This document discusses models of teaching and their benefits. It describes four families of teaching models: information processing, social, personal, and behavioral. Each family is designed to achieve different purposes and outcomes. Models of teaching provide a framework to guide lesson planning and instruction, promote a common language among teachers and administrators, and help eliminate achievement gaps. They can accelerate learning by tailoring instruction to student needs. Both teachers and students benefit, as models of teaching improve instruction quality and increase student engagement, aptitude, and academic self-esteem. While models do not replace expertise, using a variety when planning lessons can meet diverse learning needs.
Activate Your Learners! Active Learning Strategies for Fostering Participant ...Lisa S.
MacEwan University Librarians have revamped introductory information literacy programming to incorporate active learning activities. Our session will discuss the value of active learning, share the chart used to match activities with learning objectives, and allow participants to experience active learning activities that could be adapted for programming in all types of libraries.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
Implementing classroom management strategies require technique which may only developed over time. This session was presented to inservice teachers as a review to the roles for a school to function as high performing centers of learning.
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
Activate Your Learners! Active Learning Strategies for Fostering Participant ...Lisa S.
MacEwan University Librarians have revamped introductory information literacy programming to incorporate active learning activities. Our session will discuss the value of active learning, share the chart used to match activities with learning objectives, and allow participants to experience active learning activities that could be adapted for programming in all types of libraries.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
Implementing classroom management strategies require technique which may only developed over time. This session was presented to inservice teachers as a review to the roles for a school to function as high performing centers of learning.
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
CHAPTER 7Developing a Philosophy of Teaching and LearningTeacJinElias52
CHAPTER 7
Developing a Philosophy of Teaching and Learning
Teacher Interview: Heather Cyra
Heather Cyra has been a teacher at Guild Gray Elementary School for four years. Approximately 600 students attend kindergarten through fifth grade at Guild Gray. The school is located between an older, well-established neighborhood and low-rent apartment complexes. Student enrollment fluctuates at the school, and teachers may be asked to change grade levels when populations at specific grade levels decrease or increase. Ms. Cyra began teaching first grade but after one year she was moved to fifth grade. For as long as she remembers, she wanted to be a teacher. She knew that there would be challenges and rewards in teaching, but teachers make a difference in the world. She wanted to be creative and use the natural skills she possesses for helping people learn.
What do you see when you see excellence in teaching?
I see someone who is organized and has created an enjoyable, engaging environment—teachers who keep the students engaged in learning and also help everyone learn. I see excellence in teaching when I see teachers who have “fun” with their students; teachers who listen to their students and keep the students from being bored. Excellence in teaching is also surprising the students with unexpected activities, rewards, or information.
How do you know when your students are learning?
There are many ways to know that students are learning. You can often tell just by the looks on their faces that show whether they are confused or enlightened. You can tell by verbal cues from how the students respond to the questions you ask or how they contribute to class discussions. You can tell from a written assessment or merely a show of hands. If they are not responding the way I expect them to then I realize I have to reteach a concept or go back over something that may not have been explained in a way that they can understand. If you are tuned in to your students it is quite easy to tell when students have checked out by the way they look at you or don’t and by the responses they give you.
What brings you joy in teaching?
When I see how far the students I started out with grow in a year. By keeping track of their stages of development, I can see how much they have learned and how their attitudes and behavior have developed. When my students tell me at the end of the year that they don’t want to leave, I know that I have created a warm, nurturing environment. I feel like I am doing something right. It’s not entirely about what the tests say. As long as they’re learning, showing growth, and enjoying themselves in school and have enjoyed their fifth-grade experience I am happy and feel like I have done my job.
How did you develop a personal philosophy of teaching?
I constructed my philosophy one course at a time through integration of the most prominent and influential pieces of knowledge from each professor and textbook. During the course in special education my ...
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.
8. What are Models of Teaching?
Prescriptive strategies to guide
planning and instruction
Supported by research based-
evidence
9. Models of Teaching
Detailed overview of how to teach
Role of instructor
Type of classroom structure
Ways teacher supports student
efforts
10. What are Models of Teaching?
Provide common language to discuss
facets of instruction common across all
classrooms among administrators and
teachers.
11. 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.
12. What are Models of Teaching?
Eliminates differences due to gender,
race/ethnicity, socio-economic status.
Increases probability of learning
certain skills/knowledge.
14. INFORMATION-PROCESSING
FAMILY
Enhances making sense of new
information.
Help students learn how to
construct knowledge.
15. 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.”
16. SOCIAL FAMILY
Uses group inquiry and problem-solving
strategies.
Encourages assimilation and
understanding.
Relies on students’ personal and social
values.
17. 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.
19. 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.
21. 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.
22. Explicit use of teaching
models can accelerate rate
of learning, capacity and
facility in learning.
24. TEACHER BENEFITS
Facilitates awareness about students’
learning needs.
Assess impact of instruction.
Offers alternative ways of
representing content/skills.
25. TEACHER BENEFITS
Develop learning experiences
that yield successful outcomes.
Facilitates student engagement
in more meaningful ways.
27. STUDENT BENEFITS
• Builds academic self-esteem.
• Acknowledges characteristics and
aptitudes.
• Promotes student awareness of
how they will be taught and what
changes are sought.
28. 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
29. WHY USE MODELS OF TEACHING?
Meet learning needs of heterogeneous
groups.
Varied outcomes, different levels of
sophistication.
Repertoire of approaches.
30. Questions for Critical Reflection
1. What models do you use during
instruction?
2. What other approaches do you
want to use?
31. 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.
32. 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.
