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What are the basic tenets of the model and upon what learning theory is the model based?
Concept development is a strategy that extends and refines our knowledge by providing an opportunity to extend and refine our personal concepts—concrete or abstract" (Estes & Mintz, p.83, 2016).
Focuses on strategies the teacher uses to promote children's higher-order thinking skills and cognition
The steps are:
1. List or present a list of items associated with a particular subject.
2. Group like items together.
3. Label the groups and provide a reason for the label.
4. Regroup or subsume individual items or whole groups under other groups.  5. Synthesize the information by summarizing and forming generalizations.

Under what circumstances is this model appropriate?
This model would be appropriate when grouping items together, learning similar items in an associated subject, grouping items by characteristics, properties, and grouping by reasoning.
What are the potential benefits and drawbacks of the model?
Benefits:
also encourages the generation of original  ideas because all subjects can be analyzed through listing, brainstorming, grouping, labeling, and generalizing, which all promote creative thinking.

Drawbacks:
Students may not have the self independence or skills of a cognitive, higher level thinking which is needed in concept development

Specifically, how would you assess student understanding with this model?
Using brainstorming, you can evaluate the originality of the ideas or group labels. "The concept development process itself can be used as an evaluation tool. Paperand-pencil tasks can be designed in which data sets are provided and students must  group, label, regroup, relabel, and make generalizations" (Estes & Mintz, p. 90, 2016).

Specifically, how would you differentiate instruction for this model?
"The concept development model is inherently differentiated—it meets a variety of  student needs in the way it is structured and implemented. For example, student  interests can be met by allowing students to generate data sets. Student readiness can  be addressed by dividing students into groups and varying the information database  or prompts" (Estes & Mintz, p.91, 2016).

Specifically, how would you integrate technology for this model?
Teachers could integrate technology by having students use grouping or brainstorming apps or interactive websites to help them brainstorm.

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What are the basic tenets of the model and upon what learning theory is the model based?
Richard Suchman, who believed that the intellectual strategies used by scientists  could be taught to young learners, developed one widely accepted approach to  inquiry-based instruction. Teachers begin with a puzzling situation or problem that is genuinely interesting and stimulating to the learner and the answers to the problem are not provided.

Under what circumstances is this model appropriate?
Any subject lends itself to inquiry. All that is required is a puzzling situation for  which the students can search for a logical and reasonable solution.

What are the potential benefits and drawbacks of the model?
The benefits are that the focus of learning  is on questions rather than answers—on problems rather than solutions—which  allows students to be actively engaged in learning.
Some drawbacks may be if the students are interested in the topic or engaged in the topic that was chosen. Readiness and higher level thinking levels could also impact and become a drawback.

Specifically, how would you assess student understanding with this model?
Students could complete a webquest if the technology was readily available to them. Rubrics and checklists would also be another way to evaluate learning. Paper and pencil tasks could be incorporated to the lesson and be used for assessment.

Specifically, how would you differentiate instruction for this model?
Questions and research topics could be based on individual interests and cultural background which allows for personal discovery. Choosing a variety of subjects and problems allow for differentiation and reaching the needs of all students.

Specifically, how would you integrate technology for this model?
You could use the webquest inquiry to integrate technology into the lesson. Also watching videos of the subject or culture that we are discussing. "Once students are familiar with the basic steps of the inquiry model, they may  be ready for a more adventurous, less teacher-directed experience. The WebQuest  model is a special form of inquiry teaching that takes advantage of the Internet as a  primary source of information (Estes & Mintz, p.217, 2016).

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What are the basic tenets of the model and upon what learning theory is the model based?
"Cooperative learning models are instructional sequences—a series of  processes that structure pupil interactions in order to accomplish a specific (usually  teacher-assigned) goal. There is not a single approach to cooperative learning. In fact,  there have been several interpretations of how the power of groups can be used to help  pupils succeed academically and socially" (Estes & Mintz, p. 182, 2016).

Under what circumstances is this model appropriate?
This model would be appropriate when working in groups could be beneficial, not all tasks should be completed cooperatively.  All lessons, curricula, and courses can be designed to include cooperative learning by  tailoring existing materials to include the five key elements of cooperative learning: 1. Positive interdependence to ensure that work is equally distributed among all  participating students and no one takes on a disproportionate share of the work  2. Individual accountability, meaning that each student is responsible for his or her  own learning  3. Face-to-face interaction in which students explain to one another how to solve  problems, share information, and connect information to prior knowledge  4. The explicit teaching of social skills (see Figure 10.1)  5. Group processing during a discussion about whether the activity met cooperative  learning goals (Estes & Mintz, p.184, 2016).

What are the potential benefits and drawbacks of the model?
The benefits of this model are that students will " listen, write, tell, paraphrase, read, assist others, and interact—they are actively  engaged in promoting their own learning. When students work cooperatively, they  process information by discussing subject matter with peers rather than acting as  passive recipients of information. Because they are working in small groups, even  reticent students tend to enter discussions and ask clarifying questions.  Many studies have shown that when correctly implemented, cooperative learning improves information acquisition and retention, higher-level thinking skills,  interpersonal and communication skills, and self-confidence" (Estes & Mintz, p. 201, 2016). Some drawbacks could be if not all students participate, the workload isn't evenly distributed, or groups aren't picked for success.

Specifically, how would you assess student understanding with this model?
"Teachers decide when cooperative learning is to be used, with what content, in  what structure, and how the outcomes will be assessed. As the cooperative group  works on the teacher-designed instructional task, students can provide immediate  remediation and enrichment to each other as they work together. Practice in how to  provide neutral feedback (timely, specific, and tied to instructional goals) can be provided to students. Individual accountability is essential for each group" (Estes & Mintz, p. 199, 2016).

Specifically, how would you differentiate instruction for this model?
Teachers could differentiate instruction depending on the task and the content. Basing the tasks and content off which students prefer the most or learn best from. Teachers could also base some topics off hobbies or student interest to increase engagement and participation.
Specifically, how would you integrate technology for this model?
Technology could be integrated by having the groups work together to create a presentation online or come up with a video. Using videos to teach concepts and good group skills.

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What are the basic tenets of the model and upon what learning theory is the model based?
"William Gordon (1961) is credited with the development of the process called  synectics, which is derived from the Greek word synecticos, meaning “understanding together that which is apparently different.” Synectics uses group interaction to create new insights through an “understanding together” process. As  an instructional model, synectics is specifically designed to enhance creativity in  problem solving by having students consciously develop analogies that allow for  an emotional as well as a rational approach to solutions" (Estes & Mintz, p. 235, 2016).

Under what circumstances is this model appropriate?
The synectics process works most effectively when the objective is for students  to look at reality in a different way and experiment with possibilities. Inductive  thinking, as well as seeing wholes in relation to parts, requires that students juxtapose seemingly disparate facts or occurrences.

What are the potential benefits and drawbacks of the model?
Synectics helps students find fresh ways of thinking  about ideas and problems. It also allows room for creativity to solve problems.

Specifically, how would you assess student understanding with this model?
Teachers can monitor individual contributions to  the discussion of personal and direct analogies and compressed conflicts during the  implementation of the synectics process and during the subsequent discussion. Analogies can be assessed as to their construction and quality. Although every contribution to the discussion is accepted, the teacher can evaluate contributions by taking  notice of the construction of the analogies and how prior knowledge is extended  with the analogies.

Specifically, how would you differentiate instruction for this model?
Scaffolding students through the different synectics processes allows a variety of  opportunities for supporting student learning.

Specifically, how would you integrate technology for this model?
Students could create analogies using a computer program or images. Students could also use interactive graphic organizers.

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What are the basic tenets of the model and upon what learning theory is the model based?

“The concept attainment process is most appropriate for teaching concepts that have clear criterial attributes so that students can observe what the concept examples have in common and think logically about a definition” (p. 64). "Concept attainment is designed for students to learn the definition of a concept by  identifying the concept’s name, the larger category or superordinate concept, and  the essential characteristics of the concept that make it what it is" (Estes & Mintz, p.70, 2016).
"The concept attainment model is an instructional model that supports student  inductive thinking. Positive and negative examples are presented to the class until  the students can identify the essential attributes and state a concept definition (Estes & Mintz, p.75, 2016)

There are 8 steps:
(1) select and define a concept,
(2) develop positive and negative examples
(3) remind the class of the concept  attainment process
(4) present positive and negative illustrations of the concept  and identify essential attributes
(5) develop and refine hypotheses
(6) construct a  concept label and definition
(7) provide test examples, and (
8) reflect on the process  with the class.

Under what circumstances is this model appropriate?

Teachers can use this model when learning a concept that has clear attributes, properties, and characteristics. For example, rhyming words, shapes, mammals.
clear definitions with identified essential attributes that help students construct a personal understanding of a  concept. Students are active participants in the lesson

What are the potential benefits and drawbacks of the model?
Benefits:
mirrors the way that we learn concepts in the real  world, allowing students to develop even greater concept analysis tools
addition, "the concept attainment model requires clear definitions with identified essential attributes that help students construct a personal understanding of a  concept. Students are active participants in the lesson and are encouraged to develop  conceptual flexibility, inductive reasoning skills, and a tolerance for ambiguity" (Estes & Mintz, p. 72, 2016).

Drawbacks:
Some students do not like to take risks, so they may not participate in the group work. - Students may “shut down” if the concept is too difficult for them to conceive. -Students may not be socially able to work with others collaboratively.

Specifically, how would you assess student understanding with this model?

To assess students understanding with the concept attainment model teachers could use formative assessments. Questions to ask: Can students identify the concept label? Can they explain how the concept is related to larger concepts? Can they list the criterial attributes of the concepts? For assessment teachers could also give students short answer questions to identify a definition or draw a concept, students could write the similarities and differences in a paragraph or illustrations. Students could also evaluate their own participate.

Specifically, how would you differentiate instruction for this model?
Teachers can manipulate this model to fit the needs and interests of all students. They can manipulate the complexity and abstraction to meet learners needs. They can also provide students with a variety of activities for the group work and individual work. "Differentiation opportunities are abundant once  the model of instruction is complete and students are applying the new conceptual  knowledge they have acquired" (Estes & Mintz, p. 71, 2016)
Specifically, how would you integrate technology for this model?
I would incorporate technology into this model by using the categories and having students "drag and drop" using a smart board in the class. We could use a variety of interactive games or kahoot!

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What are the basic tenets of the model and upon what learning theory is the model based?
The idea of a Socratic seminar stems from one of the dialogues of Plato entitled  Meno. "The Socratic seminar model is designed to use the Socratic dialectic—the  examination of ideas through a logical progression of questioning to help students reach a deep understanding of a controversial topic after considering a  number of perspectives" (Estes & Mintz, p. 161, 2016).

Under what circumstances is this model appropriate?
This model could be used in all content areas and all grade levels. It should be used when students are involved in discussion or questioning.

What are the potential benefits and drawbacks of the model?
"Students in  a seminar have the opportunity to make sense of difficult ideas within a supportive  learning community. They are asked to support these ideas clearly and with evidence.  In addition, students become more comfortable listening to peers and to ideas with  which they may disagree. Thoughtful engagement is the seed for critical thinking and  for creating new relationships and ideas (Estes & Mintz, p.174, 2016). Some drawbacks would be if you have a group of students where some don't understand therefore they won't participate. Ensuring all students participate would make this model work best.

Specifically, how would you assess student understanding with this model?
"Students can be evaluated both formatively and summatively through the Socratic  seminar model. Formative assessment opportunities can occur before, during, and  after the seminar. Prior to the seminar, students could be asked to write clarification  questions and answers that are directly related to the text. These questions will reflect  the students’ comprehension level and provide formative information to both the  teacher and the students. Student-generated questions may also be evaluated during the seminar (either in a whole class or in an inner/outer circle arrangement).  Questions may be evaluated in terms of clarity, complexity, relationship to the text,  and seminar objectives. Students may be asked to evaluate the questions that they  felt were the most important in the seminar once the dialogue has been completed.  Students can then share and discuss this information providing data on what was  noticed and learned in the seminar (Estes & Mintz, p.173, 2016).

Specifically, how would you differentiate instruction for this model?
"The choice of the text is one critical chance to differentiate. By choosing audio and visual text, on occasion, teachers can meet the learning preferences of  a variety of students and provide the chance to build new strengths for others. Texts  can also be chosen to respond to students’ cultural background and interests.  Planning specific questions offers another chance to personalize instruction (Estes & Mintz, p.173, 2016).

Specifically, how would you integrate technology for this model?
Students could use technology to create the discussion or take notes on the discussion. You could also choose subjects and media online to base questions off of.

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What are the basic tenets of the model and upon what learning theory is the model based?
This model is based and rooted from the inductive strategies of Hilda Taba.
"the model is a controlled discussion—a structured  conversation that allows teachers to focus on helping students acquire academic  information while practicing complex reasoning skills" (Estes & Mintz, p. 142, 2016).  It is designed to help students see relationships of components of a complex topic.

Under what circumstances is this model appropriate?
It is designed to help students see relationships of components of a complex topic. Example: branches of government, animal classification

What are the potential benefits and drawbacks of the model?
Benefits: It is efficient and congruent with the way we learn. It helps develop students' critical thinking skills, while participating students develop generalizations that explore relationships within a specific organized body of knowledge, questioning helps students move from conclusions to inferences and beyond presented information, and helps students navigate through organized bodies of information.  It also extends the power of textbooks and curriculum materials. "the  integrative model permits the teacher to control the amount of information presented  to students because data sets can be borrowed, constructed by teachers, or developed  by students. The complexity of the information and the sophistication of the questions can flex readily to the teacher’s instructional decisions (estes & Mintz, 153, 2016).
Drawbacks: If presented with too much information students may be confused. Also, the steps in the model may best be used when students have been practicing this model.

Specifically, how would you assess student understanding with this model?
"each step of the integrative model  can serve as an assessment—process as well as content can be evaluated in this way.  After some experience with the integrative approach, an assessment could provide  students with a similar data set such as a matrix, map, picture, or other visual  organizer. The students would then be asked to follow each or some of the steps of  the model: (1) identifying similarities and differences, (2) explaining the reasons for  these similarities and differences, (3) hypothesizing as to different outcomes if the  data set changes, and (4) making generalizations about the relationships represented  in the data set. Evaluation criteria may include the number and quality of the comparison identifications and the logic, knowledge, and quality of explanations (Estes & Mintz, p. 150, 2016).

Specifically, how would you differentiate instruction for this model?
The key to an aligned integrative lesson is the data set. Whatever is used to help  students learn the target content and thinking skills must be appropriate to the interests, readiness levels, and learning approaches of students.

Specifically, how would you integrate technology for this model?
You could integrate technology in this model by having the students use a program to group, or using the smart board to drag and group certain characteristics and properties together. Creating graphs of metrics as a class could also be through technology.

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What are the basic tenets of the model and upon what learning theory is the model based?

"an instructional model used to explicitly teach targeted knowledge, skills, or both. At the beginning of direct instruction, the teacher models what is to be learned. Then through clear, timely, and accurate feedback during guided and independent practice sessions, students are gradually able to demonstrate successfully the targeted knowledge and skills" (Estes & Mintz, p.43, 2016). Direct instruction model is based from the Cognitive learning theory and social learning theory. In the direct instruction model there are 6 steps:
1. Review previously learned material
2. state objectives for lesson
3. present new material
4. guide practice, assess performance, and provide corrective feedback
5. Assign independent practice, assess performance, and provide corrective feedback
6. Review Periodically, offering corrective feedback if necessary
Under what circumstances is this model appropriate?
It can be used to teach knowledge level objectives and skills. Typically beginning with already learned material and adding upon what we already know.

What are the potential benefits and drawbacks of the model?

Benefits:

direct instruction allows for feedback which would help with cognitive thinking and development while the information and knowledge is still fresh. It is also relates to student achievement by providing an opportunity for students to learn clearly defined skills and knowledge. It can be used as a template for other models or instructional strategies and approaches. As stated in the text another benefit is that it "Links to background knowledge, the small chunks of information, and guided and independent practice, all with corrective feedback" (Estes & Mintz, p.54, 2016).

Drawbacks:
Based on the idea that you must learn simple tasks before you can learn complex ones. Does not allow teachers to access prior knowledge. And could only work for a small percentage of students  depending on students' learning styles.

Specifically, how would you assess student understanding with this model?
To assess student understanding during Direct Instruction teachers can walk around the room, ask individual questions to students about the material to see if there is understanding. The independent practice that students are doing could be the data and formative assessment when using a rubric.

Specifically, how would you differentiate instruction for this model?

To differentiate instruction teachers can use a variety of models and strategies to meet the needs of all students. The best differentiation techniques to fit the Direct Instruction Model would be flexible grouping and varying questions. "Flexible grouping allows students to practice new knowledge and skills with a group of peers of similar interests, skills, or background knowledge, so that peers can share insights and skills". Before students do group work teachers should always set out clear guidelines and instructions. Varying questions is where teachers adjust questions based on learner readiness, experiences, interests, and preferred approaches to learning. During instruction you can look around at the different levels of learning and then target questions to specific learners during review.

Specifically, how would you integrate technology for this model?

In this model you could integrate technology into the "instructional" aspect, when all the students are learning the new material. You could also have the independent practice set up through an app as well as creating assessments through technology.