Models of Teaching
Models of Teaching
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What is a model of teaching?
Learning to Teach, Richard I. Arends
- a broad, overall approach to instruction
- theoretical basis
- recommended teaching behaviors and
classroom structures
Each model has 3 components:
1. Instructional goals (type of student outcomes)
2. Syntax (flow of instructional activities)
3. Learning environment (context including
student motivation and management)
Categorizing Models of Teaching
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Advance Organizer Model
Concept Attainment Model
Concept Development
Model
Classroom Discussion
Model
Exploration of Feelings and
Resolution of Conflict
Model
Group Investigation model
Role Playing Model
Cooperative Learning
Models
Direct Instruction Model
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Divide into “TeacherCentered Models” and
“Student-Centered
Models”
TeacherCentered
StudentCentered
Teacher Centered Models
Presenting &
Explaining
 Direct
Instruction
 Concept
Teaching
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Student Centered Models
Cooperative
Learning
 Problem-based
Learning
 Classroom
Discussion
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For each model, consider…
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To what types of learning outcomes is the
model best suited?
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What essential skills and/or knowledge in
your subject area might be best achieved
through the use of this model?
Presenting and Explaining
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To what types of
learning outcomes is
the model best suited?
What essential skills
and/or knowledge in your
subject area might be
best achieved through
the use of the
presentation model?
Presentation Model
Acquire and Assimilate
new information
Expand Conceptual
Structures
Develop habits of
listening and thinking
Presentation Model Tips
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Advanced Organizer Samples
Presentation Skills
Clarity
Examples
Rule-example-rule techniques
Signposts & transitions
Enthusiasm
Strategies to Check for Understanding
Adapt by using visuals, varying cues & examples
Direct Instruction Model
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To what types of
Direct Instruction
learning outcomes is
Model
the model best suited?
What essential skills
and/or knowledge in your
subject area might be
best achieved through
the use of the direct
instruction model?
Mastery of
well-structured
knowledge
Skill Mastery
Direct Instruction Model Tips
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Task Analysis as planning step
1. Skill 2. Divide into subskills 3. Order subskills 4.
Strategies to teach subskills and relationships
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Conducting demonstrations
Must observe correct behavior. Practice it to get it right!
Feedback Guidelines
 Independent Practice Guidelines
 Adapt by varying structure,
demonstrations, interactions, type of
feedback, use of practice
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Concept Teaching Model
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To what types of
learning outcomes is
the model best suited?
Concept Teaching
Model
Specific concepts
What essential skills
and/or knowledge in your
subject area might be
best achieved through
the use of the concept
teaching model?
Nature of concpets
Logical reasoning and
Higher-level thinking
Communication
Concept Teaching Model Tips
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Concepts can be categorized
Conjunctive: constant rule structure
Disjunctive: alternative set of attributes
Relational: rule structure depends on relationships
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Planning is crucial
First 3 Steps. Learned through examples & non-examples.
Influenced by social context
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Direct presentation (rule to example) vs. Concept
attainment (example to rule)
Adapt by considering culture/world view, varying
examples, using visuals & graphic organizers
Cooperative Learning Model
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To what types of
learning outcomes is
the model best suited?
What essential skills
and/or knowledge in your
subject area might be
best achieved through
the use of the
cooperative learning
model?
Cooperative Learning
Model
Academic
Achievement
Tolerance & Acceptance
Of Diversity
Social Skills
Cooperative Learning Model Tips
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Create the appropriate environment
Use roles during group work
Task-oriented roles: Taskmaster, Material Monitor, Coach, Recorder
Process-oriented roles: Gatekeeper, Encourager, Checker, Reflector
Product-oriented roles: Vary
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Plan for transitions
1.
2.
3.
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Provide step-by-step, written directions
State directions clearly and ask students to
paraphrase
Identify and monitor use of space
Adapt by provide additional resources &
assistance when needed, help students
understand each other
Problem-Based Learning
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To what types of
learning outcomes is
the model best suited?
What essential skills
and/or knowledge in your
subject area might be
best achieved through
the use of the problembased learning model?
Problem-Based
Learning Model
Inquiry &
Problem-solving skills
Skills for
Independent learning
Adult role behaviors
& social skills
Problem-Based Learning Model Tips
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Planning is key for smooth transitions through
phases & achievement of desired results
Be prepared for different finishing rates
Monitor and manage work
1. clear requirements for work
2. provide feedback on work in progress
3. keep detailed records
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Regulate movement and behavior in various work
settings
(i.e. library, computer lab)
Classroom Discussion Model
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To what types of
learning outcomes is
the model best suited?
Classroom Discussion
Model
What essential skills
and/or knowledge in your
subject area might be
best achieved through
the use of the classroom
discussion model?
Conceptual
Understanding
Involvement &
Engagement
Communication skills &
Thinking processes
Classroom Discussion Model Tips
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Plan a questioning strategy and avoid some types
of questions
Dead-end, Chameleon, Fuzzy, Put-down, Programmedanswer
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Determine appropriate seating pattern
U-shaped, Circle, etc.
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During the discussion…(see handout)
To adapt: recognize and adapt to different
discourse patterns, monitor your own patterns,
help each student participate successfully