Models Presentation

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Models Presentation

  1. 1. Models of Teaching Personal Family Behavioral Systems Family CI703: Spring 2006
  2. 2. <ul><li>Barbara Holmes </li></ul><ul><li>Karen McComas </li></ul><ul><li>Ray Singleton </li></ul>
  3. 3. Personal Family Models <ul><li>Increase mental and emotional health </li></ul><ul><li>Increase self-awareness of needs and aspirations </li></ul><ul><li>Improve creative thinking </li></ul>
  4. 4. Behavioral Systems Family <ul><li>Encourages learning </li></ul><ul><li>Encourages re-learning </li></ul><ul><li>Discourages avoidance </li></ul>
  5. 5. Chapter 13 <ul><li>Developing Positive Self-Concepts: </li></ul><ul><li>The Inner Person of </li></ul><ul><li>Boys and Girls, </li></ul><ul><li>Men and Women </li></ul>
  6. 6. Conceptual Systems Theory <ul><li>1960s: Research of Abraham Maslow and Carl Rogers </li></ul><ul><ul><li>Our concepts of ourselves are important </li></ul></ul><ul><ul><li>Strong self-concepts = self-actualizing behavior </li></ul></ul><ul><ul><li>Less developed self-concepts = accepting behavior </li></ul></ul><ul><ul><li>Least developed = less able to cope with life </li></ul></ul>
  7. 7. Predictor of Behavior <ul><li>Using Conceptual Systems Theory </li></ul><ul><ul><li>Gourmet Omnivores </li></ul></ul><ul><ul><li>Active Consumers </li></ul></ul><ul><ul><li>Passive Consumers </li></ul></ul><ul><ul><li>Reticent Consumers </li></ul></ul>
  8. 8. 1. Gourmet Omnivores <ul><li>Embrace life’s opportunities </li></ul><ul><li>Lifelong learners </li></ul><ul><li>Pull others along with them </li></ul><ul><li>10% </li></ul>
  9. 9. 2. Active Consumers <ul><li>Also involved </li></ul><ul><li>Quite engaged with their environment </li></ul><ul><li>Positively influence others </li></ul>10%
  10. 10. 3. Passive Consumers <ul><li>Amiable, just getting along </li></ul><ul><li>Involvement depends strongly on whom they are with </li></ul><ul><li>Tend to be inactive around passive peers </li></ul>70%
  11. 11. 4. Reticent Consumers <ul><li>Expend energy pushing away opportunity for growth </li></ul><ul><li>Express distaste about everything </li></ul>10%
  12. 12. Teachers as Models <ul><li>The good news about passive consumers and reticent consumers </li></ul><ul><li>Students become what teachers model for them </li></ul>They can be “drawn in” by others
  13. 13. Understanding human nature gives us tools to develop self-actualizing students Conceptual Systems Theory
  14. 14. Chapter 14 <ul><li>Learning To Learn </li></ul><ul><li>From Mastery Learning </li></ul>
  15. 15. Aptitude <ul><li>Length of time it takes an individual to master a skill or information </li></ul>
  16. 16. Components <ul><li>Identify skill or material to be mastered </li></ul>
  17. 17. (components) <ul><li>Complete a systems analysis to identify the purposes of learning the targeted skill or material </li></ul><ul><li>Define mastery of the targeted skill or material in written objectives that describe the purpose </li></ul>
  18. 18. (components) <ul><li>Complete a task analysis on the major objectives to develop sub-units of learning that require mastery to achieve the larger purpose </li></ul><ul><li>Define mastery of the sub-units in written objectives that describe the purpose </li></ul>
  19. 19. (components) <ul><li>Consider the individual for whom the learning experience is being designed </li></ul><ul><li>Select the teaching strategies and materials with the particular learner in mind </li></ul>
  20. 20. (components) <ul><li>Give the learner enough time </li></ul><ul><li>Administer formative assessments along the way </li></ul>
  21. 21. Finally… <ul><li>Document mastery or </li></ul><ul><li>Branch if mastery not achieved </li></ul>or
  22. 22. Finally… <ul><li>Document mastery </li></ul><ul><li>or </li></ul><ul><li>Branch, if mastery not achieved </li></ul>
  23. 23. Exemplars <ul><li>Programmed Instruction </li></ul><ul><li>Language Learning Laboratories </li></ul>
  24. 24. Advantages (logistics) <ul><li>Frees teachers up to do the professional work they are trained to do by leaving record-keeping to the computer or teaching aides. </li></ul><ul><li>Lets students work at own pace. </li></ul>
  25. 25. Advantages (continued) <ul><li>Facilitates development of … </li></ul><ul><ul><ul><li>problem-solving skills </li></ul></ul></ul><ul><ul><ul><li>personal responsibility for learning </li></ul></ul></ul><ul><ul><ul><li>self-assessment skills </li></ul></ul></ul>
  26. 26. Chapter 15 <ul><li>Direct Instruction </li></ul>
  27. 27. Systematic Approach <ul><li>Based on studies of effective teachers </li></ul><ul><li>Related to training done by psychologists </li></ul>
  28. 28. Components <ul><li>Emphasis on student/teacher interaction </li></ul><ul><li>Academic focus </li></ul><ul><ul><li>High degree of teacher control </li></ul></ul><ul><ul><li>High expectations </li></ul></ul><ul><ul><li>Time on task </li></ul></ul><ul><ul><li>Neutral affect </li></ul></ul>
  29. 29. Components <ul><li>Emphasis on: </li></ul><ul><ul><li>Modeling </li></ul></ul><ul><ul><li>Reinforcement </li></ul></ul><ul><ul><li>Feedback </li></ul></ul><ul><ul><li>Practice, Practice, Practice </li></ul></ul>
  30. 30. Five Phases Direct Instruction Structured Practice Guided Practice Independent Practice Presentation Orientation
  31. 31. General Principles <ul><li>Short and frequent practice </li></ul><ul><li>Distributed practice </li></ul><ul><li>Practice continuum </li></ul><ul><li>Feedback crucial </li></ul>
  32. 32. Uses & Applications <ul><li>Basic information / skills </li></ul><ul><li>Core curriculum areas </li></ul><ul><li>Limited but significant role </li></ul><ul><li>Consistent (though modest) effects </li></ul><ul><li>Not a universal remedy </li></ul>

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