INSTRUCTIONAL MODELS Based on Models of Teaching by Joyce, Weil, & Calhoun

1. INSTRUCTIONAL MODELS Based on Models of Teaching by Joyce, Weil, & Calhoun

2. INFORMATION PROCESSING FAMILY Emphasizes ways of enhancing humans’ innate drive to make sense by: -Acquiring information -Organizing information -Identifying problems -Formulating hypotheses -Developing concepts -Generating solutions -Fostering creativity

3. INDUCTIVE THINKINGHilda Taba Goals Concept Formation/Concepts Enumeration, Listing Grouping Labeling, Categorizing Interpreting Data Exploring Relationships Identifying Critical Relationships Making Inferences Applying Predicting Explaining Hypothesizing Synthesizing Verifying

4. STEPS Concept Formation Enumerate or list (“What do you see?”) Group (“What belongs together?”) Label (“What distinguishes this group?” ) Interpret the Data Identify group relationships (“What do you notice about each group?”) Explore relationships (“How are groups related?”) Make inferences (“What does this all mean?”) Application Predict (“What would happen if…?”) Support hypothesis (“Why would this be?”) Verify (Use logical principles/evidence)

5. ELEMENTS Role of Teacher Initially Teacher-Centered (construct tasks, environment) Cooperative (T provides support, resources, guidance) Scaffolding (Match tasks, questions to level and learning style) Social System High to moderate structure

6. TIPS Practice! Study your students Focus on metacognition Focus on underlying concepts Teach substance Select appropriate data sets Don’t rule out multiple-attribute categories Determine higher-order objective at beginning Don’t reserve for “mature” students Emphasize discipline + flexibility

7. CONCEPT ATTAINMENTJerome Bruner Goals Attainment of specific concepts Concept-building (metacognition) Labeling, Categorizing Interpreting Data Exploring Relationships Identifying Critical Relationships Making Inferences Applying Predicting Explaining Hypothesizing Synthesizing Verifying

8. STEPS Phase One Present data to students in pairs (Exemplar, Non-exemplar) Learners identify concept, based on essential attributes Phase Two Students generate own examples Teacher confirms or disconfirms Phase Three Students analyze strategies Record strategies

9. ELEMENTS Role of Teacher Initially teacher-centered (T controls sequence open dialogue); Students gradually assume more initiative Social System Moderately structured

10. TIPS Focus on attributes -Essential attributes -Attribute value -Multiple attributes (relational) Focus on students’ processes (metacognition) -Partistic strategies -Holistic strategies Use as assessment tool

11. SCIENTIFIC INQUIRYJoseph Schwab Goals: Method Content • Role of expert practice *Genuine problem/issue/question/event *Invitation to solve or address • Nature of knowledge *Not predetermined, absolute--result of preceding interpretation *Dependability of current knowledge—best we have

12. STEPS Confrontation with area of investigation Identification of conceptual or methodological problem Invitation to design ways to solve or overcome Evaluation/interpretation of results

13. ELEMENTS Role of Teacher Guide inquiry process, encouraging rigor Focus on process over “facts” Encourage— *generation of hypothesis *interpretation of data *development of constructs *emergent ways of interpreting reality Social System Moderately structured; encourage boldness AND humility

14. TIPS Sequence invitations: simpler  > sophisticated Convert general “wonderments” into immediately useful problems Develop inquiry-oriented materials (rare—didactic texts are standard) Understand the model Understand your discipline

15. INQUIRY TRAININGRichard Suchman Goals Similar to scientific inquiry

16. STEPS (Explain inquiry procedures) Present discrepant event (confrontation) Gather data/ask questions (verification) Hypothesize/questions (experimentation) Analyze/evaluate conclusions Analyze/evaluate strategies

17. ELEMENTS Role of Teacher Select/construct problem situation Referee questioning Respond to inquiries with information Help establish focus Facilitate discussion Assist evaluation Social System Cooperative and rigorous: *Social environment—controlled *Intellectual environment--open

18. TIPS Distinguish verification & experimentation phases Encourage/reward all questions Selection of puzzling situation critical Focus on process ( content)

19. ADVANCE ORGANIZERSDavid Ausubel Goal/Purpose Help students organize/process information by providing “ideational anchors” Use with: presentational instructional methods (lecture, written, video/audio)

20. STEPS Presentation of Advance Organizer *Higher level of abstraction/inclusiveness than lesson content *Important content in itself *Expository or comparative Presentation of material (“active reception learning”) Strengthening of cognitive organization (“integrative reconciliation,” clarification

21. ELEMENTS Role of Teacher Teacher controls intellectual structure student integrates/internalizes/makes personally relevant Social System Structured moderately structured

22. TIPS Well-organized material critical Integral and appropriate relationship between organizer and content Caution: from Joyce, Weil, & Calhoun, p. 201) “Many textbooks do not feature conceptually organized material.”

23. SYNECTICS Goal/Purpose Increase problem-solving capacity, creative expression, empathy, and insight into problems, relationships, concepts, and ideas by— making creativity a conscious process “Make familiar strange and strange familiar.”

24. STEPS Describe problem or situation Suggest direct analogies Choose one to explore/develop “Become” the analogy (personal analogy) Suggest compressed conflicts Choose one to develop Generate new direct analogy based on compressed conflict Reexamine original task

25. ELEMENTS Role of Teacher Induce psychological states likely to foster creative thinking Utilize nonrational thinking Accept/legitimize all answers Clarify and summarize Create safe, accepting environment Social System Moderately structured

26. TIPS Work within students’ experience Encourage divergent thinking (maximize “conceptual distance”) Attend to pacing Explicitly outline procedures Consider group size Use with discussion, written, hands-on materials Consider domain-specific training Take risks; practice; be open; reflect

27. SOCIAL FAMILY* Emphasizes humans’ social nature: -humans are inherently social beings -learning is an inherently social process -social interaction enhances (or is necessaryfor) intellectual learning -Synergy of cooperative setting >motivation -social skills are learned—and -are required for democratic behavior -knowledge is socially constructed* “The most stunning thing about teaching people to help kids learn cooperatively is that people don’t know how to do it as a result of their own schooling and life in this socety. An, if anything is genetically-driven, it’s a social instinct. If it weren’t for each other, we wouldn’t even know who we are.” Herbert Thelen

28. Philosophical Roots John Dewey (Experiential learning) Lev Vygotsky (Zone of Proximal Development) (Others: Charles Hubbard Judd, 1934; William Heard Kilpatrick, 1919; George Counts, 1932; Boyd Bode, 1927)

29. COOPERATIVE LEARNING Goal/Purpose Create feelings of “connectedness” which lead to synergy essential for effective learning Produce cognitive as well as social complexity Increase positive feeling, decrease alienation Improve social skills Increase learning*

30. STEPS Set task Formulate groups Establish (model) roles Provide appropriate resources/environment Facilitate/trouble-shoot Guide reflection Synthesize learning

31. ELEMENTS Role of Teacher: “Guide on the Side” *Manage intellectual, social, and physical environment *Be expert in field of study Social System Moderately structured

32. TIPS Group structure (size, homogeneous vs. heterogeneous) depends on: -students -nature of task Planning! Organization! Flexibility Authenticity!!!

33. GROUP INVESTIGATION Goal/Purpose To combine the form and dynamics of democratic process with process of academic inquiry. (Thelen, Dewey)

34. STEPS Students encounter puzzling situation Students explore reactions Students structure problem and organize for study Individual or group study Report/conclude Analysis of process

35. ELEMENTS Role of Teacher: “Guide on the Side” *Manage intellectual, social, and physical environment *Be expert in field of study Social System Moderately structured

36. TIPS Remember: Outcome is not completely predictable Negotiation and renegotiation are essence of social process (Thelen) Teaching model replicates societal patterns Process continually generates new data Provide adequate support systems Puzzlement must be genuine! Authentic exchanges are essential!!

37. ROLE PLAY Goal/Purpose To explore and understand human relations issues and concepts by illuminating and analyzing the underlying values involved. “The analysis of values is what’s important. Playing the roles lets the values become visible if the analysis is right. Understanding that what you do is a living out of your values starts the inquiry.” --Fannie Shaftel

38. STEPS (Shaftel Model) Identify/Introduce problem Analyze roles/Select role players Set line of action Assign observation tasks Enact role play Discuss and evaluate Reenact Discuss and evaluate Generalize

39. ELEMENTS Role of Teacher: Directive (shape the exploration and establish the focus) Reflective (accept all suggestions as legitimate; no value judgments) Supportive (atmosphere of equality and trust) Deliberative (help students recognize and evaluate alternative points of view; evaluate consequences) Social System: Moderately structured

40. TIPS/POINTS Adapt to needs of curriculum, students, time constraints, etc. Emphasize intellectual as well as emotional content (through internalization) Underscores role of expert practice (deep understanding of principles of discipline) Distinct from simulation Develops social, problem solving, critical thinking skills Amenable to: --Interpersonal conflicts --Intergroup relations --Individual dilemmas --Historical or contemporary problems --Any content requiring perspective-taking and/or examination of alternate perspectives

41. JURISPRUDENTIAL INQUIRY Goal/Purpose To give student tools for analyzing and debating social issues by identifying underlying values in conflict in order to develop citizens capable of sharing in the formulation of social policy (Shaver)

42. STEPS Introduce materials Identify issue(s) Take positions Explore the stances; determine if: --value problem --factual problem --definitional problem Refine, qualify positions Test factual assumptions

43. ELEMENTS Role of Teacher: Direct issue formulation Probe substance— --relevance --consistency --specificity/generality --definitional clarity Enforce continuity of thought Emphasize goal (clarification of issue, development of most defensible position) Social System: Structure: high low

44. TIPS/POINTS Mastery of framework for analyzing issues is major learning outcome Time intensive Most suitable for higher grades (but adaptable for lower grades) Cross-curricular applicability Encourages development of critical thinking skills

45. PERSONAL FAMILY Emphasizes the individual student as the starting point of learning. Beliefs: Enhancing the learner as a person is worthwhile educational goal in and of itself. Self-actualized learners have increased learning capacities.

46. Goals of Personal Family Lead students to increased mental/emotional health Increase proportion education emanating from students’ needs and goals Develop specific kinds of qualitative thinking

47. USES General models of teaching “Flavor” learning environments designed around other models Counseling Inform development of curricula in content areas

48. NONDIRECTIVE TEACHING (Rogers) Goal/Purpose Development of: effective long-term learning strategies self-actualized individuals

49. STEPS Express feelings/define problem Discuss problem Make plan/decision Gather further insight develop more positive action Take action

50. ELEMENTS Role of Teacher: Facilitator Social System: Low structure *Resources (vary) *Privacy *Time