Transcript Conceptual Frameworks and Models of Teaching

Conceptual Frameworks
and Models of Teaching©
Understanding Origins of
Teaching Methods and
Approaches
Britt Tatman Ferguson, Ph. D.
Minnesota State University Moorhead
“Reaching Out To Learners Project”
2005-2006
Purpose Of This Presentation
Special Education Teachers need to know about and
know how to implement many different approaches to
teaching. They need to select approaches that fit the
needs of their students based on data and IEP goals and
objectives. They need to understand the theory behind
the approaches so they can make adjustments to the
approaches when they are not working well. They need to
learn which approaches can be combined effectively and
which approaches cannot be combined because they
contradict or interfere with one another. They need to
understand approaches being used by other teachers so
that they can analyze and problem solve when those
approaches are not working with students. This
presentation presents an overview of approaches or
models of teaching.
Conceptual Frameworks
Theories provide a conceptual framework for
understanding.
Conceptual Frameworks
We can think of the
conceptual framework
as a set of lenses
through which we
see, or understand,
learning.
Theory influences what we see and
how we see it.
Analogy: If we look
at an ice cube
through red lenses we
would tend to view
the ice as red, but if
we look at an ice
cube through blue
lenses we would tend
to view the ice as
blue!
Theory influences our perceptions
about learning. So what?
If theory influences
What we believe about learning,
What learning looks like,
How we believe people learn…
Then it should influence
How we teach so that people learn,
How we evaluate learning outcomes.
Models of Teaching
For a given theory of learning, different
models (styles) of teaching and evaluation
have been developed within the
conceptual framework.
Select models that are useful for identified
purposes.
Understand the theory behind the model in
order to make adjustments and increase
success.
Bruce Joyce
Bruce Joyce has
researched and
taught about models
of teaching for about
30 years…
He describes 4 basic
families of models
that we will look at.
Models of Teaching
(Joyce, Weil,
and Calhoun, 2004)
I.
II.
InformationProcessing Social Family
Of
Family
Models
Of
Models
III.
Personal
Family
Of
Models
Click on desired family for more information.
IV.
Behavioral
Systems
Family
Of
Models
Examining Conceptual
Frameworks and Models
In the next frames you will be able to:
Read about the Theory and Conceptual
Framework
Read about each of several models
InformationProcessing
Family Of
Models
(applied
Cognitive
Psychology)
Scientific
Inquiry /
Making
Inferences
RETURN
Concept
Formation
(Hilda Taba)
Memorization
Concept
Attainment
(Jerome
Bruner)
Synectics
PictureWord
Inductive
Model
Advance
Organizers
(Ausubel)
Social Family Of
Models
(applied Social
Psychology)
RETURN
Partners in Learning
(Cooperative
Learning)
(Johnson & Johnson; DeVries,
Edwards & Slavin,
Sharan & Sharan)
Study of Values
(Role Plays,
Values Clarification,
Jurisprudential Inquiry)
(Shaftel & Shaftel; Simon;
Oliver & Shaver)
Personal Family Of
Models
(applied Humanistic
Psychology)
RETURN
Nondirective
Teaching
(Child Centered
Learning)
(Rogers)
Developing Positive
Self Concepts
(Learning Styles,
Personality Styles)
(Piaget; Maslow)
Behavioral Systems
Family of
Models
(applied Behavioral
Psychology)
RETURN
Mastery Learning
Direct Instruction
Simulations
Cognitive Theories Of
Psychology
In Cognitive Psychology we are interested in
how a person thinks, remembers and
knows. Applications of this branch of
psychology help individuals understand,
remember, and make connections among
ideas and thoughts.
Information Processing Family
Of Models
Models in this family draw from cognitive
psychology. They focus on ways we can
improve a person’s drive to make sense of
the world including how they acquire
information, organize data, frame
problems, and generate solutions.
Concept Formation Model
Some teachers use inductive thinking to
teach. They specially arrange an
environment and give specific tasks to
students so that they form and use
concepts.
Educational names associated with this
approach are El-Nemr, and Taba. Taba
popularized the term teaching strategy.
Concept Attainment Model
Teachers who use concept attainment provide
students with positive and negative examples of
an idea but don’t tell what it is. Students guess
(hypothesize) the idea, based on the examples.
They test their guesses (hypotheses) against
more examples, confirming or changing their
guesses. This leads to a stated definition,
eventually confirmed and clarified by the
teacher.
Names associated with concept attainment are
Jerome Bruner and Robert Gagne.
Picture-Word Inductive Model
The Picture-Word Inductive Model (PWIM)
structures cycles of learning over 2-6 weeks.
These begin with a picture. Students identify
things they see in the picture. Teacher draws
lines from the picture to written words
outside the picture, restates the word, writes
and spells the word or phrase aloud. Students repeat the
word and its spelling, resulting in a picture-word
dictionary. Students receive an individual set of word
cards, check if they can recognize the words. As they
begin to read the words they begin to classify the words
by phonetic, structural or content properties, share their
categories and their rationale for clustering the words as
they did. This approach is related to psycholinguistics.
Scientific Inquiry Model /
Making Inferences
Students are involved in real inquiry problems.
They are presented an area of investigation,
identify a problem (conceptual or
methodological) within that area, and design
ways of overcoming the problem.
“Biological Sciences Curriculum Study”
(Schwab) and “Invitation to Inquiry”
(Schwab) are part of this approach.
Memorization Models
All students need information to be available to them
readily so they can learn effectively and efficiently. This
improves “…learning power, saves time, and leads to a
better storehouse of information” (Joyce, Weil and
Calhoun, 2004, p. 138). While memorization may be
considered trivial it is very important. Pressly and Levin
developed a model of teaching for memorizing that
includes 4 phases: attending to the material, developing
connections, expanding sensory images, and practicing
recall.
Mnemonics and link-word approaches are examples.
Synectics Model
Synectics comes to education from industry. It
was designed to help people with problemsolving and writing activities, to gain
perspectives on topics. Best results occur when
synectics is used over time. It is designed to
stimulate thinking but also promotes
collaborative work and study skills as well as a
sense of camaraderie.
Gordon and Poze have developed a wide
assortment of materials for use in schools.
Advance Organizers
Advance Organizers help students focus on content and
organize information and ideas they are learning.
David Ausubel’s theory of meaningful verbal learning deals
with 3 concerns:
How knowledge (curriculum content) is organized,
How the mind works to process new information
(learning), and
How teachers can apply these ideas about curriculum
and learning when they present new materials to
students (instruction.)
(Joyce, Weil and Calhoun, 2004, p. 189.)
Theories of Social Psychology
Theories of social psychology help us
understand interaction patterns among
people. Large-group dynamics and smallgroup dynamics are two areas that are
important.
Social Family of Models
The Social Family of Models apply social
psychological principles in the classroom.
Teacher  Student and Student 
Student Interaction patterns have
implications for learning. The teacher
structures interactions to maximize learning
and other desired educational outcomes.
We see applied social psychology in the
classroom when we see true Cooperative
Learning. Johnson and Johnson have
contributed greatly to this field.
Partners In Learning Models
Several theorists have developed
models for using positive
interdependence to carefully
structure small learning groups
so that promotive interaction
takes place. This promotive
interaction leads to improved
academics, attitudes, and self
concepts. Cooperative
Learning, Group Investigation,
and Teams-Games-Tournaments
are a few of the ways of
structuring student-student
interaction.
Study of Values (Role Plays, Values
Clarification, Jurisprudential Inquiry)
These various models are
concerned with the
consideration and development
of personal values, character,
justice and equality, and
democratic principles. Role
plays help students develop
“voice” and learn interpersonal
skills. Study of values helps
students identify and clarify their
values, and consider if they are
living by their identified values.
Jurisprudential Inquiry (for
secondary students) identify
public policy and examine
underlying values.
Humanistic Psychology
Humanistic Psychology is concerned with
fostering the ability of each person to find
and express their maximum potential as
human beings. It emphasizes
consciousness, human dignity, and the
capacity to direct our own destinies.
The Personal Family of Models
Models from the Personal Family draw on
principles from Humanistic Psychology.
They focus on the individual and
emphasize the self. Helping the student
feel good about herself and empowering
the student to maximize her potential and
have power over her own life are
important focuses.
Non-Directive Teaching Model
The teacher’s role in this model is
more that of a coach. He develops
a partnership with the student.
Rather than telling students what
to learn how and how to learn it
the teacher encourages the
students to play an important role
in directing their own education.
He provides feedback regarding the
progress the students are making,
and helps the students solve
problems. Conferences with the
teacher in Writers’ Workshops
would be an example of the
teacher working in partnership with
the student.
Developing Positive
Self Concepts Models
Students who have negative self esteem tend to be
discouraged and unwilling to apply themselves in school.
Their lack of motivation stems from a belief that they are
not capable of learning and progressing. Underlying this
model is the belief that all students can learn academic
content and social skills, and also how to become
integrated selves. Within this model good teachers will
want to know about and use ideas from the learning
styles literature (Dunn & Dunn), personality typing styles of thinking (e.g. Myers), and perhaps differences
between adult and children as learners (Knowles.)
Behavioral Psychology
The premise of Behavioral Psychology is that behavior is
lawful and subject to variables in the environment.
Behavioral Psychology is only concerned with
measurable behavior, behavior that can be
operationalized. Basic principles of Behavioral
Psychology are as follows: Given a stimulus and an
ensuing response, the response will more likely recur if
reinforced and less likely to recur if punished.
REINFORCER = increased likelihood of recurring
STIMULUS
RESPONSE
PUNISHER = decreased likelihood of recurring
In Behavioral Psychology we are not concerned with
inner functions such as thought, feelings, or beliefs.
Behavioral Systems Family of
Models
Behavioral Systems Family of Models apply the principles
of behaviorism in the classroom to both academic
content and student behavior. The belief is that learning
is a measurable change in behavior. By manipulating
(controlling) select variables we can elicit certain
behaviors (decoding words, comparing ideas, performing
math computations, using good social skills, etc.) that
define learning. By reinforcing these behaviors
(providing salient praise, grades, etc.,) the behaviors will
become strengthened and endure. Names associated
with this model are John Carroll and Benjamin Bloom
(Mastery Learning,) Madeline Hunter (7 Step Lesson
Plan), Ethna Reid (Exemplary Center For Reading
Instruction.)
Mastery Learning Model
In Mastery Learning we
believe ones aptitude is related
to the amount of time it takes
to learn given material. An
individual with less aptitude
will need more time to learn.
The instructional system is
generally:
Define Goals
Develop Objectives
Identify materials & strategies
Engage in formative evaluation
and reinforcement
Use evaluation data to provide
supplementary instruction to
overcome problems
(Found on web page of Glen Hammond,
B. A., B. Ed., M. Ed. [School Admin.],
Adv. Cert. Ed. [Curriculum Studies]
http://xnet.rrc.mb.ca/glenh/)
Direct Instruction Model
In Direct Instruction the teacher
designs a plan to generate and
sustain motivation, through
pacing and reinforcement. In
general the Direct Instruction
Model involves:
Orientation
Presentation
Structured Practice (immediate
feedback / reinforcement)
Guided Practice (intermittent
feedback / reinforcement)
Independent Practice (delayed
feedback / reinforcement)
Learning From Simulations
Model
Cybenetics (a kind of behavior shaping through self
feedback / correction) influences learning through
simulations, like using a remote control to guide a toy car.
With practice you learn how to manipulate the controls for
the desired effect and direction.
A simulator is a device that resembles reality but lets
us control the complexity of the events. If we learn a
concept or skill in a simulator theoretically we can
generalize that learning to a reality situation. Nesbit
studied simulation games for social studies.
For an example of simulation ware,
go to the following web site, find
product demonstration area and
click to view (takes a few minutes)
http://goventure.net/home.cfm
A Beginning…
This presentation provides a brief venture
into
Theory  Models relationship
Examining models
To be effective we still need…
In Depth Understanding
Selection Criteria
Analysis And Consideration For Combining
Models Or Elements Of Models
Evaluation
The Special Education Teacher’s
Job
Know (not just know about) theories and
models in depth.
Only with knowledge and understanding
immediately available to you will you be able to
effectively and efficiently use theory and models of
teaching.
The Special Education Teacher’s Job,
cont.
Assess. Know strengths, needs, interests
and ways of learning of the student.
Remembering to use the learning-teaching cycle will
maximize your effectiveness with the student. You will
be able to make informed decisions through the use of
data, tailor education to the individual student as
required by the IEP and by law, engage and motivate
your students, and document growth or lack thereof.
The Special Education Teacher’s
Job, cont.
Study and understand the IEP, especially
goals and objectives.
By studying and understanding the IEP you will be
able to closely align instruction with the plan, provide for
the identified needs of the student, and use the data –
information and insight– from a multi-disciplinary team
to inform and assist you in pulling together an
individualized program for the student.
The Special Education Teacher’s
Job, cont.
Given what you know about the student, the
learning goals, and objectives, determine models
that will be effective with the student and select
materials and styles.
It is the data that you review and collect from a variety of
sources that provides the information that leads to informed
decisions about what to teach, how to teach, how to assess,
what materials to use, how to group students, and so on.
With a solid knowledge of theory, models of teaching and
instructional approaches you have given yourself a large
menu to select from – given the strengths, needs, interests,
and ways of learning of the student.
The Special Education Teacher’s
Job, cont.
Provide support to the student and to any other
professionals who will provide instruction, and to
family, and use the materials and approaches.
Many people impact the student’s life daily, in addition to the
SPED teacher. Each must be informed and trained regarding an
understanding of the student, the resultant program you designed,
and the rationale for the program. Those who do not know about
the program or know how to implement it, won’t be able to truly
use it. Benefits to the student will be limited.
The Special Education Teacher’s
Job, cont.
Continuously evaluate, analyze data, and
modify
But a good program is not enough. It must be
updated and changed as the student changes. If the
student learns and grows, new challenges should be
introduced, new approaches considered. If the student
fails to progress, modifications must be made until we
find a program that leads to success. Learning is a life
long process.
The End