models of teaching edtc 6341 student-centered learning

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

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)


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


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



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)


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


• 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







• REPETITION?

Internal


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.


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.


1. Identify adverbs



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?


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








• REPETITION?

Internal


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


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.


1. Identify adverbs



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.

models of teaching edtc 6341 student-centered learning

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