TEACHING MODELS: Designing Instruction for 21 st Century Learners

1. 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.

2. About the presenters Clare Kilbane, Ph.D. Otterbein University Westerville, Ohio Natalie Milman, Ph.D. George Washington University Washington, DC

3. 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.

4. "If we teach today as we taught yesterday, we rob our children of tomorrow.” -John Dewey

5. In this webinar, participants will: Explore the challenges of teaching in 21st century classrooms. Identify approaches used to design instruction for diverse learners & examine their pros and cons. Learn about 10 time-tested instructional models that simultaneously promote students’ development of content area learning and 21st century skills.

6. 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.

7. 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

8. Trends influencing 21st century education Technological development Information Globalization Equity Accountability

9. 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

10. A new challenge: the needs of21st Century learners

11. How can teachers design instruction to address diverse learner needs in 21stcentury classrooms

12. Common approaches for designing instruction: Tomlinson: “Differentiated Instruction” Wiggins & McTighe: “Understanding by Design” Fink: “Integrated Course Design” Hunter: “Hunter” model Gay: “Culturally Responsive Teaching” 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.

14. TEACHING MODELS: Major Themes • Using the best of what we know to promote powerful learning • Instructional design • Technology • Differentiation • Theory • Research

15. TEACHING MODELS: Part I • The context of 21st century teaching/learning and educational design • Instructional design • Technology • Assessment

16. TEACHING MODELS: Part II – 10 Models

17. 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.

18. 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

19. 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.

20. 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

21. ADDIE Model Analyze Design Develop Implement Evaluate

23. Analyze Phase - Goals determine the instructional goals and objectives, examine current and desired learner needs and characteristics, identify contextual factors that might promote or hinder instruction, and 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 Configureother 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 - Goals Use the products created. 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)

32. Tool Set- a powerful combination • Use of instructional approaches like universal design, differentiated instruction and UBD • Models • Strategies • Digital tools

37. Models

38. Strategies

39. Technologies

40. The 3 Es

41. 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

42. Models • Technology • Differentiation • Addressing Diverse Students’ Needs

43. 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.

44. 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.

45. 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.

46. Questions and Answers Please share your questions using the “chat” window.

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

48. Contact Info Clare Kilbane, PH.D.: CKilbane@otterbein.edu Natalie Milman, PH.D.: nmilman@gwu.edu