Peter tells them to write about what they want to be when they grow up and asks the students to explain why.
After about 30 minutes, students share essays aloud. As students read, Peter asks them what skills they think they will need to enter chosen professions.
BEHAVIORAL FAMILY
Develop mastery in subject matter or skills acquisition.
Seeks specific behavioral changes.
Measurable outcomes.
Behavioral models: An example
Lilly Adams 3th grade students arrive to class and found a quiz on their desks.
Students are given 100, 1 by 1 digit multiplication problems. Adams tells them to complete as many correctly in 5 minutes are they can.
Explicit use of teaching models can accelerate rate of learning, capacity and facility in learning.
TEACHER BENEFITS
Improves the quality of instruction.
Systematic approach to planning for instruction.
Facilitates awareness about students’ learning needs.
Assess impact of instruction.
Offers alternative ways of representing content/skills.
Develop learning experiences that yield successful outcomes.
Facilitates student engagement in more meaningful ways.
STUDENT BENEFITS
Increases aptitude for learning and retention.
Learn more rapidly.
Facilitates different kinds of learning.
Builds academic self-esteem.
Acknowledges characteristics and aptitudes.
Promotes student awareness of how they will be taught and what changes are sought.
Caveats
Do not replace pedagogical expertise
subject matter knowledge
creativity
interpersonal skills
No model is effective for everyone
Some methods increase or diminish desired outcomes
WHY USE MODELS OF TEACHING?
Meet learning needs of heterogeneous groups.
Varied outcomes, different levels of sophistication.
Repertoire of approaches.
Questions for Critical Reflection
What models do you use during instruction?
What other approaches do you want to use?
References
Joyce, B., Weil, M., & Calhoun, E. (2004). Models of Teaching. 7th ed. Boston: Allyn & Bacon.
Blessed is the one who finds wisdom, and the one who gets understanding, for the gain from her is better than gain from silver and her profit better than gold. She is more precious than jewels, and nothing you desire can compare with her. Long life is in her right hand; in her left hand are riches and honor. Her ways are ways of pleasantness, and all her paths are peace. She is a tree of life to those who lay hold of her; those who hold her fast are called blessed.(Proverbs 3: 13-18)
DIVINE CARNATION
- Education For All
- I am creative, outgoing and love nature. I am at the top of it all and I know who got me there. My daily Prayer to the Most High God is-- "Oh that Thou wouldest bless me indeed, and enlarge my coast, and that Thine hand might be with me, and that Thou wouldest keep me from evil, that it may not grieve me!"
Welcome
Greetings from The Commonwealth of Dominica.
Dominica is The Nature Ilse of the Caribbean.
Simply natural, green and alive.
The Commonwealth of Dominica is an island between the Caribbean Sea and the North Atlantic Ocean, about one-half of the way from Puerto Rico to Trinidad and Tobago. It is the largest and most mountainous of the Windward Islands, with volcanic peaks, mountain streams and rivers, beachesof both black (volcanic) and golden sands, dense forests, quietlakes, waterfalls, geysers and boiling volcanic pools.Dominica is a major eco-tourist destination.
The island, which was originally occupied by Carib Indians(some of whose descendants remain), was discovered by Columbus in 1493 and colonised by the French in the 1600s. In 1805, the island became a British possession and remained under British rule until 1967, when internal self-government was granted, followed by full independence in1978.
The Capital of The Commonwealth of Dominica is Roseau. The official language of Dominica is English. A French patois Creole is spoken by most persons on the island.
The island, which was originally occupied by Carib Indians(some of whose descendants remain), was discovered by Columbus in 1493 and colonised by the French in the 1600s. In 1805, the island became a British possession and remained under British rule until 1967, when internal self-government was granted, followed by full independence in1978.
The Capital of The Commonwealth of Dominica is Roseau. The official language of Dominica is English. A French patois Creole is spoken by most persons on the island.
The Commonwealth of Dominica became an independent state on November 3rd 1978.
The flag of The Commonwealth of Dominica is
Green, with a centered cross of three equal bands - the vertical part is yellow (hoist side),black, and white and the horizontal part isyellow (top), black, and white; superimposed in the center of the cross is a red disk bearing aSisserou parrot encircled by 10 green, five-pointed stars edged in yellow; the 10 stars represent the 10 administrative divisions (parishes).
Dominica Coat of Arms
The shield is supported by two Sisserou parrots (Amazona imperialis). They are perched on a strip of parchment on which is written in Creole, the national motto: "Apres Bondie C’est La Ter". In the established form accepted by Creole linguists today it would be written: "Apwe Bondye Se La Te." It means, "After God it is the Land". However "La Te" can be translated to mean, the land, the Earth or the soil. But the message of the motto for the people of a mainly agricultural island is that after praising God first, the next most important thing is the land in the form of bearing fruit. It can also be extended to mean the land in the nationalist sense that after your commitment to God then comes your commitment to your country. The use of Creole represents also the influence of France on the island and the part played by African traditions and language in the creation of the Creole heritage.
Dominica
Nature Island
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