TEACHING MODELS:Designing Instruction for 21st Century Learners

Kilbane, C. R., & Milman, N. B. (2013). Teaching models: Designing instruction for 21st

century learners. Boston, MA: Pearson.

About the presenters

Clare Kilbane, Ph.D.Otterbein UniversityWesterville, Ohio

Natalie Milman, Ph.D.George Washington UniversityWashington, DC

Why write the book?

To maintain relevance in a “new era” of education, we need to decide:

• what to keep• what to discard and• what to transform . . .

These are difficult but necessary choices.

"If we teach today as we taught yesterday, we rob our children of

tomorrow.”-John Dewey

In this webinar, participants will:1. Explore the challenges of teaching in

21st century classrooms.2. Identify approaches used to

design instruction for diverse learners & examine their pros and cons.

3. Learn about 10 time-tested instructional models that simultaneously promote students’ development of content area learning and 21st century skills.

In this webinar, participants will:4. Gain an appreciation for how instructional

models have increased relevance when combined with technology and differentiated instruction.

5. Understand methods to better prepare teachers and teacher candidates for performance-based assessments like the edTPA.

What are some challenges of teaching in 21st century classrooms?

• Preparing students for a dynamic, global, technology-driven society

• Equitably supporting diverse learners• Successfully addressing standards• Effectively using resources• Balancing quality with increased

accountability

Trends influencing 21st century education

• Technological development• Information• Globalization• Equity• Accountability

Ideas, reforms, & movements influencing education

• Common Core Standards• P21 Framework • National Educational Technology Standards• Culturally Responsive Pedagogy• Bloom’s Revised Taxonomy• Differentiated Instruction• Universal Design for Learning• Understanding by Design

A new challenge: the needs of21st Century learners

How can teachers design instruction to

address diverse learner needs in 21st century classrooms

Common approaches for designing instruction:1. Tomlinson: “Differentiated Instruction”2. Wiggins & McTighe: “Understanding by

Design”3. Fink: “Integrated Course Design”4. Hunter: “Hunter” model 5. Gay: “Culturally Responsive Teaching”6. Hoffer & Harris: “Learning activity types”

13

Teaching today involves:• Knowing one’s students and making

instructional decisions to address their needs.

• Balancing students’ individual and shared needs while providing supportive learning experiences required to master standards.

• Integrating abundant resources for teaching.

TEACHING MODELS: Major Themes• Using the best of what we

know to promote powerful learning– Instructional design– Technology– Differentiation– Theory– Research

TEACHING MODELS: Part I• The context of 21st century

teaching/learning and educational design

• Instructional design• Technology• Assessment

TEACHING MODELS: Part II – 10 Models1. Direct Instruction 6. Inquiry

2. Concept Attainment 7. Problem-Based Learning

3. Concept Development 8. Cooperative Learning

4. Inductive Model 9. Integrative

5. Concept Attainment 10. Socratic Seminar

What is an educational designer?• approaches instructional planning and other

areas of their practice with intentionality, • possesses specialized knowledge,• Has skill to use systematic processes when

identifying and framing instructional challenges related to learners and content, and

• competently addresses these challenges through the application of a broad repertoire of instructional models, strategies, and technologies.

Teachers would benefit to think of themselves as “educational designers”

Why is design an important concept right now?• Work in a time of abundant

resources• Have a great deal of autonomy

and choice• Desire to make good choices

What is an educational designer?

Mindset - one that is new• Sees her/his role as “instructional decision

maker” and problem-solver,• Views two-way communication as vital,• Is intentional, thoughtful and deliberate, and• Realizes s/he can make decisions and needs to

make decisions based on information and goals.

Skill Set- Broadened and honed • Mastery of the assessment cycle• Ability to learn from practice and self-study• Skills required to communicate and work

effectively with others

ADDIE Model

• Analyze

• Design

• Develop

• Implement

• Evaluate

23

Analyze Phase - Goals1. determine the instructional goals and

objectives, 2. examine current and desired learner

needs and characteristics,3. identify contextual factors that might

promote or hinder instruction, and4. locate resources.

24

Analyze Phase Activities• Analyze academic standards and organize

them into learning goals• Identify and examine learner needs• Consider important characteristics of the

learning context• Conduct needs assessment• Inventory available materials and resources• Select appropriate instructional models of

teaching

25

Design Phase - Goals• Develop the best plan possible for meeting the

known need (based on analysis).• Develop a plan for measuring the quality of

product (in development and completed) and possibly the instructional process.

26

Design Phase Activities• Review learning goals• Configure other instructional tools• Formulate plans for development of

instructional plan and materials• Conceive evaluation plan• Devise sequence and plan pacing of

lesson/unit

27

Develop Phase – Goals:

• Enact the plan that was designed.• Develop the instruction.

28

Develop Phase Activities• Create lesson plans• Develop evaluation plan• Produce any instructional materials

29

Implement Phase - Goals1. Use the products created.

2. Try out the instruction and see how well it

works!

30

Implement Phase Activities• Teach unit• Utilize instructional materials developed• Implement evaluation plan

31

Evaluate Phase – Goals:• Determine effectiveness of instruction • Collect a variety of data (formative &

summative)

Tool Set- a powerful combination• Use of instructional approaches like universal

design, differentiated instruction and UBD• Models• Strategies• Digital tools

Models

Strategies

Technologies

The 3 Es

High-quality tool characteristics

• Powerful- makes human effort greater than without

• Dependable-high odds of working

• Practical- do something worth doing

• Flexible- perform multiple tasks

• Enduring- useful long-term

Addressing Diverse Students’ Needs

Differentiation

TechnologyModels

Compatibility with the edTPA• Both book and assessment present the

instructional process as a sophisticated activity with teachers acting as strategic decision-makers and problem-solvers.

• Both present use of the assessment cycle as instrumental throughout instruction-from planning and implementation to the comprehension of learning outcomes.

Compatibility with the edTPA• Both emphasize careful matching of

pedagogical approaches with content standards.

• Both recognize the importance of intentional support for diverse learners and use an “asset orientation” to addressing diversity.

Support for edTPA• Chapter on assessment provides support for

developing skills candidates are required to demonstrate.

• Application exercises reinforce the importance of grounding practice in theory and research. The descriptions of the models may result in effective teaching and high scores on rubrics.

• Differentiation is illustrated in a special section as well as in scenarios and lesson plans.

Questions and Answers• Please share your questions using the “chat”

window.

Available: http://www.pearsonhighered.com/educator/product/Teaching-Models-Designing-Instruction-for-21st-Century-Learners/9780205609970.page

Q & A?

Contact Info• Clare Kilbane, PH.D.:

CKilbane@otterbein.edu• Natalie Milman, PH.D.:

nmilman@gwu.edu