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Basics/Definition:
Model centered around problem solving. Inquiry chart under PBL follows as such:
1. Engagement
2. Exploration
3. Explanation
4. Elaboration
5. Evaluation.
Circumstances:
It is most appropriate to use this model when looking for a solution based on a topic. Students can be grouped or work individually depending on the topic It is appropriate to include topics that can be connected to the curriculum as well as real-world situations.
Learning Theory:
Principles of Learning- Jerome Bruner
Four benefits: An increase in intellectual potency, the shift from extrinsic to intrinsic rewards, learning the heuristics of discovery, and aid to memory processing.

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Inquiry Model: Problem-Based Learning pt.2

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Inquiry Model: Problem-Based Learning pt.2

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Steps:
1. Engage with a problem
2. Explore the problem with the PBL inquiry chart
3. Explain and share the information
4. Elaborate and take action
5. Evaluate the process
Benefits:
Keeps students actively engaged
Allows them to focus on the question and not the results
Formulating solutions and looking at other perspectives
Can include student interests and cultural back ground to motivate them
Drawbacks:
There are not many drawbacks other than the possibility of not having the appropriate resources. A personal drawback is that this model cannot be used as often as others because band needs that traditional style to learn music as well.

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Inquiry Model: Problem-Based Learning pt. 3

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Inquiry Model: Problem-Based Learning pt. 3

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Assessment:
There are many ways to assess student's knowledge. Active and engaged learning would be the first step. They have to participate. Data collection is another way to assess.
Differentiate Instruction:
The general Inquiry Model has many options to allow differentiated instruction. Students can write and create charts or use technology to complete these tasks. A students can apply this to the real world or used school based information. Different topics can be chosen to spark their interests as well. I would pick a general question such as "what is musical growth?" and allow my students to use any necessary resources. This is an open ended question with multiple solutions.
Integrating Technology:
Online graphic organizers to create charts
Youtube to present audible musical growth
Websites that preview music to use and an example (jwpepper.com is a great one)

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Basics/Definition:
An instructional model that is enhancing/teaching student’s social skills as they are learning through the use of group teaching and interaction. There are three types of cooperative learning models; The Graffiti, The Jigsaw, and The Structured Academic Controversy Model.
Circumstances:
It is appropriate to use this model in groups of students rather than the whole class. This allows them to brainstorm as well as learn verbally. I would use this teaching model for a larger lesson and let the students guide themselves and peers to learning the new material.
Learning Theory:
Information Processing Theory- the encoding process; relating old information stored in long term memory with new concepts and ideas
Cognitive Learning Theory- use of cooperative groups in the classroom. All learning requires active involvement.

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Five Basic Elements:
1. Positive interdependence
2. Individual accountability
3. Face to face interaction
4. The explicit teaching of social skills
5. Group processing
Benefits:
Increases student's social and interaction skills
Actively engaged and responsible for their learning
Drawbacks:
Students can become easily distracted and run off topic
If a student doesn't do their work, it will affect others' learning

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Assessment:
Rubrics, oral questioning, checkpoints, paper-and-pencil tasks, unit assessments,  and written papers are some examples. I would gear my class towards oral questioning to keep social and interaction.
Differentiate Instruction:
There are three sub-models to chose from that could best fit the class. The groups can also adapt to a learning style such as drawing out photos and using examples. When doing my reflection, my group worked with each other so everyone understood the concept/idea.
Integrating Technology:
I used Zoom and online references for my reflection. In a normal classroom setting I would suggest using Google slides/docs so every student can actively work with another in the classroom and at home. I would also hope that the school has the resources such as devices to look up information.

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-Basics/Definition:
Looking at ideas/concepts in a different way by changing its perspectives. Making the familiar strange, making the strange familiar, and finding patterns.
Circumstances:
This model is very group orientated, therefore, It's most appropriate to use this model with group work for social interaction as well as deeper understanding of a concept.
Learning Theory:
Synectics-William Gordon,
"Synectics uses group interaction to create new insights through an “understanding together” process" (Estes & Mintz, pg. 235, 2016).
Scaffolding- Educator giving instructional strategies as support for students to gain their own interdependence.

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Steps: (Making the familiar strange)
1. Describe the topic
2. Create direct analogies
3. Describe personal analogies
4. Identify compressed conflicts
5. Create a new direct analogy
6. Reexamine the original topic
Benefits:
Increases problem-solving and creative thinking skills
Versatile to subjects/content areas
Drawbacks:
Students can get easily distracted due to the group work
This model may be too abstract for some students that are very literal
Can confuse students if not done correctly

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Assessment:
Participation would be a key way to assess (If the student is trying to learn and understand). Another is to observe the connections they are making as well as the relevance to the topic.
Differentiate Instruction:
Because this is a very abstract model and requires critical thinking, I would use scaffolding to meet individual needs of my students. I can use examples or analogies that they can relate to as means to understanding the synectics model.
Integrating Technology:
I would use websites such as jwpepper or YouTube to include musical works when making the familiar strange about music theory. For other topics, I would use minimal technology because it is more important to have an open discussion. Possibly a promethium board for notes.

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Basics/Definition:
Uses questioning and dialogue from teacher and students to have a meaningful discussion on topics (can be controversial too)
Focuses on  the instructional value of dialogue and inquiry in classrooms.
Circumstances:
This model is appropriate for discussing a unit or topic in the curriculum. Allows for an open discussion amongst students, but not to debate. This model can be used to specifically gain other perspectives of a topic.
Learning Theory:
Stems from a Socratic dialogue by Plato.
"We know must be extracted from us through  a series of questions and a process of inquiry" -Socrates (Estes & Mintz, pg.160, 2016)

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Steps:
1. Choose the text-written, visual, or audio
2. Plan and cluster several questions of varying cognitive demand
3. Introduce the model to the students
4. Conduct the dialogue
5. Review and summarize the seminar
6. Evaluate the seminar with the students based on previously stated criteria
Benefits:
Students can gain other perspectives. View the topic differently than how they saw it.
Allows for students to be heard or vise versa, they can speak their voice and helpful questions/comments.
Drawbacks:
If not executed properly, can turn into a debate or argument quickly.
Some students may not pay attention
Speaking out may not be something comfortable for some students.

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Assessment:
Can be done in multiple ways. Have the student prepare prior to the discussion with questions or points to get across. This can be assed based on complexity and relevancy. The students must participate in the discussion or at least pay attention. The students can then write a conclusion afterwards if necessary.
Differentiate Instruction:
If the student is not comfortable with speaking out, they can always participate quietly by writing down important information or taking notes of other perspectives.
Integrating Technology:
I found some difficulty with integrating technology because this is an open discussion model. A great way to regulate discussion is to make a powerpoint and present it on a promethium board. It lets the students read the topic of discussion and/or write points relevant to the topic.

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Assessment:
When using the concept development model in band, I would use it as a gaining deeper understanding of reading music and music theory. A common saying is "reading beyond the back and white" such as understanding why the music is written like that. I would assess them by listening to their individual and group sound. It is easy to hear if a student has grasped the deeper concept because I can hear dynamics, articulations, and key changes. If this is all correct, then they are also analyzing the music measure before they play it.
Differentiate Instruction:
I found this rather difficult because of the traditional style of teaching band uses. An idea would be instrument part placement. Depending on the student's ability, generalization, and brainstorming, I would put them on the corresponding part. (1st, 2nd, 3rd, parts does not always equal the chairs they are seated in )
Integrating Technology:
I found that using SmartMusic would be very helpful to hear individual progress as a part of assessment. When using small groups, I found that a digital recorder could be of some use. Small group instruction is fairly different from other classes because students tend to split up in different rooms so I have to bounce in between each group. Recording their process would be helpful if I was not present or with another group.

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Steps:
1. List as many items as possible that are associated with the subject
2. Group the items because they are alike in some way
3. Label the groups by defining the reasons for grouping
4. Regroup or subsume individual items or whole groups under other groups
5. Synthesize the information by summarizing the data and forming generalizations
Benefits:
Develops specific thinking skills; generalization and explaining why
Encourages original ideas; listing brainstorming, and grouping
Drawbacks:
Not helpful in situations other than small groups. It is possible in solo work, but much harder and limits the student's lerning

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Basics/Definiton: Congruent with concept attainment model, but goes beyond by using critical attributes of each concept to use inductive and deductive reasoning. Concept Development is a strategy that extends and refines students knowledge; "we categorize, we infer, we develop a concept".
Circumstances: It would be most appropriate to use this model with small groups of student, not individual students.
Learning Theory:
Designed by Hilda Taba
Constructivist Theory of Learning-Students aware of their learning and how to shape/mold it through help of an educator but is student centered, not teacher.

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Assessment
I find that the easiest way to assess student using this model is to watch if they are participating (answering questions, talking amongst peers, clear expressions that they are engaged). Another example is to ask questions after they came to the same idea of the concept.
Differentiate Instruction:
I believe the model itself uses differentiated instruction because of the examples and vocalization (visuals and aural). I could possibly play music from specific composers so the students can think of the instrumentation and time period.
Integrating Technology:
Given that this model is very hands-on for the teacher,
I believe a helpful technology would be using YouTube again so the students can hear the music from each composer, hopefully making it also easier for them to identify classical versus film score composers. Another technology could be using a promethium board so the students can conceptualize and write thoughts/ideas next to the names (if the names are displayed on there).

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Steps:
1. Select and define a concept through the concept's essential characteristics
2. Develop positive and negative examples
3. Review the concept attainment process with the class
4. Present the examples
5. Generate hypothesis and continue the example hypothesis cycle
6. Develop a concept label and definition
7. Provide test examples to solidify the definition
8. Discuss the process with the class
Benefits:
Fun for the student
Motivates students to learn through a fun model
Identifying similarities and differences
Generating hypothesis
Drawbacks:
Might be too distracting/noisy
Might not work for all content areas
Students might not learn from model and think of it solely as a game

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Definition: Instructional strategy that teaches concepts that can be categorized.
Circumstances: It is most appropriate for this model to have tangible items, face-to-face contact between educator and students. This model can be used for students to understand a concept within the curriculum or lesson.
Learning Theory:
Instructional strategy created by Jerome Bruner- teaching concepts through analysis, compare and contrast, and hypothesis through examples.
Constructivist Theory of Learning-Students aware of their learning and how to shape/mold it through help of an educator but is student centered, not teacher.

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Assessment:
Direct instruction is a common model used especially in band. I would use this model when introducing new music. It helps the students learn new music by using old knowledge. I would assess them by how they are applying old concepts and techniques from previous playing to new music. This ensures that their skills are transferable.
Differentiate Instruction:
I would apply the seven learning styles in this lesson/unit.
Examples: Writing music concept on white board for visual learners. Playing music for aural learners. Tizzeling and fingering to the music on instrument while going through music (not actually playing) for kinesthetic learners.
Integrating Technology:
The best devices to use for everyday instruction is a metronome and a tuner for students. When incorporating new music, using a browser like YouTube to play the pieces is very helpful.

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Steps:
1. Review previously learned material
2. State objectives for the lesson
3. Present new material
4. Guide practice, assess performance, provide corrective feedback
5. Assign independent practice, assess performance, provide corrective feedback
6. Review periodically, offering corrective feedback if necessary
Benefits:
Related to student achievement
Opportunity to learn clearly defined skills and knowledge
Drawbacks:
Based on student's prior knowledge which is different for each student
May not work for every student

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Definition: Instructional Model used to explicitly teach targeted knowledge, skills, or both (Estes & Mintz, pg. 43, 2016)
Circumstances: Used to promote knowledge and skills and deemed appropriate to teach this model when incorporating new materials in the curriculum. This model can be used when there are specific objectives and goals within the lesson and/or unit.
Learning Theories:
Social Learning Theory- Learning modeled behavior from the teacher and peers. Students should also learn, model, replicate, and demonstrate the behavior from the model.
Cognitive Learning Theory- Students constructing own knowledge through previous experiences. Students making their connections from old knowledge to new knowledge.