Models of Teaching

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Models of Teaching

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1. Models of Teaching Methods 1

2. Overview Models of teaching – models of learning Benefits, limitations Questions for critical reflection

4. WHY USE MODELS OF TEACHING? Meet learning needs of heterogeneous groups. Varied outcomes, different levels of sophistication. Repertoire of approaches. SHOULD BE COMPLEMENTED BY LEARNING EXPERIENCES AND APPROACHES TO TEACHING THAT MOST NEARLY MATCH DESIRED ENDS. SHOULD BE COMPLEMENTED BY LEARNING EXPERIENCES AND APPROACHES TO TEACHING THAT MOST NEARLY MATCH DESIRED ENDS.

5. What are Models of Teaching? Prescriptive strategies to guide planning and instruction Supported by research based-evidence Detailed overview of how to teach Role of instructor Type of classroom structure Ways teacher supports student efforts

6. What are Models of Teaching? Provide common language to discuss facets of instruction common across all classrooms among administrators and teachers. Increases probability of learning certain skills/knowledge.

7. What are Models of Teaching? Promote awareness about how individuals and collective faculty teach. Helps students learn how to learn. Conceptual frameworks grouped by purpose and intended outcomes into 4 families.

8. FAMILIES OF TEACHING MODELS http://en.wikipedia.org/wiki/User:Celtickendra/Four_Families_of_Teaching

9. INFORMATION-PROCESSING FAMILY Enhances making sense of new information. Help students learn how to construct knowledge. ACQUIRING AND ORGANIZING INFORMATION, IDENTIFYING AND SOLVING PROBLEMS LEARNING CONCEPTS.ACQUIRING AND ORGANIZING INFORMATION, IDENTIFYING AND SOLVING PROBLEMS LEARNING CONCEPTS.

10. Information Processing Inductive thinking Concept attainment Mnemonics Advance organizers Scientific inquiry Synectics Inquiry training

11. SOCIAL FAMILY Uses group inquiry and problem-solving strategies. Encourages assimilation and understanding. Relies on students’ personal and social values.

12. Social Family Partners in learning Group investigation Role playing Jurisprudential inquiry

13. PERSONAL FAMILY Emphasizes self-actualizing, self-awareness, directing destinies. Exploration and reflection about goals or future careers.

14. Personal Family Non-directive teaching Enhancing self-esteem

15. BEHAVIORAL FAMILY Develop mastery in subject matter or skills acquisition. Seeks specific behavioral changes. Measurable outcomes.

16. Behavioral Family Mastery learning Direct instruction Simulation Social learning Task performance reinforcement

17. Models of Teaching Resources Most articles on teaching models reference Bruce Joyce sometime http://www.amazon.com/Models-Teaching-Bruce-R-Joyce/dp/0205193919 Introduction to Model Based Teaching in Science - http://mtv.concord.org/publications/model_based_teaching.pdf Learning Theories and Teaching Models - http://www.cloudnet.com/~edrbsass/edlea.htm Teaching Models from Virginia Tech - http://www.edtech.vt.edu/edtech/id/models/index.html PBS Guide - http://www.pbs.org/unctv/nogreatercalling/educators/index.html Teaching with models - http://serc.carleton.edu/introgeo/models/  especially see the link to the physics article Model BasedTeaching with Biologica - http://www.springerlink.com/content/q162767200844873/ Models of Teaching and Approaches to - http://faculty.coehd.utsa.edu/pmcgee/models.htm Wikipedia - http://en.wikipedia.org/wiki/User:Celtickendra/Four_Families_of_Teaching

18. 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.

19. TEACHER BENEFITS Develop learning experiences that yield successful outcomes. Facilitates student engagement in more meaningful ways. Explicit use of teaching models can accelerate rate of learning, capacity and facility in learning.

20. 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.

21. 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.

22. Questions for Critical Reflection What models do you use during instruction? What other approaches do you want to use?

23. References Joyce, B. & Calhoun, E. (1996). 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.

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