1. By: Ashley Hale Mid-Level Major
Models of teaching
By: Ashley Hale
Mid-Level Major

2. Direct Instruction When to Use: Steps:
Lesson falls into the lower levels of Bloom’s Taxonomy.
Knowledge, Comprehension, or Application
Working with manipulatives or equipment to teach procedures for math or science exploration clearly.
Students already have a solid, hands-on understanding of concepts embedded in tasks.
Teach Classroom Management
Routines, Rules, or Game Procedures
Content must be taught in small, sequential steps.
Steps:
Focus Activity
State the Objective
Provide the Rationale
Present Content
Model
Check for Understanding
Provide Guided Practice
Provide Closure
Provide Mass Practice
Ensure Distributive Practice

3. Concept Attainment When to Use: Stages:
When students have difficulty seeing relationships among items or ideas.
Categorization of Items are an important component of the Instructional Unit.
Students are having difficulty:
“thinking out loud” as they solve problems
sequencing past events
explaining their reasons for making decisions
Students need support in how to “shift gears”
Students need greater opportunity to work with others but require monitoring as they do so.
Students need practice and flexibility with using familiar concepts.
Stages:
Preparation
Introduction of the First Exemplar Pairs
Hypothesis One
Testing Hypothesis One
Additional Hypothesis-Testing Cycles
Affirmation of Hypothesis
Analysis of Student Thinking

4. Inductive Model Steps: When to Use: Preparation
Brainstorming Responses
Grouping Items
Providing Rationales
Naming Lists
Cross-Categorizing
Group Differently
Identifying Subgroups
When to Use:
Classification of items and labeling of group are an integral component of the content.
Students can collect or provide data, independently or with support by the teacher.
Data can be retrieved and displayed for the entire class to examine collectively.

5. Reciprocal Teaching Steps: When to Use: General Questions Predicting
Clarifying
Summarizing
When to Use:
Students tend to skip over difficult sections of text. Strategies and processes would help monitor and enhance reading comprehension.
To improve participation.
Students can decode but not comprehend text.
Students look to the teacher as the authority in:
Question and Answer
Clarification of Words
Unclear Passages
Students need to demonstrate the use of appropriate strategies to read text for meaning.

6. Question-Answer Relationship
When to Use:
Students answer questions with one to two word responses.
Students’ answer are often unconnected to text.
Students need to know the specific sources for answers to comprehend text better.
Help teacher ask better questions.
Multiple, varied sources
To explore students’ prior understanding and experiences related to comprehending the texts.
When teacher and students need a common language for talking about question-answer relationships.
Students are assessed on comprehension of text:
Placement, State Assessments, etc.
Steps:
In the Book
Author explicitly tells the reader in the text
Right There
Locate and recall information
Think and Search
Look for answer in more than one part of the text
In my Head
Making interpretations/Using background knowledge
Author and Me
Information found in text plus information in the reader’s own background and understanding.
On my Own
Relying solely on background knowledge or understanding

7. Jigsaw When to Use: Steps:
Lesson can be easily divided into separate expert sections:
Equal Length
Level of Difficulty
Students are experience in cooperative learning.
Students are ready to move from pairs or trio to groups of four or five.
Content can be learned independently without direct teacher intervention.
Students need to learn specific social skills.
Teacher is ready to give up total control of the classroom so Jigsaw can function.
Steps:
Preparation
Expert Group
Home Group
Debriefing
Group Processing
Individual Accountability

8. Cooperative Learning Structures (Associated with Jigsaw)
Function
Round Robin
Corners
Match Mine
Numbered Heads Together
Think-Pair-Share
Inside-Outside Circle
Team Building
Class Building
Communication Building
Mastery
Concept Development
Multifunctional

9. Role Playing When to Use: Steps:
Students have specific group interpersonal challenges:
In the Classroom
Before/After School
During Recreational or Athletic Events
On the Playground
Social problems preventing students from fully engaging in studies.
Students might make better choices if they would rethink their actions and reactions.
Fairness, cheating, teasing, or selfishness affecting the conduct in your classroom.
Content include situations where fictional/historical characters could have made different choices altering the plot.
Steps:
Warming Up the Class
Choosing First Set of Participants
Establishing Problem, Characters, Setting
Preparing the Observers
Role Playing the First Scene
Stopping Action for Discussion and Evaluation
Revising the Scene with New Players
Stopping Action Again for Discussion and Evaluation
Generalizing About the Experiences

10. Inquiry-Based Learning
Steps:
Developing Question
Generating Hypothesis
Developing Experimental Design
Collecting and Recording Data
Analyzing Data
Reaching Conclusions, Forming and Extending Generalizations
Communicating Results
When to Use:
Explicitly require Inquiry-Based Approach
State or School District
Benchmarks or grade-level expectations
Topics/Lessons require data collection, analysis, or both.
Expectations that can be organized around questions.
Students need greater opportunity to work on process skills
Observation, Analysis, Comparison, Evaluation, etc.

11. Synectics Steps: When to Use: Stretching Exercises
Description of the Present Condition or Problem
Direct Analogy
Personal Analogy
Compressed Conflict
Direct Analogy based on the Compressed Conflict
Reexamination of the Original Task
Exploration of the Unfamiliar
When to Use:
Students complain they are not creative
You believe you are lacking in creativity
Some students resist participation in class discussions and activities
Students write or view concepts with overused language or ideas

12. Advance Organizers Procedures: When to Use:
Read text-based advance organizer orally to your students
Add visuals
Use concept maps/graphic organizers
Teach advance organizers and remind students to use it often
When to Use:
Students would benefit from organization
Students demonstrate difficulty recalling information
Visual showing how information fits together or is connected in some way
Topic has central theme to organize information

13. Deductive and Inductive models
Teacher-Driven
(Deductive)
Student-Driven
(Inductive)
Direct Instruction
Question-Answer Relationship
Advance Organizer
Concept Attainment
Inductive Model
Reciprocal Teaching
Jigsaw
Cooperative Learning
Role Playing
Inquiry Based Learning
Synectics

14. References
Dell’Olio, Jeanine M., and Donk, Tony. Models of Teaching Connecting Student Learning With Standards. Thousand Oaks, California: Sage Publications, Inc Print.