2.3 InstructionalDesign

(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

(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

(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

(4)

Imagine

The feeling of

(5)

Schools as places that

students longed to attend

(6)

Overview



Models of teaching



Benefits, limitations



Questions for critical

(7)

(8)

What are Models of

Teaching?

 Prescriptive strategies

to guide planning and instruction

 Supported by research

(9)

Models of Teaching

 Detailed overview of how to

teach

 Role of instructor

 Type of classroom structure  Ways teacher supports

(10)

Teaching?

Provide common language to discuss

facets of instruction common

across all classrooms among

(11)

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

(12)

Teaching?

 Eliminates differences due

to gender, race/ethnicity, socio-economic status.

 Increases probability of

(13)

FAMILIES OF TEACHING

MODELS

(14)

INFORMATION-PROCESSING

FAMILY

 Enhances making sense of

new information.

 Help students learn how to

(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

(16)

SOCIAL FAMILY

 Uses group inquiry and

problem-solving strategies.

 Encourages assimilation and

understanding.

 Relies on students’ personal

(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.”

(18)

PERSONAL FAMILY

Emphasizes self-actualizing,

self-awareness, directing destinies.

Exploration and reflection

(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

(20)

BEHAVIORAL FAMILY

 Develop mastery in subject

matter or skills acquisition.

 Seeks specific behavioral

changes.

(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

(22)



Explicit use of

teaching models can

accelerate rate of

(23)

TEACHER BENEFITS

 Improves the quality of

instruction.

 Systematic approach to

(24)

TEACHER BENEFITS

 Facilitates awareness about

students’ learning needs.

 Assess impact of instruction.

 Offers alternative ways of

(25)

TEACHER BENEFITS

 Develop learning

experiences that yield successful outcomes.

 Facilitates student

(26)

STUDENT BENEFITS

 Increases aptitude for

learning and retention.

 Learn more rapidly.

 Facilitates different

(27)

STUDENT BENEFITS

• Builds academic self-esteem.

• Acknowledges characteristics and aptitudes.

• Promotes student awareness of how they will be taught and

(28)

Caveats

 Do not replace pedagogical expertise

–subject matter knowledge –creativity

– interpersonal skills

 No model is effective for everyone

 Some methods increase or diminish

(29)

WHY USE MODELS OF TEACHING?

 Meet learning needs of

heterogeneous groups.

 Varied outcomes, different

levels of sophistication.

(30)

Questions for Critical

Reflection

1.

What models do you use

during instruction?

2.

What other approaches do

(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.

(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.

(33)

Dr. Linda

Behar-Horenstein

Horenstein

Distinguished Teaching

Scholar and Professor

University of Florida

[email protected]