Models of Teaching

Imam SujadiMath Departement of Sebelas Maret

University

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Objectives• Practicum: Practical application of two

models with emphasis on audience self direction

• Relate to HIP and 21st Century skills and tools

• Demonstrate across grades and subjects

• Demonstrate power and usefulness of Internet for research

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Relevant Definitions• improvisation -the practice of acting and reacting, of creating, in the moment and in response

to the stimulus of one's environment.

• divergent thinking -thinking that moves away in diverging directions involving various aspects

leading to novel ideas and solutions.

• convergent thinking -thinking that brings together information focused on solving a problem

(especially solving problems that have a single correct solution).

• inductive reasoning -reasoning from detailed facts to general principles.

• deductive reasoning -reasoning from the general to the particular (or from cause to effect).

• abstract thinking -thinking characterized by the ability to use concepts and to make and

understand generalizations, such as of the properties or pattern shared by a variety of specific items or events.

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Models’ Perspectives

• “When we work together we generate a collective energy that we call synergy. The social models are constructed to take advantage of this phenomenon by building learning communities. Essentially, classroom management is a matter of developing cooperative relationships in classrooms.”

• “Models of teaching are really models of learning. As we help students acquire information, ideas, skills, values, ways of thinking, and means of expressing themselves, we are also teaching them how to learn. In fact, the most important long-term outcome of instruction may be the students’ increased capabilities to learn more easily and effectively in the future, both because of the knowledge and skills they have acquired and because they have mastered learning processes.“

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Models & Pedagogy of Confidence

• Educators recognize the importance of using strategies as “skills-in-use” so that the students learn to internalize the skills applied to real-world situations and learn in a meaningful context.

• Educators understand how to differentiate instruction so that instructional levels are appropriately mediated within heterogeneous and collaborative groupings.

• Educators understand, use, and adapt instruction aligned with the culture, language, and cognitive experiences students bring to school communities—culturally responsive teaching.

• Authentic tasks

• Active learning

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Models & Pedagogy of Confidence (continued)

• Problem-focused learning

• Collaborative and applied work on issues of deep concern to the students and the community

• Engagement in substantive dialogue, discussion, and debate about the substance of content among students

• Peer and adult coaches and mentors

• HIP+P

• STUDENT VOICE

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Models Background• Bruce Joyce and Marsha Weil, while at TC in

1972, assemble the Models from an examination of the research of various social scientists and educators.

• Each Model has two defining characteristics: it instructs and it nurtures.

• In the mid 1970s Joyce and Weil move to Stanford and eventually Booksend Laboratories and ETR Associates, respectively.

• In 2004 the Seventh Edition was published.

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• Renzulli Enrichment Triad Model  Type III Investigations  

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Group InvestigationTorture - Wikipedia, the free encyclopedia

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Group Investigation 'Enhanced Interrogation Techniques' = TORTURE

SYNTAX• Phase One:

Encounter puzzling situation (planned or unplanned)

• Phase Two:Explore reactions to the situation

• Phase Three:Formulate study task and organize for study (problem definition, role, assignments, research sources, etc.)

• Phase Four:Independent and group study

• Phase Five:Analyze progress and process (interim reports and feedback)

• Phase Six:Recycle activity (presentations including multimedia; initiate new investigations and competitions)

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Group Investigation Guidelines Author: Al-Qaida Has Nuclear Weapons Inside U.S.

SOCIAL SYSTEM• The system is based on the democratic process and group

decision, with low external structure. Puzzlement must be genuine—it cannot be imposed. Authentic exchanges are essential. Atmosphere is one of reason and negotiation.

PRINCIPLES OF REACTION• Teacher plays a facilitative role directed at group process (helps

learners formulate plan, act, manage group) and requirements of inquiry (consciousness of method). He or she functions as an academic counselor.

SUPPORT SYSTEM• The environment must be able to respond to a variety of learner

demands. Teacher and student must be able to assemble what they need when they need it.

Source: Joyce, B. and Weil, M. (1986). Models of Teaching, 3rd Edition. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

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DEBATING/PUBLIC SPEAKINGThe Great Debaters - Trailer - SPIKE Powered by IFILM

• Instructs Disciplined Inquiry

• Instructs Group Process

• Instructs Presentation Modeling

• Instructs Discursive Analysis, Rebuttal and Summation

• Nurtures General Creative Capacity

JP Morgan Chase Lincoln Douglass Debates

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DEBATING/PUBLIC SPEAKINGYouTube - MALCOLM X: Debate with James Farmer

• Nurtures good citizenship

• Instructs awareness and knowledge of topics of importance to a democracy 

• Nurtures a competitive environment for the development of debate skills

• Instructs re: the importance of excellent speaking and reasoning skills in today's business world

JP Morgan Chase Lincoln Douglass Debates

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DEBATES SYNTAX Poll finds broad approval of terrorist torture - Americas- msnbc.com

The speeches are:

• First Affirmative Constructive - 4 minutes• Cross Examination by the Negative - 2 minutes• First Negative Constructive - 4 minutes• Cross Examination by the Affirmative - 2 minutes• Second Affirmative Constructive - 4 minutes• Cross Examination by the Negative - 2 minutes• Second Negative Constructive - 4 minutes• Cross Examination by the Affirmative - 2 minutes• Negative Rebuttal - 3 minutes• Affirmative Rebuttal - 3 minutes

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How do the judges evaluate the debates?

The judges are instructed to consider the following criteria when judging debates:    

* Format - using appropriate Lincoln Douglas case structure.   

* Analysis - students' insight into the definitions and issues associated with the resolution; their ability to separate these issues from the whole idea and to classify them; their understanding of areas of agreement and disagreement between opposing teams.   

* Evidence - use of appropriate supporting information.  

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How do the judges evaluate the debates? (continued)

* Organization - ability to develop reasonable arguments, consider alternatives, and refute opposing viewpoints in a concise and logical manner.    

* Refutation - ability to recognize the importance of opposing arguments, to challenge these arguments in the context of their own case structure, and to convince the judges of the superiority of their own contentions.    

* Delivery - ability to speak clearly and persuasively with poise and confidence, using appropriate eye contact, gesture, facial expressions, and a moderate speaking rate. 

Bill Barthelme16

Models’ Frame• Mastery of learning strategies• Mastery of content• Closing the achievement gap• Students as learning communities• Students’ self direction and sense of efficacy• HIP+P• Student voice• Creativity• Relevance• Independent programs of study

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21st Century Applications

• Student directed book clubs• Video documentaries• Student directed debating clubs• Cross class and cross school applications and

competitions• Moderated blogs• Group and individual portfolios• Journals and literary publications• Radio and other broadcasts• Class and external presentations

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