Devine

Psalm 91

1 He who dwells in the shelter of the Most High
will rest in the shadow of the Almighty.

2 I will say of the LORD, "He is my refuge and my fortress,
my God, in whom I trust."

3 Surely he will save me from the fowler's snare
and from the deadly pestilence.

4 He will cover me with his feathers,
and under his wings I will find refuge;
his faithfulness will be my shield and rampart.

5 I will not fear the terror of night,
nor the arrow that flies by day,

6 nor the pestilence that stalks in the darkness,
nor the plague that destroys at midday.

7 A thousand may fall at my side,
ten thousand at my right hand,
but it will not come near me.

8 I will only observe with my eyes
and see the punishment of the wicked.

9 If I make the Most High my dwelling—
even the LORD, who is my refuge-

10 then no harm will befall me,
no disaster will come near my tent.

11 For he will command his angels concerning me
to guard me in all my ways;

12 they will lift me up in their hands,
so that I will not strike my foot against a stone.

13 I will tread upon the lion and the cobra;
I will trample the great lion and the serpent.

14 "Because I loves him," says the LORD, "He will rescue me;
He will protect me, for I acknowledges his name.

15 I will call upon him, and He will answer me;
He will be with me in trouble,
He will deliver me and honor me.

16 With long life will He satisfy me
and show me his salvation."

Group Investigation

Group Investigation has a strong foundation in John Dewey's philosophy of education where he believed that the students would have experienced meaningful learning if they have been exposed to the stages of scientific inquiry. So, this would help students "learn how to learn" (Sharan & Sharan, 1992). However, it is equally important to create a cooperative learning environment that involves interaction among students, interpretation of information and findings as well as intrinsic motivation where students are motivated to take an active role in determining what and how they will learn so that Group Investigation can then be effective.

Learning...
 Students have a role in implementing the learning tasks from the start.
 Communication and cooperation between students is necessary.
 Students also take a role in evaluating the final project.

Teaching...
 The teacher does not dispense the knowledge.
 The teacher’s role is to guide and offer advice.

Dimensions in the Group Investigation Model
 Topics must be general enough to encompass a number of subtopics.
 The subtopics must constitute a level of challenge that requires its own independent group.
 There must be frequent interaction and integration of work between groups.
 The teacher must create an environment where all this can take place.

Employment of the Model
 The teacher selects a general topic.
 Brainstorming is done with the whole group or class.

Students should answer...
 What shall we study?
 How do we study it?
 For what purpose are we studying it?
 How will we share the knowledge we gain?


Organization of the Class
 Students join a group of their choice. The teacher may need to offer advice to keep the groups a manageable size.
 Students decide how the various groups will interact with each other.
 Students organize the classroom itself to facilitate their needs.

Small Group
 Groups set goals and identify subtopics that will be addressed.
 Groups divide the tasks among its members.

Carrying Out the Investigation
 Students put their plans to work, collecting information, analyzing it, and drawing conclusions.
 This often takes longer than planned, but should be allowed as long as students are working productively.

Preparing the Final Product
 Within a group, it must be decided how to present their information to the others.
 Planning must also take place between groups to decide how their presentations will be coordinated.

Effectiveness
 In 1984, a large scale study was done to study the effectiveness of Group Investigations and Student-Teams Academic Divisions.
 Both models showed slightly higher scores on low-level questions over whole-class instruction.
 Group Investigation showed significantly higher scores on questions requiring complex thinking skills.

Disadvantages-
 Gifted students often end up doing all the work in a heterogeneous group.
 Students sometimes are not taught social skills prior to the implication of the model.
 Teachers sometimes are not extremely flexible.

Advantages
 Students can find unlimited resources with a single computer and internet service.
 Students could possibly interact with other groups through distance learning.
 Sights and sounds are available at the click of a button to enhance any presentation.

Some Online References
 http://intranet.cps.k12.il.us/Training/Courses/DOS/Technology_Integration/Activity_3_TI_Class/Small_Group_Investigation/small_group_investigation.html
 http://www.ucc.uconn.edu/~wwwgt./robinsoa.html
 http://cal.bradley.edu/HyperNews/get/forums/ETE653/58.html

PWIM -picture word Induction model

PWIM is a fun, interactive way to teach your child(ren) to read and write. This program uses pictures to help students build sight vocabulary as well as learn phonics rules. PWIM is an inquiry-oriented language arts strategy that uses pictures containing familiar objects and actions to obtain words from children’s listening and speaking vocabularies. Teachers use the PWIM with classes, small groups, and individuals to lead them into inquiring about words, adding words to their sight-reading and writing vocabularies, discovering phonetic and structural principles, and using observations and analysis in their study of reading.

Here’s how it works:

1. Find a poster that relates to a topic you are studying or will be studying.
2. Have your child(ren) find or name the words of things, actions, adjectives on the poster.
3. Write the words beside the picture and spell out loud with your child(ren).
4. Spell the words out loud daily with your child(ren).
5. From there, have your child(ren) write sentences about the poster using words from the picture.
6. Writing assignments can then be generated.

Other key points:

A poster can last as long as you wish (one week, two weeks, etc.)

Have students group words according to attributes (eg. book, cook, hook—all have double “o’s”, all end with “k”. Enclosed in this newsletter is a list of some attributes


Calhoun, Emily. (1999).
Teaching Beginning Reading and Writing with the Picture Word Inductive Model. ASCD: Alexandria, VA.

PWIM: Picture Word Inductive Model

PWIM: Picture Word Inductive Model

Phonics , spelling, sight words, word analysis, writing process
(whole group activity)

- Developed by Emily Calhoun (1999)

- PWIM is an inductive model of teaching (picture-word, categories-concepts)
- Making generalizations, students learn the conventions of the language

- PWIM can be used effectively in mono or bilingual literacy instruction

- Starts from the speaking and listening vocabulary


PWIM Moves

1. Select a picture

2. Shake out words

3. See, say, spell

4. Prepare cards

5. Students read the cards

6. Students categorize and classify words

7. Ongoing assessment identify needs

8. Students dictate titles

9. Students classify titles

10. Students dictate sentences

11. Students categorize

12. Teachers model

13. Students read paragraphs

14. Students write Paragraphs

15. Formative assessment


Rationale

1. Source of information and visual of vocabulary to be studied

2. Sight words are from the listening and speaking vocabularies

3. Words are recognized by how they are spelled, provides repetition

4. Material for the study of words

5. Develops independent skills

6. Students form concepts by studying attributes,

7. Celebrate successes, to guide instruction

8. Develops synthesizing skills

9. Students work on content

10. Students develop research skills

11. Students inquire into how sentences are constructed

12. Provides models for writing how to write a paragraph

13. Extensive reading

14. Extensive writing

15. Assessment guides instruction

Models of Teaching

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.

Teaching Models

Teaching Models (from Joyce et al, 2000)
Methods for implementation

The social models

These models emphasize our social nature and how social interactions can enhance academic learning. The social contexts in which knowledge is constructed is emphasized. The focus is on developing a community of learners, resolving conflicts, negotiating meanings and cooperating to complete set tasks. Some of these methods may be difficult to implement practically in large lectures, although the use of these methods can be demonstrated.
Better suited to small group sessions (lab, tutorial etc.)
. group investigations
• role plays
• jurisprudential inquiry
• case studies
• utilising learning styles
• cooperative learning

The information processing models

The information processing (IP) models emphasize the development of the mind: namely reasoning and problem-solving skills. Teaching students how to think and learn is seen as a major goal. Students are encouraged to reason causally and master complex bodies of concepts by generating, analysing, applying and evaluating information. The generation and use of analogies and metaphors is also common. Some IP methods are difficult to implement in large lectures and are more suited to smaller groups.
• induction (data collection and hypotheses testing)
• inferential/Socratic method
Other IP methods can be used equally well with large groups as with smaller ones. Some may need to be modified or simplified for larger groups.
• concept attainment
• mnemonics & metacognition
• synectics
• advanced organisers

The personal models

These models see the student as central to his or her learning process. They emphasize the ways in which individuals create their own internal environment. Personality, self-esteem and self-concept are seen as crucial influences on learning. The goal is to enhance the mental and emotional health of students in order to generate learning needs and aspirations. The teacher is seen as a facilitator. Impossible to fully implement in large lectures, however may be demonstrated in a modified or incomplete way; for example, the use of divergent and creative thinking exercises.

Best suited to smaller groups (tutorials, etc) where one-to-one relationships can develop and activities can be monitored closely and followed through.
• student-teacher partnerships
• non-directive work contracts
• student-defined problem solving
• modelling growth (and self-actualising behaviours)

The behavioural models

These models see students as a collection of learned behaviours. As such, behaviours can be learned and behaviours that don’t work well can be ‘unlearned’. These models also emphasize reinforcement schedules. Desired responses and behaviours need to be rewarded if they are to re-occur in students. Learning goals are generally individualised and discrete. Self-paced learning is valued and encouraged. Criteria for assessment and standards are rigid and objective. Most suitable (and common) of all the models for large classes including large lectures. Excessive use of these models in small group work (tutorials, etc) is probably wasteful since it is important to use small group sessions to apply the other models.

However, small group work may require some amount of direct instruction and training etc., especially in lab and prac situations.
• direct instruction
• training & simulations
• programmed instruction
• self-instruction (e.g. self-paced study kits or workbooks)