Objective 2: Explain why instructional alternatives are necessary and how strategies for teachers and models of teaching are related. (Eggen and Kauchak,

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Presentation transcript:

Objective 2: Explain why instructional alternatives are necessary and how strategies for teachers and models of teaching are related. (Eggen and Kauchak, 2012) Katie Kirmer

Instructional alternatives There are multiple reasons for teachers to have instructional alternatives available for them to utilize. Cognitive Domains Teacher personalities Student personalities Gardener’s Multiple Intelligences Bloom’s Taxonomy (Eggen and Kauchak, 2012) Instructional alternatives

Cognitive Domains Every individual has these four cognitive domains which characterize how the individual thinks. Cognitive Domain: Knowledge and Intellectual skills Affective Domain: Attitudes and Motivation related to everyday values Psychomotor Domain: Performance skills Interpersonal Domain: Social interaction skills (Eggen and Kauchak, 2012)

Gardner’s Multiple Intelligences Research has shown that individuals have strengths which are classified by Gardner’s 8 multiple intelligences. Depending on these strengths the individual prefers to learn in specific ways which is more appealing to their personality and strengths. (English Acquisition, 2012)

Bloom’s Taxonomy Bloom’s taxonomy provides teachers with a list of verbs to help set goals for student learning and to help challenge students. The taxonomy is on a spectrum which spans from remember (simple processing) to create (complex processing). (Sophie, 2011)

Strategies for teachers and models of teaching Teaching strategies are general approaches applied to all content areas. Teaching models are specific approaches with specific characteristics. Teaching models are thought of as ‘blueprints’ for teaching and the strategies are the smaller elements that are combined to get the whole experience. (Eggen and Kauchak, 2012) Strategies for teachers and models of teaching

Examples of Teaching Strategies Questioning Reviewing Modeling Providing Feedback Small group discussions Drawing Scavenger hunt Worksheets Debates Graphic organizers Writing (Eggen and Kauchak, 2012)

Characteristics of Teaching models Goals: Develops critical thinking skills and understanding on content. Phases: Provides stages to help reach the goal. Foundation: The practices are supported by education theory and development research. (Eggen and Kauchak, 2012)

Works Cited Eggen, P. and Kauchak, D. a. (2012). Strategies and Models for Teachers. (K. Canton, Ed.) Boston, MA: Pearson education, Inc. English Acquisition. (2012, May 30). (CarlyBlog, Producer) Retrieved June 6, 2012, from http://forenglishteachers.com/?p=99 Sophie, C. (2011, December 7). Bloom’s Taxonomy and the classroom with Bloom’s Taxonomy. (wordpress.com) Retrieved June 6, 2012, from http://coldsophie.wordpress.com/2011/12/02/bloo ms-taxonomy-and-the-classroom-with-blooms- taxonomy/