The basic tenet is to teach targeted knowledge, skills, or both. It is based on what we know about student learning, and it benefits from findings in behavioral psychology, social learning theory, and cognitive learning theory.  The six steps of this model are:

1. Review previously learned material.

2. State objectives for the 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.

 Under what circumstances is this model appropriate?

When teaching new material or building on existing knowledge, it helps to provide data about the student’s learning.

Benefits: It links to background knowledge, the small chunks of information, and guided and independent practice, all with corrective feedback.  The model is inherently aligned.  All steps of the model are geared toward helping students be successful at demonstrating lesson objectives.  Drawbacks:  To only use this model exclusively is deadening.

·         Checks for student understanding

·         Reviews new material in small steps

·         Scaffolds practice 

·         Circulate, monitor, and assesses student learning through observation and questioning

·         Provides appropriate feedback (timely, detailed, specific)

·         Determines when to begin independent practice

·         Monitor student performance based on objectives

·         Provides feedback after the task is completed

·         Monitor automaticity of student learning through homework, scripted questions, and activities

·         Provides feedback when necessary

To differentiate instruction for this model I could use flexible grouping and varying questions.  I could have my ESL students to work together with an English speaking student.  I would have the ESL teacher come in to show them what they need to do.  I would use a different set of questions for them in which they could relate or understand.  As well, my Special Education students with learning disabilities and IEP’s could be grouped with regular students based on their needs to help them understand the information. 

We use a program called TEAMS that I can drop questions in and put students into groups to work collaboratively.  I can incorporate a project for them to work on such as creating a chart or graph showing what they have learned.

The learning theory this model is based upon is by Jerome Bruner, Jacqueline Goodnow, and George Austin which was reported in A Study of Thinking (1986).  

 

The basic tenets of this model which are learned ahead of time:

1. The name of the concept 

2. The concept definition or rule 

3. Conceptual attributes 

4. Examples of the concept 

5. The relationship between the concept and other concepts (concept hierarchy

When you want to teach new ideas, this teaching strategy helps to characterize the thinking patterns of the learner.

Benefits to using this model would be learning how to examine a concept from a number of perspectives, learning how to sort out relevant information, seeing multiple examples of ideas, and moving beyond mere concept-definition association.  It engages the students into formulating a concept through the use of illustrations, word cards or examples.  Drawbacks:  Students may have to be very attentive to details to fully grasp a concept whom are not used to working so intricately.  Students may shut down if the concept is too hard for them to conceive.  Students would have to contend with the fact that their hypothesis may not be correct the first time it is stated.  The model may be more work for the teacher since textbooks may not have examples to use for the concept attainment.

In my Economics class, I could teach about scarcity using this method.  I could start by listing some common terms they know and some they do not know but are related.  Using the “yes” and “no” column format, students could work together to find out about what scarcity means to different countries.

I could give some students names of the categories or use pictures for my ESL students or special education students.

I could use the SmartArt feature that utilizes graphs and charts in an organized, easy to read, and create manner.  Students will be able to interact using the smartboard or tablets.

The constructivist theory of learning is congruent with both concept attainment and concept development.  Ideas can also be represented by a prototype or exemplar.  

The steps in the Concept Development Model are:

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.

This model helps students generate original ideas.  This model could be used to review for quizzes and tests.

Benefits:  It extends and refines students’ knowledge and develops specific thinking skills.  It encourages the generation of original ideas because all subjects can be analyzed through listing, brainstorming, grouping, labeling, and generalizing which promotes creative thinking.  It supports affective skills.  Drawbacks:  Can be difficult for some students to handle the open-ended aspect of the model.  This model is difficult to adapt for all subjects.  The text must be chosen in advance.

Students can do a self-assessment of their learning.  Students could write a short essay that explains how and why the items were grouped in such a way as they were.

By grouping students by their interests would allow them to generate their own set of data.  I could modify the directions of the concept development task.  This would allow students who have a good understanding of the concept to go forward.  Those who are not understanding can receive more instruction from me and modification of the concepts.  Modeling is another method to use.

I would us QR Reader/Codes.  These would have all the information stored student would need to work together in groups to come up with answers or solutions.

The steps in the cause-and-effect model are:

1. Choose the data or topic, action, or problem to be analyzed.

2. Ask for causes and support for those causes.

3. Ask for effects and support.

4. Ask for prior causes and support.

5. Ask for subsequent effects and support.

6. Ask for conclusions.

7. Ask for generalizations.

This model is appropriate for problem based learning.

Benefits:  Allows students to explore why things happened or are happening, even if there is an unexpectedness about the causes or the effects.  It allows students to understand that causes are more than special occurrences that lead to specific events.  Once students construct causal models, they can build patterns of explanation about a series of events.  Promotes student engagement and construction of critical thinking skills as well as curriculum content.

Drawbacks:  

Students could create a flow chart showing the steps to take when trouble shooting computer problems.

By asking a set of questions, I could assess student understanding with this model.  Questions such as:

1. Are effects supported by observation and evidence?

2. Is your conclusion clearly stated?

3. Have you tested your ideas through your peers?

4. Are conflicting interpretations disproved or acknowledged?

If the material is unfamiliar, I would provide discussion with specific questions in mind for students who need extra help or scaffolding with examples of conclusions and generalizations. For visual learners, I could use flowcharts or graphic organizers.

Students could use the “shapes” feature in MS Word to create a card game, graphic organizer, or diagram.

Thomas Estes was responsible for naming this model and developing its steps.  Students make a connection to the usage, etymology, and specific patters of vocabulary. This model is a teacher-guided instructional model.  It encourages a deep understanding of vocabulary. Three principles of the vocabulary acquisition model:

1. The principle of system.

2. The principle of incidence.

3. The principle of conceptualization.

I would use this teach the history or origin of a word, to teach vocabulary and language to assist in understanding the content, and to develop a deeper understanding of the vocabulary in my subject.

Benefits:  Dictionaries are convenient, fast and easy to use.  The vocabulary acquisition model benefits from being built on what we know about how students learn and how new concepts are learned.

Drawbacks:  Students retention due to learning so many words.  Not knowing how the brain works when it comes to storing information.

I would do a pre-test for knowledge of the vocabulary.  Then hold a discussion of hypothesized spellings and meanings from the students.  Students can explore patterns of meanings.  Have the students read and study the material.  I would do an evaluation and post-test at the end.

When I give vocabulary words, my student are to make a PowerPoint utilizing the word or phrase, the definition, and a picture showing that students understand the meaning of the word.  I put the words on the board and provide copies to the ESL students in their language.  I only give a few words at a time to the ESL students based on WIDA Standards.  

I use Quizlet.com for students to learn and study their vocabulary words.  

How To Teach With The Concept Attainment Model. (2017, December 10). Retrieved April 04, 2018, from https://www.teachthought.com/pedagogy/how-to-teach-with-the-concept-attainment-model/

Lopez, R. (2013, May 16). Cause and Effect Model. Retrieved April 04, 2018, from https://prezi.com/m2lhfrw1viii/cause-and-effect-model/

Taba's Concept Development Model. (n.d.). Retrieved April 04, 2018, from http://mrbeasleysaigsite.weebly.com/tabas-concept-development-model.html

[Digital image]. (n.d.). Retrieved from https://www.slideshare.net/sbarnett0823/evaluating-an-emerging-technology-socrative

[Digital image]. (n.d.). Retrieved from https://www.slideshare.net/bgninja03/cause-and-effect-model

[Digital image]. (n.d.). Retrieved from https://study.com/academy/lesson/concept-attainment-model-strategy.html

[Digital image]. (n.d.). Retrieved from http://www.worksheetlibrary.com/teachingtips/directinstruction.html

[Digital image]. (n.d.). Retrieved from http://www.collegestar.ecu.edu/modules/col/introduction

[Digital image]. (n.d.). Retrieved from  https://www.pinterest.com/pin/166844361178211360/

[Digital image]. (n.d.). Retrieved from https://teachingsexed.com/2014/03/12/synthesizing-knowledge-using-the-synectics-model-methods-for-adult-learning/

·         The Socratic seminar model is designed to use the Socratic dialetic – 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 (Fischer, 2008).  

·         Socratic seminars are applicable in all content areas and all grade levels

·         They are congruent with what we know about how students learn and how they “own” and construct their understandings.  This is due to students being allowed to construct new knowledge by interacting with the ideas and understanding of others.

·         The seminar is student centered rather than teacher centered.  The teacher plays the role of “guide on the side”.

·         There are six steps in this model:

o   Choose the text – written, visual, or audio

o   Plan and cluster several questions of varying cognitive demand

o   Introduce the model to the students

o   Conduct the dialogue

o   Review and summarize the seminar

o   Evaluate the seminar with the students based on previously stated criteria

This model allows for the acquisition and construction of information, along with the linking of new information to personal prior experiences.  Reciprocal teaching is used in this model.  As students read, students should constantly be predicting, asking questions, clarifying any confusion that occurs, and summarizing at successive points in the reading.  The teacher and students model these activities by taking turns as a text is read.

Benefit:  It is always based on an open-minded question designed to lead students to active dialogue in which multiple ideas can be proposed.  

Drawback:  How to handle the diversity of responses that may be given to any question.  

Students can be evaluated both formatively and summatively.  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.  

Choosing the appropriate text is critical to differentiating.  Teachers can choose audio and visual text, also meet the learning preferences of a variety of students and provide the chance to build new strengths for others.  Text can be chosen for specific cultural backgrounds and interests.

I would incorporate some type of message board for student collaboration like “Yammer” or “TEAMS”.  This is useful when doing fishbowl discussions.

Cooperative learning is supported by information processing theories and cognitive theories of learning.

Five key elements:

1.      Positive interdependence

2.      Individual accountability

3.      Face-to-face interaction

4.      Social skills

5.      Group processing

This model is appropriate in in all circumstances and all levels from K-12, as well with adult professional development in business, education, law, and medicine.  It has been used in reading groups, team sports, group science projects, student drama productions, and school newspapers. 

Benefits:  Students are actively engaged in promoting their own learning.  Students process information by discussing subject matter with peers rather than acting as passive recipients of information. When properly used, studies have shown that it improves information acquisition and retention, higher-level thinking skills, interpersonal and communication skills.

Drawbacks:  Conflicts in a group can stall the group’s ability to work together.  Personality clashes can hinder the group’s progress.  More experienced students will tend to take over the group discussions due to uneven workloads.  

Peer review and student grading can be used in cooperative groups to help with evaluations.  The groups must adhere to the five basic elements of cooperative learning.  Scored discussion and negative marks for interrupting, monopolizing the conversation, making personal criticisms, and for being distracting can also be used.  Rubrics, oral questioning, checkpoints, paper-and-pencil tasks, unit assessments, and papers can be used to evaluate as well.

Differentiation can be achieved with the content or with the task.  Group tasks can be determined by student learning profiles; student interests; or academic, social, or emotional skill needs.

The use of smartboards, Google Classroom, Prezi, PowerPoint, or collaborative methods could be implemented for this model.

The inquiry model is grounded in the concept of problem-based learning. In problem-based learning, the teacher serves as subject matter expert, resource guide, and task group consultant, but not as information transmitter or sole source of knowledge. The major role of the teacher is to encourage student participation, provide appropriate information to keep students on track, assume the role of fellow learner, and avoid the all-too-common tendency to negative feedback.

1.      Select a problem and conduct research.

2.      Introduce the process and present the problem.

3.      Gather data.

4.      Develop a hypothesis and test it.

5.      Explain the hypothesis and state the rules associated with it.

6.      Analyze the process.

7.      Evaluate.

This model is appropriate on many levels.  It is always good to be inquisitive and work out a hypothesis.  It helps to identify puzzling situations which are aligned with standards and curriculum.

Benefits:  the focus of learning is on questions rather than answers – on problems rather than solutions – which allows students to be actively engaged in learning. Problems can be identified that link to students’ learning needs, interest, and readiness levels, scaffolding student understanding and developing all of the cognitive processes described in Bloom’s taxonomy.

Drawbacks:  There are certain constraints with time, curriculum, students’ abilities and classroom structure.  It requires a lot of time and effort to prepare for and conduct experiments.  Students could get anxiety or attitudes over incorrect outcomes that might come from an experiment.

Students could be assessed based on discussions.  Students could complete inquiry charts or write essays that includes an explanation of the puzzle, conclusions, and relation to something in the world today. 

Teachers are able to vary the content, process, and product of the tasks.  Questions and research topics can be based on individual interest and skills.  Teachers should find ways to personalize the approach while helping all students learn.

Students can design a WebQuest which allows them to follow their own interests in a structured and detailed manner.  This will be evaluated by using a rubric or checklist.  Traditional paper-and-pencil tasks and essays can be used to hold students individual accountable for their part in a group inquiry project.  

Synectics was developed by William J. J. Gordan.  The basic process of Synectics are “making the strange familiar” and ‘making the familiar strange”.  The tenets are:

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

Making the strange familiar

1.      Provide information

2.      Present the analogy

3.      Use personal analogies to create compressed conflicts

4.      Compare the compressed conflict with the subject

5.      Identify differences

6.      Reexamine the original subject

7.      Create new direct analogies

The Synectics Excursion

1.      Present the problem

2.      Provide expert information

3.      Question obvious solutions and purge

4.      Generate individual problem statements

5.      Choose one problem statement for focus

6.      Question through the use of analogies

7.      Force analogies to fit the problem

8.      Determine a solution from a new viewpoint

This model is appropriate on many levels.  It allows for creative thinking and problem solving and supports new ways to engage students’ efforts and critical thinking.

Benefits:  Creativity is important in our everyday life.  We are creative when we solve problems, express our feelings, demonstrate empathy, or move toward deep understanding of complex concepts.  Synectics helps students find fresh ways of thinking about ideas and problems.

Drawback:  Without teacher direction, students could draw from inappropriate analogies that could cause them to learn the new material incorrectly.

This model allows for formative assessments.  The teacher could monitor group discussions and assess knowledge.  Analogies could be assessed as to their construction and quality.

Teachers meet the needs of a variety of students by providing support of them learning specific skills, processes, and information.  Teachers provide practice in constructing metaphors and analogies by using stretching exercises and graphic organizers.  Student interest could be used as a foundation for building metaphors.  Using different prompts in which the students recognize can also help with differentiation.

The use of graphic software to make charts and word processing could be integrated into the lesson with this model.  Students could use a chart to compare material in spreadsheet software and type essays in word processing software.