Models of teaching

Leveling the Leveling the Playing Field: Playing Field:

Models of TeachingModels of TeachingLinda S. Behar-Horenstein, Ph.D.Distinguished Teaching Scholar and Professor

Department of Educational Administration and PolicyUniversity of Florida

Diane Archer-Banks, Ph.D.Program Coordinator

UF AllianceCollege of Education

Imagine the Imagine the conversationconversation

Classrooms where teachers carefully explained to students what and how they were going to teach and told students exactly what they wanted students to be able to do as a result of their teaching-learning interactions.

Imagine the sense of Imagine the sense of sharingsharing

The feeling that you were going to be part of something bigger than you.

The sense of excitement of learning something new -- that you could almost taste it.

ImagineImagine

The feeling of empowerment

Schools as places that Schools as places that students longed to attendstudents longed to attend

OverviewOverview

Models of teachingBenefits, limitationsQuestions for critical reflection

What are Models of What are Models of Teaching?Teaching?

Prescriptive strategies to guide planning and instruction

Supported by research based-evidence

Models of TeachingModels of Teaching

Detailed overview of how to teach

Role of instructor Type of classroom structure

Ways teacher supports student efforts


Provide common language to

discuss facets of instruction

common across all classrooms

among administrators and

teachers.

What are Models of What are Models of Teaching?Teaching?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.

FAMILIES OF TEACHING FAMILIES OF TEACHING MODELSMODELS

INFORMATION-PROCESSING INFORMATION-PROCESSING FAMILYFAMILY

Enhances making sense of new information.

Help students learn how to construct knowledge.

Information-processing Information-processing models: An examplemodels: An example

Fourth grade students seated around a center. Jack Jones’, the teacher, lights a candle and places a jar with 6 inch circumference over the candle. The candle burns out.

He repeats this exercise several times with jars of varying circumference and places them over lighted candles.

He tells students, “Now we are going to develop some ideas about what just happened.”

SOCIAL FAMILY SOCIAL FAMILY

Uses group inquiry and problem-solving strategies.

Encourages assimilation and understanding.

Relies on students’ personal and social values.

Social models: An Social models: An exampleexample Janie Hrock’s 12th grade class begins with

a videotape of a court room scene. A mother is fighting to prevent a father from having time together with their 9 year old daughter. Parents have joint custody.

As the case proceeds Ms. Hrock asks students to document the “issues” and their “questions.”

Following the tape, the students describe issues, defend positions and ask questions.

PERSONAL FAMILY PERSONAL FAMILY

Emphasizes self-actualizing, self-awareness, directing destinies.

Exploration and reflection about goals or future careers.

Personal models: An Personal models: An exampleexample Terrace Banks’ 6th grade students enter

Language Arts classroom on first day of school. As they take their seats, Banks tells students to write about what they want to be when they grow up and asks to them to explain why.

After about 30 minutes, students share essays aloud. As students read, Banks asks them what skills they think they will need to enter chosen professions.

BEHAVIORAL FAMILYBEHAVIORAL FAMILY

Develop mastery in subject

matter or skills

acquisition.

Seeks specific behavioral

changes.

Measurable outcomes.

Behavioral models: An Behavioral models: An exampleexampleLem McCoy’s 4th grade

students arrive to class and find a quiz on their desks.

Students are given 100, 1 by 1 digit multiplication problems. McCoy 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 BENEFITSTEACHER 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 BENEFITSSTUDENT BENEFITS

Increases aptitude for learning and retention.

Learn more rapidly.

Facilitates different kinds of learning.

STUDENT BENEFITSSTUDENT BENEFITS

•Builds academic self-esteem.•Acknowledges characteristics and aptitudes.•Promotes student awareness of how they will be taught and what changes are sought.

CaveatsCaveats 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?WHY USE MODELS OF TEACHING?

Meet learning needs of heterogeneous groups.

Varied outcomes, different levels of sophistication.

Repertoire of approaches.

Questions for Critical Questions for Critical ReflectionReflection

1.What models do you use during instruction?

2.What other approaches do you want to use?

ReferencesReferencesAnusavice, S. H., & Behar-Horenstein, L. S. (2005). Looking into classrooms: Student achievement, student absenteeism, teacher efficacy, and teacher Instruction of highly mobile students in specialized and traditional school settings. Curriculum and Teaching 20, 15-39.

Behar-Horenstein, L. S., & Ganet-Sigel, J. G. (1999). The Art and Practice of Dance/Movement Therapy. Needham Heights, MA: Pearson Publishing Solutions. 209 pp.

Behar-Horenstein, L.S., & Seabert, D. M. (2005). Looking into classrooms: Teachers' use of models of teaching. Educational Practice and Theory 27(1), 49-66.

ReferencesReferences

Joyce, B. & Calhoun, E. (996). Creating Learning Experiences: The Role of Instructional Theory and Research. Alexandria, VA: Association for Curriculum Development and Supervision.

Joyce, B., Weil, M., & Calhoun, E. (2004). Models of Teaching. 7th ed. Boston: Allyn & Bacon.

Dr. Linda Behar-Dr. Linda Behar-HorensteinHorensteinDistinguished Teaching Scholar and Professor

University of Florida

[email protected](352) 392-2391, Ext. 299

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Models of teaching