This document describes 10 different models of teaching: direct instruction, concept attainment, concept development, inductive, vocabulary acquisition, inquiry, problem-based learning, cooperative learning, integrative, and Socratic seminar. For each model, it provides an overview of how the model is designed and how it supports 21st century skills, such as critical thinking, collaboration, communication, and problem solving.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Sample Lesson Plan in Content-Based Integration - Filipino (Education)Anjenette Columnas
Parts of a content-based integrated lesson plan.
It also discusses about Content-Based Instruction and Integrative Learning Approach
Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
Constructivism Learning Theory: A Paradigm for Teaching and Learningiosrjce
Constructivism represents one of the big ideas in education. Its implications for how teachers teach
and learn to teach are enormous. If our efforts in reforming education for all students are to succeed, then we
must focus on students. To date, a focus on student-centered learning may well be the most important
contribution of constructivism. This article, therefore, discusses constructivism learning theory as a paradigm
for teaching and learning. Constructivism is a learning theory found in psychology which explains how people
might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that
humans construct knowledge and meaning from their experiences. Conceptual understanding of the theory was
discussed as well as basic characteristics of constructivists learning environment. Seven pedagogical goals of
constructivist learning environments and six benefits of constructivism were outlined in this article. Significant
differences between traditional classroom and constructivist classroom were spelt out in a tabular form.
Furthermore,principles of constructivism and several implications of constructivism for teaching and
learningwere reviewed. The study, therefore, concluded that teachers need to reflect on their practice in order
to apply these ideas to their work and that constructivist teachers encourage students to constantly assess how
the activity is helping them gain understanding
Sample Lesson Plan in Content-Based Integration - Filipino (Education)Anjenette Columnas
Parts of a content-based integrated lesson plan.
It also discusses about Content-Based Instruction and Integrative Learning Approach
Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
Constructivism Learning Theory: A Paradigm for Teaching and Learningiosrjce
Constructivism represents one of the big ideas in education. Its implications for how teachers teach
and learn to teach are enormous. If our efforts in reforming education for all students are to succeed, then we
must focus on students. To date, a focus on student-centered learning may well be the most important
contribution of constructivism. This article, therefore, discusses constructivism learning theory as a paradigm
for teaching and learning. Constructivism is a learning theory found in psychology which explains how people
might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that
humans construct knowledge and meaning from their experiences. Conceptual understanding of the theory was
discussed as well as basic characteristics of constructivists learning environment. Seven pedagogical goals of
constructivist learning environments and six benefits of constructivism were outlined in this article. Significant
differences between traditional classroom and constructivist classroom were spelt out in a tabular form.
Furthermore,principles of constructivism and several implications of constructivism for teaching and
learningwere reviewed. The study, therefore, concluded that teachers need to reflect on their practice in order
to apply these ideas to their work and that constructivist teachers encourage students to constantly assess how
the activity is helping them gain understanding
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
This presentation was made by my group during our class presenatation for the course Pshycology in learning. The content is taken from internet, books and other materials
Our conversations about shared aims in teacher education led us to develop an interdisciplinary methods course—the second in a two-course sequence —for teacher candidates in our social studies and ELA teacher education programs. We have two overarching goals: (1) to expand dialogues about learning, teaching, and their inherent dilemmas (Grossman, Wineburg, &Woolworth, 2001); and (2) to help candidates adapt the theoretical and practical foundations from their initial domain-specific methods courses to specific instructional activities in their fields. To select those instructional activities, we drew from the growing base of scholarship on high-leverage teaching practices, which allow novice teachers to better understand how students learn, reveal the complexities of disciplinary thought and activity,are warranted by research, and can be enacted across curricular contexts
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. VENN DIAGRAM
Characteristics of
21st Century Learners
Major Trends in
21st Century Education
• Globalization
• Equity
• Accountability
• Individuals
• More commonly
Identified with exceptionalities
• Digital citizens
• Digital technologies
• Access to
information
• Culturally and
linguistically diverse
3. DIRECT INSTRUCTION MODEL OF TEACHING
O V E RV I E W
• Teacher led
• Designed to develop
understanding of
material while gradually
developing
independence using
new learning
• Useful approach for
addressing factual,
procedural, and
conceptual knowledge
across content and
grade levels
2 1 S T C E N T U R Y
S U P P O R T
• Fosters logical,
organized thinking
• Promotes independent
learning of procedures
• Allows for practice and
application of existing
knowledge
4. CONCEPT ATTAINMENT MODEL OF TEACHING
O V E RV I E W
• Teacher guided
• Designed to develop understanding
by examining examples and non-
examples and by analyzing critical
and non-critical attributes
• Supports students’ deep
understanding of concepts and
concept development
• Helps students develop a mental
framework necessary for
understanding concepts
• Useful approach for teaching
conceptual knowledge and
promoting thinking skills
• Promotes discrimination
and generalization
• Fosters inquisitiveness
2 1 S T C E N T U R Y
S U P P O R T
5. CONCEPT DEVELOPMENT MODEL OF TEACHING
O V E RV I E W
• Student centered
• Designed to develop
understanding of a
concept through inductive
reasoning about
examples with the goal of
grouping and classifying
them
• Useful for addressing
abstract and complex
concepts
2 1 S T C E N T U R Y
S U P P O R T
• Supports ability to
classify, think flexibly,
and make
generalizations
• Promotes organizational
skills
• Promotes recognition of
relationships and
understanding of
concepts
6. INDUCTIVE MODEL OF TEACHING
O V E RV I E W
• Teacher guided
• Designed to challenge students
to recognize patterns and
details during content
investigations
• Encourages development of
critical thinking skills
• Useful method for teaching
content in any subject area
• Teaches students how to
identify similarities and
differences in material
presented
2 1 S T C E N T U R Y
S U P P O R T
• Promotes inductive
reasoning, observation
skills, recognizing patterns
and details
• Provides practice for
students to use convergent
and divergent thinking
• Provides interaction with
and skills for making sense
of content
• Teaches strategies for
deeper learning of content
7. VOCABULARY ACQUISITION MODEL OF TEACHING
O V E RV I E W
• Teacher guided
• Teaches vocabulary in a
procedural and inductive
manner
• Designed to help students
develop their own meaning
of words through analysis
of its parts and their
meaning
• Useful when teaching
factual or conceptual
knowledge
2 1 S T C E N T U R Y
S U P P O R T
• Develops recognition of
details
• Makes connections with
prior knowledge and
creative thinking
• Encourages development
of skills for independent
vocabulary learning
8. INQUIRY MODEL OF TEACHING
O V E RV I E W
• Process oriented
• Designed to teach
students skills,
knowledge, and
dispositions needed for
systematic thinking
required to answer
important questions
• Engaging, active,
collaborative
S U P P O R T F O R 2 1 S T
C E N T U R Y
• Promotes problem-
solving skills
• Introduces scientific
ways of knowing
• Fosters skills and
dispositions for learning
to learn
9. PROBLEM-BASED LEARNING MODEL OF TEACHING
O V E RV I E W
• Active learning model
• Designed to challenge
students to learn and
apply knowledge of
content using problem-
solving skills
• Utilizes meaningful
problem solving
2 1 S T C E N T U R Y
S U P P O R T
• Promotes the application
of knowledge to real-world
situations
• Fosters the learning of
useful processes to solve
problems
10. COOPERATIVE LEARNING MODEL OF TEACHING
O V E RV I E W
• Uses students’ preference
to learn socially
• Facilitates development of
social skills and
understanding of content
• Useful when teaching
factual, procedural,
conceptual, and
metacognitive knowledge
2 1 S T C E N T U R Y
S U P P O R T
• Fosters skills for
collaboration and
communication
• Teaches benefits of
teamwork and
cooperation
11. INTEGRATIVE MODEL OF TEACHING
O V E RV I E W
• Teacher guided
• Designed to support students
as they work to develop the
ability to work independently
• Fosters use of critical thinking
skills
• Requires students to analyze
and organize knowledge to
develop new ideas and
understandings
• Students learn to analyze and
draw conclusions
independently
2 1 S T C E N T U R Y
S U P P O R T
• Fosters ability to draw
conclusions, make
connections, and form
generalizations
• Facilitates ability to
examine, analyze, and
make sense of large
amounts of materials
12. SOCRATIC SEMINAR MODEL OF TEACHING
OVERVIEW
• Teacher guided
• Fosters development of
thinking skills and
exploration of ideas
• Uses structured
questioning format with
debate or dialogue
• Provides structure and
purpose for students’
analysis of material
2 1 S T C E N T U R Y
S U P P O R T
• Promotes communication
and collaboration skills
• Develops thinking skills
such as questioning,
synthesis, and analysis
Editor's Notes
The Direct Instruction model is a teacher directed approach to teaching. It is an effective approach for teaching factual, procedural, and conceptual knowledge. Though this model is often considered to be more “traditional”, it is still an important and effective model that can be implemented in 21st century classrooms. 21st century learners are still required to learn factual, procedural, and conceptual knowledge in efficient ways (Kilbane & Milman, 2014). Technology can be incorporated in all of the steps of the Direct Instruction model. For example, technology can serve as an excellent tool for teachers when planning. There are many web-based search engines like Google that can help teachers find useful resources. Teachers can also include videos, animation, and other resources that could be beneficial to use during the introduction step. Sites such as “TeacherTube, BrainPop, BrainPop, Jr., and Discovery Education Streaming provide access to a wide variety of multimedia teaching materials. Interactive tools such as the ActivBoard or SmartBoard would also be useful to use during any of the steps of this model. Technology could also assist in the guided practice step of this model. For example, students could use an interactive thermometer to practice telling temperature or an interactive sorting game to help students practice sorting pictures of solids, liquids, and gases. Technology could also be incorporated in the independent practice step as well. This gives students the opportunity to practice content using different medium. For example, students could use the Reflex Math program to independently practice math facts, or complete reading assignments using Raz-Kids. Finally, technology could be incorporated in the assessment step as well. Teachers could design assessments using online assessment tools like Santeo.
The Concept Attainment model of teaching is an interactive, highly engaging model that supports the development of a deep understanding concepts and the development of conceptual knowledge. This model builds on and expands students’ prior knowledge of a concept to the point of mastery. The Concept Attainment model can be a highly effective approach in 21st century classrooms. Technology could be infused during any of the different stages of this model. For example, teachers could utilize online reference tools such as dictionary.com or the visual dictionary during the planning phase. Concept mapping tools offered in programs such as Kidspiration, Freemind, or Inspiration would also be helpful during the planning stage. Examples and non-examples could be presented digitally through presentation tools such as PowerPoint or programs such as KidPix and SMART notebook. Students could demonstrate understanding in digital format both before and after learning by utilizing SMART notebook or in a word processing program (Kilbane & Milman, 2014).
The Concept Development model of teaching is an interactive, highly engaging method that challenges students to expand and refine their knowledge of concepts through different cognitive processes (Kilbane & Milman, 2014). Students are required to identify, analyze, organize and classify examples of a concept and then make generalizations about it. The critical thinking skills students are required to use with this model are directly in line with what 21st century learners need. Technology could be utilized during each step of the Concept Development model. For example, digital resources could be used to help define concepts during the planning phase. During the implementation phase, concept mapping tools such as Kidspiration could be used by students or groups of students. Word cloud tools such as Wordle could be used as well. Interactive whiteboards such as the SMART Board could be utilized for archiving student growth in conceptual understanding and thinking during lessons (Kilbane & Milman, 2014).
The Inductive model of teaching encourages the development of critical thinking skills as students explore and learn concepts in various subjects. It relies on inductive reasoning which is a kind of thinking that involves making generalizations through close examination of examples (Kilbane & Milman, 2014). Since 21st century learners are individuals, this model allows students to demonstrate their own learning and supports individual learning styles. Including technology with this model can make learning more efficient, effective, and engaging (Kilbane & Milman, 2014). Search engines such as Google can be utilized during the planning process to locate content materials and other digital media that could enhance instruction. Powerpoint or SMART Notebook could be utilized during implementation to visually present questions or share examples or nonexamples. Survey tools such as Survey Monkey could be used during the assessment phase.
The Vocabulary Acquisition model of instruction is a teacher guided model that encourages the development of vocabulary in a procedural and inductive manner. It allows students to develop a deeper understanding of vocabulary. “Studies suggest that reading comprehension is highly correlated with vocabulary knowledge”(Kilbane & Milman, 2014, p. 217). Since the 21st century learner is more culturally diverse, students are coming to our classrooms from many different places and speak many different languages, this model provides a meaningful and authentic way to learn vocabulary. Research indicates that the use of computers in vocabulary instruction has been found to be more effective than traditional methods of teaching vocabulary (Kilbane & Milman, 2014). There are many technological resources teachers could use with this model. For example, online dictionaries and thesauruses could be useful during the planning process to investigate the morphology and etymology of words. There are also visual versions of these that could be utilized for the more visual classroom learner. Digital graphic organizer tools such as Kidspiration or Popplet would also be useful to enhance planning and implementation.
The Inquiry model of teaching is designed to teach students skills, knowledge, and dispositions for thinking systematically. This model can be used when teaching content from any content matter. Since 21st century learners must “build relationships with others to pose and solve problems collaboratively and cross-culturally”(Kilbane & Milman, 2014, p. 251), the inquiry model of teaching would be quite effective. Technology could be utilized in several ways when using the Inquiry model. For example, online survey tools such as Survey Monkey would be useful during the planning stage for pre-assessment purposes. Videos, photos, simulations, or other forms of digital media could be used to pose or present the question or problem during the implementation phase. Discovery Streaming and Brain Pop are also useful websites that could stimulate student interests and learning during the lesson. Technology could also be utilized during the assessment phase that would enable students to demonstrate their knowledge and understanding in rich and descriptive ways(Kilbane & Milman, 2014).
The Problem-Based Learning model of teaching is designed to challenge students to learn and apply problem-solving skills to solve real-world problems or situations. “Problem-Based Learning model helps motivate students to learn as well as build and apply important 21st century skills” (Kilbane & Milman, 2014, p. 284). Problem solving is one of the essential skills of the 21st century learner. It also helps students develop critical thinking, cooperative, and social skills (Kilbane & Milman, 2014). “Learning in the 21st century is characterized by using information and thinking to solve problems. In the Problem-Based Learning model, students do both, resulting in their development of 21st century skills” (Kilbane & Milman, 2014, p.295). Technology could play a vital role in the Problem-Based Learning model. Research using search engines such as Google would allow students to research ideas or information to solve their problem idea. Other digital media such as audio recording, blogs video, and graphic organizer tools could all be utilized during the implementation phase of instruction. PowerPoint, Google docs, or Prezi would be useful for students to use when creating a final project or presentation to be used as an assessment.
The main idea of the Cooperative Learning model is that students work together in groups to accomplish learning goals. This model has also been identified as an effective model to foster students’ positive development of 21st century skills. Cooperative Learning models promote collaboration and communication, which are key skills of the 21st century learner. Technology can be a valuable tool to use at each stage of the Cooperative Learning model. For example, there are numerous tools students can use to communicate ideas and share things they create such as, video or audio files, Google docs, Skype, or Wikis. Video recording of positive social skills and behaviors would be an effective teaching tool to use when teaching positive social skills to students or how to work effectively as a group. Individual or group assessments could be achieved using tools such as Survey Monkey, or clickers.
The Integrative model is a purpose driven model designed to support students as they work to develop the ability to work independently. It teaches students to explore organized bodies of knowledge (Kilbane & Milman, 2014). “The Integrative model promotes students’ development of 21st century skills-particularly critical thinking skills-by engaging students in four phases of analysis” (Kilbane & Milman, 2014, p. 368). Technology can be effectively utilized in all stages of the model. Students could use a variety of digital tools such as Discovery Education, BrainPop, or Portaportal to learn about various subject matter. Smart Notebook, Prezi, or EasyBib could be utilized during different stages of the implementation phase such as visual presentation, reference list creation or audio recording.
The Socratic Seminar model is designed to use structured questioning with debate or dialogue to promote development of critical thinking skills and exploration of ideas. One of the growing trends in 21st century classrooms is an increasing emphasis on the development of students’ cognitive processes. “The Socratic Seminar model supports students’ development of them through communication, dialogue, and debate about facts, concepts, and occurrences addressed in content materials” (Kilbane & Milman, 2014, p.388). 21st century students need to be able to work cooperatively, communicate effectively, synthesize ideas, and solve problems efficiently. The Socratic Seminar method can be used to cultivate these skills when learning. Technology can be integrated throughout the Socratic model. Search engines and online databases could be utilized to research content materials. Resources such as Pinterest and Weebly would be effective resources for organizing content materials or presenting assignments. Graphic organizer tools found in Kidspiration or Inspiration or Wordle word clouds could be incorporated as part of presentations as well as Prezi or PowerPoint.
Reference
Kilbane,C.R. & Milman, N.B. (2014).Teaching models: Designing for 21st century learners. Boston, MA: Pearson Education, Inc.
