1. 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.
Beth: Welcome and hello! My name is Elizabeth Mackenzie- Lamb and I’m delighted to have the opportunity to facilitate this webinar.

2. About the presenters Clare Kilbane, Ph.D. Natalie Milman, Ph.D.
Otterbein University
Westerville, Ohio
Natalie Milman, Ph.D.
George Washington University
Washington, DC
Beth:
Today, we are joined by authors Clare Kilbane and Natalie Milman. They will discuss their book, “Teaching Models, Designing Instruction for 21st Century Learners”.
Clare Kilbane, Ph.D. is an Associate Professor of Educational Technology at Otterbein University where she teaches courses in the graduate and undergraduate teacher education programs. She has also worked on the faculties at the University of Massachusetts Amherst and Capital University. Clare earned a doctorate in Educational Evaluation from the University of Virginia and a Masters degree in Instructional Design and Technology from The Ohio State University. She started her career as a school technology coordinator and fourth grade teacher in Ohio and has continued working to support learners of all ages across the United States for over 20 years.
Natalie B. Milman, Ph.D., is Associate Professor of Educational Technology and Director of the Educational Technology Leadership Program in the Department of Educational Leadership at The George Washington University’s Graduate School of Education and Human Development. She earned her doctorate in Instructional Technology from the University of Virginia's Curry School of Education with a graduate specialization designed to prepare technology leaders. She has taught at the elementary school level as a second grade, a science specialist, mentor, and technology teacher in Long Beach, California.
Drs. Milman and Kilbane are the authors of several texts published by Allyn & Bacon including two books about digital teaching portfolios as well as the text which is the focus of today’s webinar-- Teaching Models: Designing Instruction for 21st Century Learners.

3. 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.
Clare: Writing any book is a labor of love. One can only do it well when he or she cares passionately about the topics presented. Natalie and I have this passion for the field of education and wrote this text because we believed our experiences had granted us insights that could be shared to aid our profession’s transition into a new, “digital era.” We wrote this book because we wanted to build on our profession’s rich tradition and historic knowledge-base but realized it wasn’t enough for successful 21st century education. From reading the literature, inquiring scientifically, and examining our own practice, we were aware of the need to thoughtfully examine the predominant methods used for classroom instruction and decide what to keep, what to discard and what to transform. We realized that promoting the evolution of our own teaching and our professional field would require some deep analysis and difficult but necessary choices.

4. "If we teach today as we taught yesterday, we rob our children of tomorrow.”
-John Dewey
Clare: John Dewey once said, “if we teach today as we taught yesterday, we rob our children of tomorrow.” These ideas shared over a century ago continue to be poignant today. Teachers have always worked to prepare their students for life, work, and citizenship in and even beyond the imagined future. Much creativity is required to consider how what we teach and the ways we teach it can be transformed to promote students success in a fast-paced, technology-driven global society. But teachers have always done this and will succeed with the right support. Our book is an effort to provide classroom teachers and teacher educators with just that type of support.

5. In this webinar, participants will:
Explore the challenges of teaching in 21st century classrooms.
Identify approaches used to design instruction for diverse learners & examine their pros and cons.
Learn about 10 time-tested instructional models that simultaneously promote students’ development of content area learning and 21st century skills.
Clare: Because we know that high-quality instruction communicates clearly about the goals of learning, we will share today’s webinar goals with you. Today, you will:
Explore the challenges of teaching in 21st century classrooms.
Identify approaches used to design instruction for diverse learners & examine their pros and cons.
Learn about 10 time-tested instructional models that simultaneously promote students’ development of content area learning and 21st century skills.

6. 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.
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

7. 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
Clare: Although teaching has always involved challenges, there are some which we believe are particularly prevalent in our era. To be sure, there isn’t enough room on this slide to list ALL of the challenges experienced by teachers in the 21st century but some of the most pressing seem to be:
Preparing students for a dynamic, global, technology-driven society
Equitably supporting diverse learners
Successfully addressing standards (which are not only rigorous but constantly changing)
Effectively using resources (which are not only powerful but increasingly sophisticated) and
Balancing quality with increased accountability
Some other challenges which we have noted seem to be those which have always existed for teachers but persist today with new pressures or penalties including:
Working within an ever-changing educational “reality,” (no sooner do you figure out how to adapt when things change again)
classrooms different than those teachers experienced personally (as a teacher/learner),
little structure/support for professional learning, (making it difficult to maintain effectiveness)
functioning under increasing external accountability
serving many “masters” in an increasingly consumer-driven higher education marketplace.

8. Trends influencing 21st century education
Technological development
Information
Globalization
Equity
Accountability
Clare: Perhaps it helps to consider the forces that are shaping these challenges for teachers. We believe that five major trends—technology, access to information, globalization,
equity, and accountability—are changing the world in profound ways. And as they do, they are affecting the field of education and 21st century teaching.

9. Ideas, reforms, & movements influencing education
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
Clare: We believe that these trends have inspired ideas, movements, and reforms– and these are the changes which seem to have the most apparent impact on our profession at present.
Some of these include:
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

10. A new challenge: the needs of 21st Century learners
Clare: At the heart of our enterprise, and at the heart of these reforms however, is the genuine goal of meeting the needs of the learners we serve.
Regardless of what you teach or where you teach, your success as an educator in the 21st century depends on your ability to design effective instruction for those you teach. Successful instruction in the 21st century must address the individual and shared learning needs of a diverse population of students as they work to master content area learning and the skills required for life in our fast-paced, technology-driven, global society.

11. How can teachers design instruction to address diverse learner needs in 21st century classrooms
Clare: But exactly HOW does a teacher design instruction to address diverse learner needs in today’s classrooms?

12. Common approaches for designing instruction:
Tomlinson: “Differentiated Instruction”
Wiggins & McTighe: “Understanding by Design”
Fink: “Integrated Course Design”
Hunter: “Hunter” model
Gay: “Culturally Responsive Teaching”
Hoffer & Harris: “Learning activity types”
Clare: Our field has had some success in this area in the past. Some common approaches for designing instruction are:
Tomlinson: “Differentiated Instruction”
Wiggins & McTighe: “Understanding by Design”
Fink: “Integrated Course Design”
Hunter: “Hunter” model
Gay: “Culturally Responsive Teaching”
Hoffer & Harris: “Learning activity types”
Each of these has merits to be sure.

13. 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.
Clare: But we believe that any model for successful teaching in the 21st century goes beyond a “cookie-cutter approach”.
Today, to provide high-quality instruction, teachers need to:
Know their students and make instructional decisions to address their needs.
Balance students’ individual and shared needs while also providing supportive learning experiences required to master standards.
Integrate abundant resources for teaching.
Helping teachers and teacher educators do to this is the major focus of our book.

14. TEACHING MODELS: Major Themes
Using the best of what we know to promote powerful learning
Instructional design
Technology
Differentiation
Theory
Research
Clare: In our text, we draw from numerous sources as we make suggestions about what constitutes high-quality instruction in the 21st century and help teachers learn to facilitate it. Each of these sources– including the instructional design field, learning theory, educational research, as well as what is known about technology and differentiation– offer powerful ideas which might transform teaching and learning in the information age.

15. TEACHING MODELS: Part I
The context of 21st century teaching/learning and educational design
Instructional design
Technology
Assessment
Clare: The book consists of 2 parts. Part I provides the foundation for understanding and implementing Part II. The chapters in Part I address the context of 21st century learning, lessons from the field of instructional design, considerations with regard to educational technology and classroom-based assessment. These chapters are designed to for novice and experienced teachers alike. They inspire, inform and equip teachers for their important work in the new context of teaching and learning.

16. 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
Clare: In Part II we describe 10 different models of teaching. These models have been carefully chosen for their value as methods which simultaneously help learners reach content standards AND develop the important 21st century skills of critical thinking, creative thinking, communication and collaboration. These are known as the 4cs.
The chapters have parallel structure and include the same sections to make it easier to read and understand. We include the respective model’s history/ origins, a list of steps, examples of when it might be used, its benefits, implications for planning and its support for differentiated instruction. In each chapter, we also provide rich illustrations of the model’s use in different classroom contexts– including various grade levels as well as settings. We include examples of both face-to-face and online integration of the model and a table which lists technologies that might make the model’s implementation more efficient, effective and engaging.
Later in the webinar, we’ll address these models.

17. 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.
Natalie: To get the most out of the text and to become a successful 21st century teacher, we advocate that teachers would benefit from thinking of themselves as “Educational Designers.” Like designers in other professional fields, an educational designer has a sophisticated understanding of his/her practice and has the ability to flourish in complex, real-world settings.
So what is an Educational Designer? It is a teacher who:
approaches instructional planning and other areas of their practice with intentionality,
possesses specialized knowledge,
has skill with systematic processes that enable him/her to identify and frame 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.

18. 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
Natalie: We believe this notion of being an “educational designer” is particularly important today because teachers:
Are working in a time of abundant resources
Function with autonomy and choice, and
Desire to make good choices
A “design orientation” gives us productive ways to think and function as we make choices

19. 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.
Natalie: Educational Designers are not all that different from the successful teachers of the past, but they DO possess a new mindset, a broad skill set and a high quality tool set.
I’ll explain what we mean by a new “mindset” first. An educational designer:
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.

20. 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
Natalie: Educational Designers also have a broadened and honed skill set – this skill set involves
Mastery of the assessment cycle
Ability to learn from practice and self-study
Skills required to communicate and work effectively with others
These skills are multidimensional, yet specific

21. Analyze Design Develop Implement Evaluate ADDIE Model
Natalie: An important skill set for educational designers includes the ability to design instruction using instructional design. Instructional design (sometimes called instructional systems design or ISD) is a systematic and scientific approach for designing instruction and creating instructional materials. Like the Internet, microwave ovens, and so many other useful innovations, the instructional design process was developed by the United States Department of Defense and dates back to World War II when the military sought to develop effective materials and methods for training personnel for various military activities. Over the years, several instructional design models were developed—but all have a similar approach.

22. Natalie: The ADDIE model is one of the most widely used instructional design models. ADDIE is a simple, recursive model that works flexibly in many different contexts to support the creation of instructional plans and materials. Its acronym stands for: Analyze, Design, Develop, Implement, and Evaluate. Despite the fact that research and common sense consistently suggest its value, the instructional design process is rarely, if ever, taught in teacher education programs. Now I’ll describe each of ADDIE’s phases.

23. Analyze Phase - Goals
determine the instructional goals and objectives,
examine current and desired learner needs and characteristics,
identify contextual factors that might promote or hinder instruction, and
locate resources.
Natalie: In the Analyze Phase teachers must:
determine the instructional goals and objectives,
examine current and desired learner needs and characteristics,
identify contextual factors that might promote or hinder instruction, and
locate resources.

24. 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
Natalie: Some examples of tasks they might complete during this phase are to:
Analyze academic standards and break them into learning goals
Identify and examine learner needs
Consider important characteristics of the learning context (this includes not only the physical environment, but also the culture)
Conduct needs assessment
Inventory available materials and resources
Select appropriate instructional models of teaching

25. 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.
Natalie: The next phase of the ADDIE model is the Design Phase. In the Design Phase, teachers develop plans for addressing students’ known needs which were identified in the previous phase: the Anlaysis Phase. To address these needs, teachers must also develop a plan for measuring the quality of the product (the actual instruction designed) and often also the instructional process.

26. 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
Natalie: Examples of activities a teacher might complete in the Design phase are to
Review learning goals (what do the students need to learn?)
Configure other instructional tools (What other tools can be used to achieve these goals?)
Formulate plans for development of instructional plan and materials (What can they do to achieve these goals—what and how should they teach?)
Conceive evaluation plan (How will they know the instruction was effective?)
And finally - Devise sequence and plan pacing of lesson/unit (How can they organize the lesson/unit?)

27. Enact the plan that was designed. Develop the instruction.
Develop Phase – Goals:
Enact the plan that was designed.
Develop the instruction.
Natalie: The third phase of the ADDIE Model and a necessary part of a teacher’s skill set is the Develop Phase. In this phase, teachers enact the plans they analyzed and developed by – to put it simply – developing the instruction.

28. Develop Phase Activities
Create lesson plans
Develop evaluation plan
Produce any instructional materials
Natalie: In the Develop Phase, teachers typically create lesson and evaluation plans, as well as produce any instructional materials needed. In our text, we provide a useful lesson plan framework and examples of lessons for each model of teaching.

29. Implement Phase - Goals
Use the products created.
Try out the instruction and see how well it works!
Natalie: During the fourth, “Implement” Phase, teachers use the products created in the prior phases –essentially this involves teaching and trying out the instruction they analyzed, designed and developed,

30. Implement Phase Activities
Teach unit
Utilize instructional materials developed
Implement evaluation plan
Natalie: Implementation phase activities might involve things like
Teaching a unit
Using the instructional materials developed, and
Implementing any evaluation plans

31. Evaluate Phase – Goals:
Determine effectiveness of instruction
Collect a variety of data (formative & summative)
Natalie: The final phase of the ADDIE Model is the Evaluate Phase. In this phase, teachers
Determine the effectiveness of the instruction – from beginning to end
Collect a variety of data (formative & summative) and they
Make decisions about any changes they might make going forward.

32. Tool Set- a powerful combination
Use of instructional approaches like universal design, differentiated instruction and UBD
Models
Strategies
Digital tools
Natalie: In addition to a new mind set and skill set, Educational Designers also need is a high-quality tool set which consists of a powerful combination of instructional approaches, models, strategies, and digital tools.

33. Natalie: Part of an educational designer’s toolset is to have a repertoire of instructional models, tried and true and research-based models of teaching, for addressing diverse learner needs. In our text, we provide deep and rich descriptions of 10 different instructional model, which includes a description of the major steps of the model, the origins or history of the model, a list of the types of knowledge the model is best suited to teach, and finally, an explanation as to how the model supports 21st. This slide and the next two provide a matrix to compare the different models of instruction.

34. Natalie: This matrix is in our book – those who use it may find it useful for understanding better how the models of teaching might best be utilized.

37. Models
Natalie: We also provide a snapshot of the roles of both students and teachers when using a particular model of instruction (in this case, the Direct Instruction model), as well as what knowledge each model supports, what is the added value of the model, and which technologies might b used. As a “tool set” – knowing when to use a particular model of teaching for a specific purpose will help teachers better address students’ needs.

38. Strategies
Natalie: Also, part of a teacher’s tool set is knowing which instructional strategies to use – and when.

39. Technologies
Natalie: And finally, a critical feature of a teacher’s tool set is technology. For each model, we provide information, organized by the different steps of each model, that list different tools that may be used to foster the type of learning the particular model promotes.

40. The 3 Es
Natalie: As educational designers, teachers make a lot of choices. An important choice when choosing which technologies to use is the “Three E’s” – that is – how does the technology tool make learning Effective, Efficient, and also Engaging?

41. High-quality tool characteristics
Powerful- makes human effort greater than without
Dependable-high odds of working
Practical- do something worth doing
Flexible- perform multiple tasks
Enduring- useful long-term
Natalie: Characteristics of high-quality tools are that they are:
Powerful- makes human effort greater than without
Dependable-high odds of working
Practical- do something worth doing
Flexible- perform multiple tasks
Enduring- useful long-term

42. Addressing Diverse Students’ Needs
Models
Technology
Differentiation
Natalie: In a nutshell, our text’s main goal is to help teachers understand how the models of teaching + technology + differentiation strategies might work together or address diverse student needs. How teachers do this with a new mindset, skill set, and tool set is critical. Now I turn to Clare who will talk a little about how our text supports teacher assessment.
Addressing Diverse Students’ Needs

43. 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.
Clare: Maybe as you’ve been listening to this webinar, you’ve heard concepts and terms that have struck a familiar chord for you- concepts such as “decision-making” and terms like :strategic,” “responsive,” and the like. This is not mere coincidence. The view of teaching we advocate and promote is not unique to us. It is one that is characterized by educational thought leaders like Grant Wiggins, Jay McTighe, and Carol Tomlinson. It is also born out in performance-based assessments like the edTPA. At this point, we’ll make some connections between the type of teacher we hope our book helps to create and the type of teacher promoted by performance-based assessments like the edTPA. First, we’ll talk about some general compatibilities between our vision of teaching and that inherent in the edTPA. Then we’ll share just a couple quick ways using our book might better prepare teacher education students for assessments like the edTPA and more importantly for effective teaching.
So, a couple of overlaps we think exist for people who either want to use our book to help prepare students who are performing 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.

44. 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.
Clare: We also believe that :
Both the book and the edTPA 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.
Based on our own implementation of the text, teacher education students see this connection and reinforcement.

45. 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.
Clare: There are also some supports for actually preparing students to do well on the edTPA. For example,
Our text includes a chapter on assessment which I have found to be useful in helping my own students develop the very skills the edTPA measures in its performance rubrics.
Our text provides “application exercises” which are intended to reinforce the importance of grounding practice in theory and research. This is useful in preparing students to write their edTPA commentaries.
Our text also presents instructions models which if utilized which would result in effective teaching and high scores on rubrics.
One last feature I would mention which might be helpful is that differentiation is illustrated in a special section as well as in scenarios and lesson plans.

46. Questions and Answers
Please share your questions using the “chat” window.

47. Q & A?
Beth: Ask each of us questions.
Available:

48. Contact Info
Clare Kilbane, PH.D.:
Natalie Milman, PH.D.:
Beth closes the webinar with our contact info.