Models and strategies go together. My problem since starting my career in education, was figuring out which model went to which strategy, however, I think I finally figured it out.
A strategy (in case you are unaware) is a series of steps. There are two different methods used in instruction; Direct and Indirect.
Direct Instruction is matched with the Behavioral Model. It is the only model and strategy aligned. When is comes to Bloom, this method and model requires the lowest level of thinking (Remembering: reciting, recalling, labeling, matching).
Indirect Instruction is made up of every other model (Information processing, social interaction, and personal). In terms of strategies it looks like this:
Info Processing: Indirect/Inductive (Give question and look for answers on own)
Social interaction: Indirect/Interactive
Personal: Indirect/Independent
Wednesday, September 22, 2010
Models, Models Everywhere
As a class we discussed three of the four models used in instruction. Each of the models has an introduction, development and closure.
Below is an example of how a lesson consisting of an introduction, development, and closure could be used in a behavioral model, information processing model, and a social interaction model. Next to the name of each model is the beginning of an example objective.
Behavioral Model: Basic skills and knowledge (Given a word bank...)
Introduction- Access prior knowledge (Say: "I see some students don't know/understand, so I'll teach you...").
Development- Model to the class whatever it is the lesson is about (Show them how to do it).
Closure- Do a formal assessment, possibly an assessment consisting of didactic questions (yes or no questions).
Info Processing: Access information, organize the info, and then reflect (Given a task of solving a puzzle...)
Intro- Give the class a problem to solve (Can use Voki)
Development- Provide resources, give students tasks, inquiry, so they can find solutions to the problem.
Closure- Have students share their findings, and make sure students reach meta-cognition (Can be done by asking how they found the solution).
Social Interaction: Used to build social skills (Given a task to work in a group and whatever content it...)
Intro- Ask students how to behave in a group.
Development- Make up groups, facilitate group roles, and give group materials (Force them to share).
Closure- Students present projects, reflection, feedback (from group members) on how did they work together, contributions, etc.
It is important to note, that a single lesson can be taught using any of these models. The content does not change just because a teacher decides to use on model over another.
Below is an example of how a lesson consisting of an introduction, development, and closure could be used in a behavioral model, information processing model, and a social interaction model. Next to the name of each model is the beginning of an example objective.
Behavioral Model: Basic skills and knowledge (Given a word bank...)
Introduction- Access prior knowledge (Say: "I see some students don't know/understand, so I'll teach you...").
Development- Model to the class whatever it is the lesson is about (Show them how to do it).
Closure- Do a formal assessment, possibly an assessment consisting of didactic questions (yes or no questions).
Info Processing: Access information, organize the info, and then reflect (Given a task of solving a puzzle...)
Intro- Give the class a problem to solve (Can use Voki)
Development- Provide resources, give students tasks, inquiry, so they can find solutions to the problem.
Closure- Have students share their findings, and make sure students reach meta-cognition (Can be done by asking how they found the solution).
Social Interaction: Used to build social skills (Given a task to work in a group and whatever content it...)
Intro- Ask students how to behave in a group.
Development- Make up groups, facilitate group roles, and give group materials (Force them to share).
Closure- Students present projects, reflection, feedback (from group members) on how did they work together, contributions, etc.
It is important to note, that a single lesson can be taught using any of these models. The content does not change just because a teacher decides to use on model over another.
Breaking Down a Lesson Plan
I have been looking at/implementing lesson plans as a substitute teacher for some time now, and I never really stopped to think about how many steps are involved in creating a GOOD lesson.
FYI...there are quite a few.
First of all, let's define what a lesson and a plan are.
A lesson is the smallest segment of the learning process.
A plan is a forecast of what you intend to teach.
In every lesson plan, there is an introduction, development, and closure. As a class, my classmates created a list of what is involved in the creation of a lesson plan. When you REALLY break it down, it looks a little like this:
Rationale
Standards, goals, objectives
Accommodations
Prior knowledge
Anticipatory set
Modeling
Guided practice
Feedback
Review
Independent practice
Feedback
And a partridge in a pear tree.
Okay, forget the last part, but as you can see there a lot of steps.
FYI...there are quite a few.
First of all, let's define what a lesson and a plan are.
A lesson is the smallest segment of the learning process.
A plan is a forecast of what you intend to teach.
In every lesson plan, there is an introduction, development, and closure. As a class, my classmates created a list of what is involved in the creation of a lesson plan. When you REALLY break it down, it looks a little like this:
Rationale
Standards, goals, objectives
Accommodations
Prior knowledge
Anticipatory set
Modeling
Guided practice
Feedback
Review
Independent practice
Feedback
And a partridge in a pear tree.
Okay, forget the last part, but as you can see there a lot of steps.
Tuesday, September 7, 2010
Welcome Back!
Well, it's that time of year again. Another semester is upon us.
Let's dust off those cobwebs and review a little bit.
Who remembers what models, strategies, and methods are?
Anyone? Bueller?
Models are broad and help a teacher to select which strategies, methods, and skills to use during instruction. Instructional models include information processing, behavioral, social interaction, and personal. Each model contains different strategies for instruction.
Strategies are direct, indirect, interactive, experiential, and independent. Within each of these different strategies are methods.
Methods are specific ways in which the student will reach educational goals. Certain methods used are based on specific strategies.
Below is one graphic that helps me to remember these.
Saturday, July 31, 2010
No More Pencils, No More Books, No More Teacher's Dirty Looks!
After taking this course, this saying has new meaning.
21st century learners are finding other ways to learn now without bulky textbooks and pencils.
This class has taught me so much about technology and how to use it in the classroom.
I knew there were plenty of tools available to enhance student learning, but the resources out there are really never ending.
If there was one thing from this class I learned, it's that I need not be afraid to try new things.
Honestly, I had no clue how to use a lot of the resources required for the course, but by just exploring I was able to figure them out.
So for the pencils and books, while they will never truly be replaced in the classroom, they are certainly starting to take the back burner to technology.
As for the, "no more teachers dirty looks" part, I don't know...I don't see that going away any time soon.
Gaining Insight Through Blogs
Over the past 5 weeks I have enjoyed blogging yet again.
I have also enjoyed reading my fellow classmates blogs.
Everyone makes interesting points in their entries and did a great job writing.
Here are a few blogs I read over the course and you should check out:
Let Technology Open Your Mind to New Beginnings
Life of a First Year Teacher
Jessica's Blog
Teach To Learn, Learn To Teach
Not Meant to Use Webex
For the second time is a row, I was not able to get into Webex to attend my online class.
I have no idea why this happened, and I could not find a solution.
Here is why I am confused about it:
We met three times total over the past 5 weeks on Webex. I had no problem getting on for our very first meeting. What happened in between that meeting and then the last two is a mystery to me.
It's too bad it couldn't have worked out, because I think Webex is a neat tool to use.
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