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Leveling the Playing Field: Models of Teaching

Leveling the Playing Field: Models of Teaching. Linda S. Behar-Horenstein, Ph.D. Distinguished Teaching Scholar and Professor Department of Educational Administration and Policy University of Florida Diane Archer-Banks, Ph.D. Program Coordinator UF Alliance College of Education.

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Leveling the Playing Field: Models of Teaching

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  1. Leveling the Playing Field: Models of Teaching Linda S. Behar-Horenstein, Ph.D. Distinguished Teaching Scholar and Professor Department of Educational Administration and Policy University of Florida Diane Archer-Banks, Ph.D. Program Coordinator UF Alliance College of Education

  2. Imagine the conversation Classrooms where teachers carefully explained to students what and how they were going to teach and told students exactly what they wanted students to be able to do as a result of their teaching-learning interactions.

  3. Imagine the sense of sharing The feeling that you were going to be part of something bigger than you. The sense of excitement of learning something new -- that you could almost taste it.

  4. Imagine The feeling of empowerment

  5. Schools as places that students longed to attend

  6. Overview • Models of teaching • Benefits, limitations • Questions for critical reflection

  7. What are Models of Teaching? • Prescriptive strategies to guide planning and instruction • Supported by research based-evidence

  8. Models of Teaching • Detailed overview of how to teach • Role of instructor • Type of classroom structure • Ways teacher supports student efforts

  9. What are Models of Teaching? Provide common language to discuss facets of instruction common across all classrooms among administrators and teachers.

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

  11. What are Models of Teaching? • Eliminates differences due to gender, race/ethnicity, socio-economic status. • Increases probability of learning certain skills/knowledge.


  13. INFORMATION-PROCESSING FAMILY • Enhances making sense of new information. • Help students learn how to construct knowledge.

  14. Information-processing models: An example • Fourth grade students seated around a center. Jack Jones’, the teacher, lights a candle and places a jar with 6 inch circumference over the candle. The candle burns out. • He repeats this exercise several times with jars of varying circumference and places them over lighted candles. • He tells students, “Now we are going to develop some ideas about what just happened.”

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

  16. Social models: An example • Janie Hrock’s 12th grade class begins with a videotape of a court room scene. A mother is fighting to prevent a father from having time together with their 9 year old daughter. Parents have joint custody. • As the case proceeds Ms. Hrock asks students to document the “issues” and their “questions.” • Following the tape, the students describe issues, defend positions and ask questions.

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

  18. Personal models: An example • Terrace Banks’ 6th grade students enter Language Arts classroom on first day of school. As they take their seats, Banks tells students to write about what they want to be when they grow up and asks to them to explain why. • After about 30 minutes, students share essays aloud. As students read, Banks asks them what skills they think they will need to enter chosen professions.

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

  20. Behavioral models: An example • Lem McCoy’s 4th grade students arrive to class and find a quiz on their desks. • Students are given 100, 1 by 1 digit multiplication problems. McCoy tells them to complete as many correctly in 5 minutes are they can.

  21. Explicit use of teaching models can accelerate rate of learning, capacity and facility in learning.

  22. TEACHER BENEFITS • Improves the quality of instruction. • Systematic approach to planning for instruction.

  23. TEACHER BENEFITS • Facilitates awareness about students’ learning needs. • Assess impact of instruction. • Offers alternative ways of representing content/skills.

  24. TEACHER BENEFITS • Develop learning experiences that yield successful outcomes. • Facilitates student engagement in more meaningful ways.

  25. STUDENT BENEFITS • Increases aptitude for learning and retention. • Learn more rapidly. • Facilitates different kinds of learning.

  26. STUDENT BENEFITS • Builds academic self-esteem. • Acknowledges characteristics and aptitudes. • Promotes student awareness of how they will be taught and what changes are sought.

  27. 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

  28. WHY USE MODELS OF TEACHING? • Meet learning needs of heterogeneous groups. • Varied outcomes, different levels of sophistication. • Repertoire of approaches.

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

  30. References Anusavice, S. H., & Behar-Horenstein, L. S. (2005). Looking into classrooms: Student achievement, student absenteeism, teacher efficacy, and teacher Instruction of highly mobile students in specialized and traditional school settings. Curriculum and Teaching 20, 15-39. Behar-Horenstein, L. S., & Ganet-Sigel, J. G. (1999). The Art and Practice of Dance/Movement Therapy. Needham Heights, MA: Pearson Publishing Solutions. 209 pp. Behar-Horenstein, L.S., & Seabert, D. M. (2005). Looking into classrooms: Teachers' use of models of teaching. Educational Practice and Theory 27(1), 49-66.

  31. References Joyce, B. & Calhoun, E. (996). 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.

  32. Dr. Linda Behar-Horenstein Distinguished Teaching Scholar and Professor University of Florida Lsbhoren@ufl.edu (352) 392-2391, Ext. 299

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