TEACHING MODELS:
Designing Instruction for 21st
Century Learners
Kilbane, C. R., & Milman, N. B. (2013).
Teaching models: Designing
instruction for 21st century learners.
Boston, MA: Pearson.
About the presenters
Clare Kilbane, Ph.D.
Natalie Milman, Ph.D.
Otterbein University
Westerville, Ohio
George Washington University
Washington, DC
Why write the book?
To maintain relevance in a “new
era” of education, we need to
decide:
• what to keep
• what to discard and
• what to transform . . .
These are difficult but necessary choices.
"If we teach today as we taught
yesterday, we rob our children of
tomorrow.”
-John Dewey
In this webinar, participants will:
1. Explore the challenges of teaching in
21st century classrooms.
2. Identify approaches used to
design instruction for diverse learners &
examine their pros and cons.
3. Learn about 10 time-tested instructional
models that simultaneously promote
students’ development of content area
learning and 21st century skills.
In this webinar, participants will:
4. Gain an appreciation for how instructional
models have increased relevance when
combined with technology and differentiated
instruction.
5. Understand methods to better prepare
teachers and teacher candidates for
performance-based assessments like the
edTPA.
What are some challenges of teaching
in 21st century classrooms?
• Preparing students for a dynamic, global,
technology-driven society
• Equitably supporting diverse learners
• Successfully addressing standards
• Effectively using resources
• Balancing quality with increased
accountability
Trends influencing 21st century
education
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•
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Technological development
Information
Globalization
Equity
Accountability
Ideas, reforms, & movements
influencing education
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Common Core Standards
P21 Framework
National Educational Technology Standards
Culturally Responsive Pedagogy
Bloom’s Revised Taxonomy
Differentiated Instruction
Universal Design for Learning
Understanding by Design
A new challenge: the needs of
21st Century learners
How can teachers
design instruction to
address diverse
learner
st
needs in 21
century
classrooms
Common approaches for designing
instruction:
1. Tomlinson: “Differentiated Instruction”
2. Wiggins & McTighe: “Understanding by
Design”
3. Fink: “Integrated Course Design”
4. Hunter: “Hunter” model
5. Gay: “Culturally Responsive Teaching”
6. Hoffer & Harris: “Learning activity types”
Teaching today involves:
• Knowing one’s students and making
instructional decisions to address their
needs.
• Balancing students’ individual and shared
needs while providing supportive learning
experiences required to master standards.
• Integrating abundant resources
for teaching.
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TEACHING MODELS: Major Themes
• Using the best of what we
know to promote powerful
learning
– Instructional design
– Technology
– Differentiation
– Theory
– Research
TEACHING MODELS: Part I
• The context of 21st century
teaching/learning and
educational design
• Instructional design
• Technology
• Assessment
TEACHING MODELS: Part II – 10 Models
1. Direct Instruction
6. Inquiry
2. Concept Attainment
7. Problem-Based
Learning
3. Concept Development 8. Cooperative Learning
4. Inductive Model
9. Integrative
5. Concept Attainment
10. Socratic Seminar
What is an educational designer?
• approaches instructional planning and other
areas of their practice with intentionality,
• possesses specialized knowledge,
• Has skill to use systematic processes when
identifying and framing instructional challenges
related to learners and content, and
• competently addresses these challenges
through the application of a broad repertoire of
instructional models, strategies, and
technologies.
Teachers would benefit to think of
themselves as “educational designers”
Why is design an important
concept right now?
• Work in a time of abundant
resources
• Have a great deal of autonomy
and choice
• Desire to make good choices
What is an educational designer?
Mindset - one that is new
• Sees her/his role as “instructional decision
maker” and problem-solver,
• Views two-way communication as vital,
• Is intentional, thoughtful and deliberate, and
• Realizes s/he can make decisions and needs to
make decisions based on information and
goals.
Skill Set- Broadened and honed
• Mastery of the assessment cycle
• Ability to learn from practice and self-study
• Skills required to communicate and work
effectively with others
ADDIE Model
• Analyze
• Design
• Develop
• Implement
• Evaluate
Analyze Phase - Goals
1. determine the instructional goals and
objectives,
2. examine current and desired learner
needs and characteristics,
3. identify contextual factors that might
promote or hinder instruction, and
4. locate resources.
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Analyze Phase Activities
• Analyze academic standards and organize
them into learning goals
• Identify and examine learner needs
• Consider important characteristics of the
learning context
• Conduct needs assessment
• Inventory available materials and resources
• Select appropriate instructional models of
teaching
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Design Phase - Goals
• Develop the best plan possible for meeting
the known need (based on analysis).
• Develop a plan for measuring the quality of
product (in development and completed) and
possibly the instructional process.
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Design Phase Activities
• Review learning goals
• Configure other instructional tools
• Formulate plans for development of
instructional plan and materials
• Conceive evaluation plan
• Devise sequence and plan pacing of
lesson/unit
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Develop Phase – Goals:
• Enact the plan that was designed.
• Develop the instruction.
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Develop Phase Activities
• Create lesson plans
• Develop evaluation plan
• Produce any instructional materials
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Implement Phase - Goals
1. Use the products created.
2. Try out the instruction and see how well it
works!
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Implement Phase Activities
• Teach unit
• Utilize instructional materials developed
• Implement evaluation plan
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Evaluate Phase – Goals:
• Determine effectiveness of instruction
• Collect a variety of data (formative &
summative)
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Tool Set- a powerful combination
• Use of instructional approaches like universal
design, differentiated instruction and UBD
• Models
• Strategies
• Digital tools
Models
Strategies
Technologies
The 3 Es
High-quality tool characteristics
• Powerful- makes human effort greater than
without
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Dependable-high odds of working
Practical- do something worth doing
Flexible- perform multiple tasks
Enduring- useful long-term
Models
Technology
Differentiation
Addressing Diverse
Students’ Needs
Compatibility with the edTPA
• Both book and assessment present the
instructional process as a sophisticated
activity with teachers acting as strategic
decision-makers and problem-solvers.
• Both present use of the assessment cycle as
instrumental throughout instruction-from
planning and implementation to the
comprehension of learning outcomes.
Compatibility with the edTPA
• Both emphasize careful matching of
pedagogical approaches with content
standards.
• Both recognize the importance of intentional
support for diverse learners and use an “asset
orientation” to addressing diversity.
Support for edTPA
• Chapter on assessment provides support for
developing skills candidates are required to
demonstrate.
• Application exercises reinforce the importance
of grounding practice in theory and research.
The descriptions of the models may result in
effective teaching and high scores on rubrics.
• Differentiation is illustrated in a special section
as well as in scenarios and lesson plans.
Questions and Answers
• Please share your questions using the “chat”
window.
Q & A?
Available:
http://www.pearsonhighered.com/educator/prod
uct/Teaching-Models-Designing-Instruction-for21st-Century-Learners/9780205609970.page
Contact Info
• Clare Kilbane, PH.D.:
CKilbane@otterbein.edu
• Natalie Milman, PH.D.:
nmilman@gwu.edu