Sem 2-2 Instructional models.pptx

8/10/2019 Sem 2-2 Instructional models.pptx

http://slidepdf.com/reader/full/sem-2-2-instructional-modelspptx 1/64

Instructional modelsMainly drawn from:

Instruction: a models approach, 6th edition

TH Estes, SL Mintz & MA Gunter2011



Models

• What are models?

• Do we need them?

•

What are they there for? – Save time

– Open up thinking

– Inspire new ideas



Two approaches

• Inductive

– Starts with data and facts

– Students reason in order to find definition, rule or

generalisation

• Deductive

– Starts with presentation of definition, rule or

generalisation + examples

– Students draw inferences based on it



Direction of lesson plan

Facts

Concepts

Generalisations

Principles

Inductive

Facts

Concepts

Generalisations

Principles

Deductive



Models

(see examples on ULink)

Model Description

Direct instruction Deductive. Teach skills and information.

Cooperative learning Deductive. Learning through other students.

Concept attainment Inductive. Comprehend and analyse meaning of a concept.

Concept development Inductive. Understanding and connecting concepts.

Personal analogy Inductive. Explore and extend ideas.

Cause-and-effect Inductive. Connect ideas to real-world events.

Socratic seminar Inductive. Questions guide effective discussion of idea.



DIRECT INSTRUCTION



Principles

• People learn by:

– Observing/listening

– Linking to prior knowledge

– Modelling to make new connections

– Feedback to correct connections



Steps in direct instruction

1.Review previous learning2.State big idea/s and objectives/essential

questions and connect to (1)

3.Present new material – Explanation of ideas (previous lectures)

– Demonstration (in case of skills)






1.Review previous learning2.State big idea/s and objectives/essential

questions and connect to (1)

3.Present new material – Explanation of ideas (previous lectures)

– Demonstration (in case of skills)

– Continuously link to big idea

– Use examples

– Summarise periodically




4. Guide students in practice

– Scaffold with guiding “teacher” questions



Guiding questions

• Answers required = very short

• Wait time?

– At least 3 seconds

• Responses:

– Correct and firm = move on

– Correct but hesitant = provide encouragement

– Incorrect but careless = correct and move on – Incorrect and lacking knowledge = hint, ask

simpler question or reteach




4. Guide students in practice

– Scaffold with guiding questions

– Diagnostic and formative assessment

– Feedback focused on reducing the gap

5.Independent practice with formative

assessment and feedback

6.Review the new material and connections



COOPERATIVE LEARNING



Principles

• People learn by

– Explaining themselves

– Interacting with others

• Many approaches – Jigsaw model

– Graffiti model

–

Controversy model – Student Teams-Achievement Division (STAD)

• See ULink for more



Steps in jigsaw model

1.Introduce big idea/s and explain Jigsaw model

2.Assign students to expert groups and to

learning groups (variation)



Every person is part of two groups

A

B C

D

E F

G

H J

A

D G

B

E H

C

F J

Expert

groups

Learninggroups




1.Introduce big idea/s and explain Jigsaw model2.Assign students to expert groups and to

learning groups

3.Divide topic into equal parts and assign onepart to every expert group (pre-planning!)

– Each expert group gets something to read anddiscuss

4.Form expert groups to make sense of theinformation together and determine how theywill explain it



Every expert group

focuses on one part

A1

B1 C1

D2

E2 F2

G3

H3 J3Expertgroups

Part 1 Part 2 Part 3




1. Introduce big idea/s and explain Jigsaw model

2. Assign students to expert groups and to learninggroups

3. Divide topic into equal parts and assign one partto every expert group (pre-planning!)

4. Form expert groups to make sense of theinformation together and determine how theywill explain it

5. Form learning groups, where experts on eachpart teach the others



Every learning group

gets a different expert

A1

B1

C1D2

E2 F2

G3

H3 J3

A1

D2 G3

B1

E2 H3

C1

F2 J3

Expert

groups

Learning

groups




1. Introduce big idea/s and explain Jigsaw model

2. Assign students to expert groups and to learninggroups

3. Divide topic into equal parts and assign one part toevery expert group (pre-planning!)

4. Form expert groups to make sense of the informationtogether and determine how they will explain it

5. Form learning groups, where experts on each partteach the rest

6. Assess learners on the lesson’s ideas



CAUSE-AND-EFFECT MODEL



Principles

• People learn by

– Drawing inferences

– Developing hypotheses

• Focused on significant action, situation,

condition or conflict

• Teacher facilitates through set questions



Steps in cause-and-effect model

1.Choose action, event or condition to be

analysed



Template

1TOPIC





analysed

2.Ask for its causes. Request support. Write up



Template

2Causes

1TOPIC





analysed

2.Ask for causes. Request support. Write up.

3.Ask for effects and support. Write up.



Template

2Causes

1TOPIC

3Effects





analysed

2.Ask for causes. Request support. Write up.

3.Ask for effects and support. Write up.

4.Ask for prior causes + support. Write up.

5.Ask for later effects + support. Write up.



Template

4Prior causes

2Causes

1TOPIC

3Effects

5Later effects




1. Choose action, event or condition to be analysed

2. Ask for causes. Request support. Write up.

3. Ask for effects and support. Write up.

4. Ask for prior causes + support. Write up.5. Ask for later effects + support. Write up.

6. Ask what conclusions may be drawn + support.

Give an example if they struggle.7. What lessons can we learn that can be applied to

other people or situations?



Template

4Prior causes

2Causes

1TOPIC

3Effects

5Later effects

6 Conclusions

7 Generalisations



SOCRATIC SEMINAR



Principles

• People build new understanding by:

– Having dialogues

– Engaging with different perspectives

– Linking perspectives to prior knowledge

• Dialogue among students focused on a text,

image, object or question

• Not debate but reasoning together

– Six Thinking Hats another example



Role of teacher

• Facilitate and guide the dialogue

• Preparation of questions in advance!



Types of questions

Aspects of understanding Bloom-based Socratic

Explanation Remembering

(recall, restate)

Clarification

Interpretation Understanding

(make sense, interpret)

Assumptions

Application Applying

(use in new context)

Probe reasons

Perspective Analysing

(break up, relationships)

Viewpoints

Empathy Evaluating

(make decisions, reflect)

Probe implications

Self-knowledge Creating

(develop new ideas)

About the question



Steps in Socratic seminar

1. Choose the focus (text, story, image, recording,object…)

2. Plan questions:

–

Identify a broad and thought-provoking openingquestion related to the focus

– Derive 2-3 basic questions that raise an issue and callfor taking a position (should have more than oneanswer)

– Develop 6-8 follow-up questions to guide discussionaround each basic question (of varying cognitivedemand)



Focus

• A short article about taxi violence

• Taxi drivers are shooting at other competing

taxis on the same route

• Opening seminar question: is competition

really beneficial?



Opening and basic questions

Iscompetition

really allthat good?

Establishedbusiness

ConsumersYoung

entrepreneurs



A cluster of questions

Shouldestablishedbusinesses

opposecompetition?

Cancompetitionhelp a

business?

How cancompetition

harm a

business?

Are there non-violent ways to

fightcompetition?

Should allcompetitors be

approachedthe same?

Could onework together

withcompetitors?

How far shoulda business go

to fight

competitors?




3. Introduce the model

– Purpose: think for themselves

– Criteria: openness to ideas, connecting to ideas

4. Conduct the discussion – Encourage interactions between students

– Use cluster questions to guide discussion

– Always ask for reasons. Don’t correct, rather ask

follow-up questions – Use Socratic questions to probe students positions

(even those you agree with)



For your reference…

Clarification What do you mean by…? How does this relate to…? What is an

example of…?

Assumption What are you assuming? Can you justify your assumption? What are

other possible assumptions? Is that always true?

Reason &

evidence

How do you know that? Can you give an example? Is that sufficient

reason to reach that conclusion? What are your reasons? Is there anyreason to doubt the evidence? What would change your mind?

Viewpoint What are other viewpoints? How would other people respond to that?

What would someone who disagrees say?

Implication How can we find out? If that happened, what else may happen? If this

is the case, what else is true? Is it likely that this will happen?

Question Why are we examining this question? Is this question clear? To answer

this question, what should we find out first? How could we settle this

question?




3. Introduce the model

– Purpose: think for themselves

– Criteria: openness to ideas, connecting to ideas

4.Conduct the discussion

5.Review and summarise discussion

– Look at how their thinking changed

– Make some generalisations





Principles


– Categorising facts into concepts

– Labelling and defining the world

– Figuring out from many examples (fromobservation to hypothesis to theory)

• Concepts have:

– Name and definition

– Examples

– Critical attributes



Steps in concept attainment

1.Select and define a concept

– Place in a concept hierarchy (chunk up and down)

– Working definition (to guide you, not to give to

students)

– Definition draws on …



Concept hierarchy

Subordinate

Coordinate

Superordinate Functions

Marketingmanager

Designproduct

Decide onprice

Developpromotion

Financialmanager

…

Generalmanager

…




1.Select and define a concept

– Place in a concept hierarchy

– Working definition

2.Develop examples and nonexamples

– Examples: contain all attributes

– Nonexamples: missing some attributes, from same

superordinate, but coordinate



Concept hierarchy

Subordinate

Coordinate

Superordinate Functions

Marketingmanager

Designproduct

Decide onprice

Developpromotion

Financialmanager

…

Generalmanager

…




3. Review the process with class

– Define mystery concept by looking at what

examples have in common and nonexamples

don’t have – Three columns: Examples, Nonexamples,

Guesses



Three columns

Examples Not examples Guess what it is




3. Review the process with class

4. Present the examples

– Place one/two examples in first column

– Place one/two nonexamples in second column

5. Generate hypotheses and continue cycle

– Record guesses

–

Cross out when found out not to fit – Students explain why they keep guesses on the

board as new examples are given




6. Once guesses converge on one thing, developa concept label and definition

– Students decide on label and on their own

definition7. Provide test examples to solidify definition

– Students provide their own examples and explainwhy they fit the definition

8. Discuss with class how humans learnconcepts



CONCEPT DEVELOPMENT





Steps in

1.Students list as many specific items as possible

associated with a subject

– Examples: strategy, entrepreneur…

2.They group items that are alike in separate

groups

3.Label the groups and give reasons for their

grouping



Steps in

4. Could some items be placed in a different

group? Could some whole groups be part of

another group?

– Always ask for reasons

– New items may be added any time

5. Regroup items

6. Make a general statement about the topic



Summary of concept developmentStep Teacher asks Students respond

List specific items List as many specific items associated

with…?

Make a list. Items

must be specific.

Group alike items Do any items belong together? Find similarities.

Label groups Why did you put these items together?

What would you call each group?

Identify common

characteristics.

Rethink groupings Could some items belong to more than

one group? Could some groups belong

within another group?

Find new

relationships.

Regroup & relabel Can we regroup? Why? State new

relationships?

Generalise What did we learn? Can you say

something in one sentence about all the

groups?

Summarise

knowledge.



PERSONAL ANALOGY



Principles

• Metaphor and analogy = foundation of

learning new ideas


– Linking ideas to their personal ideas

– Being personally creative



Steps in learning by analogy

1. Provide information on new idea2. Present the analogy with something familiar to

learners and explain it

3. Students discuss how the analogy is similar to theoriginal idea

4. Students discuss in what ways the analogy isdifferent from the original idea

5. Students re-examine the original idea. How didtheir understanding change?

6. Students develop their own improved analogies.



Graphic organiser

Newconcept

Familiarconcept

SimilaritiesDifferences

Documents

Sem 2-2 Instructional models.pptx