Wednesday, May 11, 2011

Daily Assignment #60: Models of Teaching

In The Skillful Teacher, by Saphier, Haley-Speca, Gower, a model of teaching is defined as "a pattern of instruction that is recognizable and consistent."  Models of teaching teach a particular kind of thinking.  Joyce and Weil, Models of Teaching, established 4 categories of models. 
They included:
  1. Behavior Modification 
  2. Information Processing 
  3. Social Interaction
  4. Personal
An example of an Information Processing Model is Hilda Taba's Inductive Reasoning/Thinking.  This model was designed to improve the students’ ability to handle information.
There are 3 categories and 9 phases to this model:

            1. Present the data to the students or collect it from them.
                      Phase One: Enumeration and listing
          Phase Two: Grouping
          Phase Three: Labeling, Categorizing 
2.  Present a focus statement and have the students classify the data based on common attributes.
          Phase Four: Identifying Critical Relationships
          Phase Five: Exploring Relationships
          Phase Six: Making Inferences
 3.  Apply the concepts that emerge; explore relationships; make predictions.
       Phase Seven: Predicting Consequences, Explaining Unfamiliar Phenomenon, Hypothesizing
          Phase Eight: Explaining and/or Supporting the Predictions and Hypotheses
          Phase Nine: Verifying the Prediction

Lesson using Inductive Model:  
The teacher will begin by asking the students to think of anything that comes to mind regarding the reasons for the war of 1898.  As they call out their ideas the teacher will write them on the board.  
The teacher will then ask each student, why they chose what they called out.  
The teacher will then ask them to get into their pre-assigned groups and brainstorm about which ideas belong together in a grouping.  
The teacher will then write those groups on the board, going with the most prominent and again ask why the students chose as they did. 
The teacher will now ask the student groups to label or put those groups in a particular category.  The teacher will write all their ideas on the board and they may vote on the most prominent.  
The teacher will now again ask why they chose as they did drawing on their responses to ask further questions.  
The teacher will then tell the class that they have essentially outlined an essay listing the key factors leading to the war of 1898 and may use this method individually to accomplish an essay or to clarify their thoughts on a subject.

I hope you will take an opportunity to experiment with this strategy.

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Best Effort,

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