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Models of TeachingEDTC 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
Joyce, B., Weil, M., & Calhoun, E. (2000). Models of teaching. Needham Heights, MA: Allyn and Bacon, pp. 6-7.
According to John Goodlad…
• Elementary teachers use 3-4 strategies almost exclusively;
• Secondary teachers: 1 or 2 strategies
in A Place Called School
What do you think…
the most common strategy is?
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).
Renner calls it The “Guided Tour” Approach
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
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
• “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 Kappan 79(9), pp. 670-671.
The “Guided Tour” Approach to Teaching Magnetism
Teacher Writes Rule/Generalization on Teacher Writes Rule/Generalization on BoardBoard
Teacher Explains All Words; Ensures Teacher Explains All Words; Ensures Student UnderstandingStudent Understanding
Teacher Asks Students for ExamplesTeacher Asks Students for Examples
Students Predict Which Materials Will Students Predict Which Materials Will Be Attracted to MagnetsBe Attracted to Magnets
Students Verify PredictionsStudents Verify Predictions
According to John Goodlad…
• Elementary teachers use 3-4 strategies almost exclusively;
• Secondary teachers: 1 or 2 strategies
in A Place Called School
What can we do differently
As MTTs and/or leaders to enact change?
A Model of Teaching includes:
* 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?
Models we will be using
• Inductive Learning (Hilda Taba)
• Concept Attainment (Jerome Bruner)
• Deductive Learning
• Advance Organizers (David Ausubel)
• Group Investigation Model
• Cooperative Learning
Learning is Learning is Identifying Identifying Patterns!Patterns!
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!
How would you classify the following?
• Think about how you would categorize the individuals in the next slide
• Type your categories using text chat…
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?
Is there a color missing?
Think about thinking…
• What mental processes did you go through to decide whether there was a color missing?
• How did you categorize the colors?
And these categories are
Concepts – We group objects and events and people around us into classes … responding to class membership rather than uniquenesses
Different ways to categorize
Affective
Functional
Formal
What categories?
Affective, functional, formal
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
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.
As a teacher, you know a concept that students should
“have”…
How get it “across” to students?
Inductive Teaching
Teacher Gives Students MagnetsTeacher Gives Students Magnets Students Identify What Things Are Attracted Students Identify What Things Are Attracted
to Magnetsto Magnets Students Generate a Rule/GeneralizationStudents Generate a Rule/Generalization Teacher Gives Students Other MaterialsTeacher Gives Students Other Materials Students Predict Which Materials Will Be Students Predict Which Materials Will Be
Attracted to MagnetsAttracted to Magnets Students Verify PredictionsStudents Verify Predictions
Elements of a ConceptJerome Bruner
Every Concept has1. A name2. Examples and Non-Examples(positives and negatives)3. Attributes4. Attribute Values(essential and non-essential)
A RULE, then, is the statement of the essential attributes of the concept
Multiple Paths to Learning
Teacher Gives Students MagnetsTeacher Gives Students Magnets Students Identify What Things Are Attracted Students Identify What Things Are Attracted
to Magnetsto Magnets Students Generate a Rule/GeneralizationStudents Generate a Rule/Generalization Teacher Gives Students Other MaterialsTeacher Gives Students Other Materials Students Predict Which Materials Will Be Students Predict Which Materials Will Be
Attracted to MagnetsAttracted to Magnets Students Verify PredictionsStudents Verify Predictions
Elements of a ConceptJerome Bruner
Every Concept has1. A name2. Examples and Non-Examples(positives and negatives)3. Attributes4. Attribute Values(essential and non-essential)
A RULE, then, is the statement of the essential attributes of the concept
B = f (P, E)Kurt Lewin
Field Theory
Behavior is a Function of
Person ......................Environment
Big Idea
Smaller Ideas Smaller Ideas
Small Ideas Small Ideas
InductiveInductive Teaching Teaching
UNDERSTANDING A CONCEPT MEANS KNOWING ALL OF THESE ELEMENTS
1. A name2. Examples and Non-Examples(positives and negatives)3. Attributes4. Attribute Values(essential and non-essential)
A RULE, then, is the statement of the essential attributes of the concept
Deductive Inductive
• 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
Conditions of Learning Concepts(after Robert Gagne’)
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
Find the Pattern
Circumference Diameter11 cm 3.5 cm56 inches 17.8 inches4 ft. 1.3 ft.22 m 7 m3.1 inches 1 inch
Big Idea
Smaller Ideas Smaller Ideas
Small Ideas Small Ideas
InductiveInductive Teaching Teaching
Elements of a ConceptJerome Bruner
Every Concept has1. A name2. Examples and Non-Examples(positives and negatives)3. Attributes4. Attribute Values(essential and non-essential)
A RULE, then, is the statement of the essential attributes of the concept
UNDERSTANDING A CONCEPT MEANS KNOWING ALL OF THESE ELEMENTS
1. A name2. Examples and Non-Examples(positives and negatives)3. Attributes4. Attribute Values(essential and non-essential)
A RULE, then, is the statement of the essential attributes of the concept
Deductive Inductive
• 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
Conditions of Learning Concepts(after Robert Gagne’)
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
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 walletsToo bad, I hid a boot.
More with Dr. RotcodStar 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 nutGo 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.
Otto Rotcod (continued)
Pa's a sap.Ma is as selfless as I am!RacecarMadam Kayak Bob Ava 03230Evil olive.Lager, Sir, is regal.Red rum, sir is murder!Yo! Bottoms up, U.S. Motto, boy!Cain: A maniac!Senile FelinesSolo gigolos.Sore eye, Eros?Egad, an adage!Rats live on no evil star. Never odd or evenStep on no pets!
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 ToyotaA 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.
Web Site ofDoctor Otto Rotcod
http://www.doctorottorotcod.www//:ptth
Find the Pattern
Circumference Diameter11 cm 3.5 cm56 inches 17.8 inches4 ft. 1.3 ft.22 m 7 m3.1 inches 1 inch
There are different ways to categorize
Affective
Functional
Formal
Watch for the “ah-ha”!
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
ROMA TIBI SUBITO MOTIBUS IBIT AMOR
NIYON ANOMHMATA MH MONAN OYIN
A man, a plan, a caret, a ban, a myriad, a sum, a lac, a liar, a hoop, a pint, a catalpa, a gas, an oil, a bird, a yell, a vat, a caw, a pax, a wag, a tax, a nay, a ram, a cap, a yam, a gay, a tsar, a wall, a car, a luger, a ward, a bin, a woman, a vassal, a wolf, a tuna, a nit, a pall, a fret, a watt, a bay, a daub, a tan, a cab, a datum, a gall, a hat, a fag, a zap, a say, a jaw, a lay, a wet, a gallop, a tug, a trot, a trap, a tram, a torr, a caper, a top, a tonk, a toll, a ball, a fair, a sax, a minim, a tenor, a bass, a passer, a capital, a rut, an amen, a ted, a cabal, a tang, a sun, an ass, a maw, a sag, a jam, a dam, a sub, a salt, an axon, a sail, an ad, a wadi, a radian, a room, a rood, a rip, a tad, a pariah, a revel, a reel, a reed, a pool, a plug, a pin, a peek, a parabola, a dog, a pat, a cud, a nu, a fan, a pal, a rum, a nod, an eta, a lag, an eel, a batik, a mug, a mot, a nap, a maxim, a mood, a leek, a grub, a gob, a gel, a drab, a citadel, a total, a cedar, a tap, a gag, a rat, a manor, a bar, a gal, a cola, a pap, a yaw, a tab, a raj, a gab, a nag, a pagan, a bag, a jar, a bat, a way, a papa, a local, a gar, a baron, a mat, a rag, a gap, a tar, a decal, a tot, a led, a tic, a bard, a leg, a bog, a burg, a keel, a doom, a mix, a map, an atom, a gum, a kit, a baleen, a gala, a ten, a don, a mural, a pan, a faun, a ducat, a pagoda, a lob, a rap, a keep, a nip, a gulp, a loop, a deer, a leer, a lever, a hair, a pad, a tapir, a door, a moor, an aid, a raid, a wad, an alias, an ox, an atlas, a bus, a madam, a jag, a saw, a mass, an anus, a gnat, a lab, a cadet, an em, a natural, a tip, a caress, a pass, a baronet, a minimax, a sari, a fall, a ballot, a knot, a pot, a rep, a carrot, a mart, a part, a tort, a gut, a poll, a gateway, a
law, a jay, a sap, a zag, a fat, a hall, a gamut, a dab, a can, a tabu, a day, a batt, a waterfall, a patina, a nut, a flow, a lass, a van, a mow, a nib, a draw, a regular, a call, a war, a stay, a gam, a yap, a cam, a ray, an ax, a tag, a wax, a paw, a cat, a valley, a drib, a lion, a saga, a plat, a catnip, a pooh, a rail, a calamus, a dairyman, a bater, a canal--Panama.
Your Turn…complete the palindromes
1. Name no ___________
2. Step on ____________
3. Never odd _______________
4. Some men interpret ______________
5. Dennis and Edna ____________
6. Egad, a base tone denotes _________
7. Was it Eliot’s _________________?
Take any two numbers23+45Add them together 23
45 68 86
Stop if the sum is a palindrome
Otherwise reverse the number
And add these numbers154
451
Continue the process until
The sum is a palindrome
6055061111
Let’s Teach the Concept
Oxymoron
Attributes a
Examplesa
Non-Examplesb
•Colorless green leaves, sleeping furiously
Chomsky
Romeo, wherefore art thou…
Why then, O brawling love? O loving hate! O anything, of nothing first create! O heavy lightness! Serious vanity! Misshapen chaos of well-seeming forms! Feather of lead, bright smoke, cold fire, sick health! Still-waking sleep, that is not what it is. This love I fee, that feel no love in this. (Act 1)
Old customs (and nocturnal vampires) die hard. And so, each and every time I see an actor on stage perform delicate surgery, I think that it is extremely urgent to consider whether or not it is a close shave. Thoughtfully consider this arranged staged scenario:
Noticing her dark black shorts, and not wishing to come to a complete stop, I clumsily blurted, “Real genuine messy garbage obviously clearly is bad waste.” Irregardless, could you visually picture all that?
Honest truth?
Pleonasm…the use of more words than those necessary to denote mere sense…redundancy
Waste of Time?Check out these AP Style Analysis Concepts
• Figurative Language– Alliteration– Assonance/Consonance– Simile– Metaphor– Personification– Onomatopoeia– Hyperbole– Paradox– Sarcasm– Invective/Splenetic– Metonymy– Synedoche
• Diction– Monosyllabic/Polysyllabic– Colloquial/Informal– Archaic– Denotative/Connotative– Concrete/Abstract– Eupnonious Cacophonous
Which of these might be taught using an inductive concept model?
1. Identify adverbs
Find the ConceptYes The hunter ran quickly after the fleeing deer.No Jimmy ran his razor scooter off the path.Yes Kit Carson stole quietly up to the working beaver.No The grizzly bear rummaged in the garbage can.Yes The cowboy rapidly fired his gun until it was
empty. No The book was about knights in armor.Yes Susan lovingly hugged her younger sister. Yes The magnificently powerful tiger slithered through
the dense undergrowth.Yes The miner very quickly filled his sacks with gold
dust.
Which of these might be taught using an inductive concept model?
1. Identify adverbs
2. Know time period in which Poe wrote
3. Recognize similes in writing examples
The Big High and Lonesome
The big high and lonesome’s a place in my mind
like out from Lakeview to Burns
Or up on the Judith or at Promontory
‘bout where the UP tracks turn
It’s anywhere you feel tiny
when you get a good look at the sky
And sometimes when it’s stormin’
you can look the Lord in the eye.
Which of these might be taught using an inductive concept model?
1. Identify adverbs
2. Know time period in which Poe wrote
3. Recognize similes in writing examples
4. Understand miscibility in liquids
5. Know why two coffee cans roll down an inclined plane at different speeds
6. Recognize a “zone” defense in football
7. Understand gerrymandering
Steps in the Concept Attainment Model
• Select a concept• Determine the Definition• Select the attributes• Choose the examples• Introduce the process• Present the examples and have students
identify the attributes• Have students develop their concept
definition and possibly provide examples• Focus student attention on how they
developed the concept
Now Here’s a Concept
The girl wearing a bow took a bow.
Jason moped around the house when his dad. refused to buy him a moped.
The sewer threw her sewing into the sewer.
The unionized stockroom workers had ionized and unionized water.
At the present, Rob will present the award.
The bass bass sang “Take Me to the River.”
Some more…
• The bandage was wound around the wound.
• The dump was so full that it had to refuse more refuse.
• The wind was too strong to wind the sail.
• After a number of injections my jaw got number.
• The soldier decided to desert his dessert in the desert.
Still more of these suckers…
• The farm was used to produce produce.• The dump was so full that it had to refuse
more refuse.• We must polish the Polish furniture.• He could lead if he would get the lead out.• When shot at, the dove dove into the bushes.
A Heteronym(words spelled same with a different meaning and pronunciation)
As a teacher, you know a concept that students should
“have”…
How get it “across” to students?
Elements of a ConceptJerome Bruner
Every Concept has1. A name2. Examples and Non-Examples (positives and negatives)3. Attributes4. Attribute Values (essential and non-essential)
A RULE, then, is the statement of the essential attributes of the concept.
Inductive Teaching
Teacher gives students magnetsTeacher gives students magnets Students identify what things are Students identify what things are
attracted to magnetsattracted to magnets Students generate a rule/ generalizationStudents generate a rule/ generalization Teacher gives students other materialsTeacher gives students other materials Students predict which materials will be Students predict which materials will be
attracted to magnetsattracted to magnets Students verify predictionsStudents verify predictions
Inductive TeachingInductive Teaching
Big Idea
Smaller Ideas Smaller Ideas
Small Ideas Small Ideas
Conditions of Learning Concepts(after Robert Gagne’)
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
Find the Pattern
Circumference Diameter11 cm 3.5 cm56 inches 17.8 inches 4 ft 1.3 ft.22 m 7 m 3.1 inches 1 inch
Let’s Teach the Concept
Oxymoron
Attributes
Examplesa
Non-Examplesb
•Colorless green leaves, sleeping furiously
-- Chomsky
Romeo, wherefore art thou…
Why then, O brawling love? O loving hate! O anything, of nothing first create! O heavy lightness! Serious vanity! Misshapen chaos of well-seeming forms! Feather of lead, bright smoke, cold fire, sick health! Still-waking sleep, that is not what it is. This love I fee, that feel no love in this. (Act 1)
Old customs (and nocturnal vampires) die hard. And so, each and every time I see an actor on stage perform delicate surgery, I think that it is extremely urgent to consider whether or not it is a close shave. Thoughtfully consider this arranged staged scenario:
Noticing her dark black shorts, and not wishing to come to a complete stop, I clumsily blurted, “Real genuine messy garbage obviously clearly is bad waste.” Irregardless, could you visually picture all that?
Honest truth?
Pleonasm…the use of more words than those necessary to denote mere sense. . . redundancy (all over again?)
Waste of Time?Check out these AP Style Analysis Concepts
• Figurative Language– Alliteration– Assonance/Consonance– Simile– Metaphor– Personification– Onomatopoeia– Hyperbole– Paradox– Sarcasm– Invective/Splenetic– Metonymy– Synedoche
• Diction– Monosyllabic/Polysyllabic– Colloquial/Informal– Archaic– Denotative/Connotative– Concrete/Abstract– Eupnonious Cacophonous
Which of these might be taught using an inductive concept model?
1. Identify adverbs
Find the Concept
Yes The hunter ran quickly after the fleeing deer.No Jimmy ran his razor scooter off the path.Yes Kit Carson stole quietly up to the working beaver.No The grizzly bear rummaged in the garbage can.Yes The cowboy rapidly fired his gun until it was
empty. No The book was about knights in armor.Yes Susan lovingly hugged her younger sister. Yes The magnificently powerful tiger slithered through
the dense undergrowth.Yes The miner very quickly filled his sacks with gold
dust.
Which of these might be taught using an inductive concept model?
1. Identify adverbs
2. Know time period in which Poe wrote
3. Recognize similes in writing examples
4. Understand miscibility in liquids
5. Know why two coffee cans roll down an inclined plane at different speeds
6. Recognize a “zone” defense in football
7. Understand gerrymandering
Steps in the Concept Attainment Model
• Select a concept• Determine the Definition• Select the attributes• Choose the examples• Introduce the process• Present the examples and have students
identify the attributes• Have students develop their concept
definition and possibly provide examples• Focus student attention on how they
developed the concept
Now Here’s a Concept
The girl wearing a bow took a bow.
Jason moped around the house when his dad. refused to buy him a moped.
The sewer threw her sewing into the sewer.
The unionized stockroom workers had ionized and unionized water.
At the present, Rob will present the award.
Some more…
• The bandage was wound around the wound.
• The dump was so full that it had to refuse more refuse.
• The wind was too strong to wind the sail.
• After a number of injections my jaw got number.
• The soldier decided to desert his dessert in the desert.
Still more of these suckers…
• The farm was used to produce produce.• The dump was so full that it had to refuse
more refuse.• We must polish the Polish furniture.• He could lead if he would get the lead out.• When shot at, the dove dove into the bushes.
A Heteronym(words spelled same with a different meaning and pronunciation)
The bass bass sang “Take Me to the River.”
Your job?
• To teach an inductive lesson this week (or very early next week and present your findings to the class on Tuesday.
• Have fun…and hear you next week.
Very special thanks to:
Dr. Howard Jones from the University
of Houston for generously allowing me
to “steal” his ideas (and use his
PowerPoint Presentations) and
encouraging me to continue my quest to
be a missionary of models.