Cheat sheet for models of instruction, quick overview 9 models

EDSC4550 Models of Instruction

 

Direct Instruction		Concept Attainment		Concept Development
The purpose of the Direct Instruction model is simple: to provide information.  Not to be confused with lecturing, proper DI requires lots of modeling, a gradual release of responsibility (or scaffolding), and lots of feedback, which lecturing does not provide. Theoretical foundations include behavioral psychology, social learning theory, and cognitive learning theory.   Possibilities for differentiation include but are not limited to flexible groupings for guided practice, scaffolding for readiness through questioning, variance in materials and strategies in step 3, and language assistance for readiness.	1.        Review previously learned material 2.        State objectives for the lesson 3.        Present new material 4.        Guide practice, assess performance, and provide corrective feedback 5.        Assign independent practice, assess performance, and provide corrective feedback 6.        Review periodically, offering corrective feedback if necessary	The goal of this model is to have students construct an understanding and definition of a concept in their own words through exposure to numerous examples. This is a great model for introducing brand new concepts to students. The concept may be abstract (e.g. democracy, friendship) or concrete (e.g. a specific grammatical rule, a species).	1.        Select and define a concept through the concept’s essential characteristics 2.     Develop examples and non-examples 3.     Review the Concept Attainment process with the class 4.     Present the examples 5.     Generate hypotheses and continue example/ 6.     hypotheses cycle 7.     Develop a concept label and definition 8.     Provide test examples to solidify the definition 9.     Discuss the process with the class   Variations: Use this model to teach one concept (as above) or two concepts (concept a concept b). Also works well with Venn Diagrams and overlaps.	This model allows students to share their understanding of a concept and then to rearrange or modify that understanding by interacting with their peers’ understandings through the development process.   This model works well as a pre-assessment because it allows the teacher to see what students already know about a specific topic. The process also allows for misconceptions to emerge and be corrected. Concept Development also works as a formative assessment (students share and solidify their learning) or as a tool for organizing essays or presentations.	1.        List as many items as possible that are associated with the subject 2.     Group the items because they are alike in some way 3.     Label the groups by defining the reasons for grouping 4.     Regroup or subsume individual items or whole groups under other groups 5.     Synthesize the information by summarizing the data and forming generalizations   Variations: Teacher may provide brainstormed list and/or labels.
Problem-Based Inquiry		Suchman Inquiry		5E’s
In this model, students assume the role of problem-solvers and the teacher assumes the role of coach or tutor. Unlike the Suchman Inquiry model, the Problem-Based model can assume multiple correct solutions. (Think performance assessment, but on a smaller scale). This model is fun to differentiation with.	1.        Explore the problem 2.        Use an inquiry chart (graphic organizer) to map learning 3.        Share different solutions 4.        Take action	The Suchman Inquiry model works much like a game of twenty questions. The teacher is the source of information and the students are only allowed to ask yes/no questions as they work toward a specific correct answer. This is a really good model for helping students develop questioning skills.	1.        Select a problem and conduct research 2.        Introduce the process and present the problem 3.        Gather data 4.        Develop a theory and verify 5.        Explain the theory and state the rules associated with it 6.        Analyze the process 7.        Evaluate	This model was developed to teach biology and integrated sciences, but has since become popular in mathematics, as well as other content areas. This model takes a “discovery” approach to learning, making it similar to other inquiry models.	1.        Engage 2.        Explore 3.        Explain 4.        Elaborate 5.        Evaluate

 

 

 

 

Socratic		Academic Controversy		Resolution of Conflict
This model helps students develop age-appropriate discussion skills for controversial or multi-sided topics. It is not a debate. The focus is on listening, articulation of ideas, and respect. Students do not have to reach a common decision, but they should expand their thinking and come to an educated personal decision or viewpoint on the topic. Objectives and assessments should target higher-order thinking skills. Teacher should establish both content and behavioral objectives.	1.        Choose the text – written, visual, or audio 2.        Plan and cluster several questions of varying cognitive demand 3.        Introduce the model to the students 4.        Conduct the discussion 5.        Review and summarize the discussion 6.        Evaluate the discussion with the students based on previously stated criteria   See Matt Copeland's Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School for multiple simple and complex versions (e.g. two-ring, fish bowl).	While Resolution of Conflict helps students analyze multiple sides of an issue, this model works well with issues that are more two-sided, or binary, with a similar effect:  your students will consider both sides of an issue without screaming and ranting. This model requires compromise. Students have to be able to defend both sides of the issue in order to succeed.   Prior to class, identify a topic as well as age-appropriate materials supporting each side of the issue (or let advanced students identify their own source materials). You should provide instructions orally and in writing. Then pair students: four students per group, two per side.	1.        Students prepare their positions 2.        Student present and advocate their positions 3.        Open discussion and rebuttals 4.        Reverse positions 5.        Synthesize and integrate the best evidence into a joint position 6.        Present the group synthesis 7.        Group processing of the controversy and participation of members	This model allows students to discuss multiple perspectives on a controversial topic without arguing.  Resolution of Conflict helps students base solutions to problems in logic, not emotion. This is not a debate, but rather an exercise in listening and courtesy.   Informal formative assessment happens throughout the questioning process. Students should articulate their reasoning behind their responses. Essays can demonstrate reasoning skills. Role plays or graphic illustrations can also illustrate students’ reasoning skills. This model aligns well to many Common Core literacy standards.	1.        List all the facts pertinent to the conflict 2.        Identify the reasons for the actions, the feelings of the participants, and the reasons for those feelings 3.        Propose solutions and review their possible effects 4.        Decide on the best resolution and hypothesize what the consequences would be 5.        Discuss similar situations 6.        Evaluate the decision and look for alternative solutions 7.        Arrive at generalizations 8.        Evaluate
Cause and Effect		Integrative		Synectics
The Cause and Effect model goes beyond obvious causes and effects by forcing students to analyze events for prior causes and subsequent (long-term) effects that may at first seem unrelated. The model also allows students to draw conclusions specific to the event being analyzed and generalizations unbound by time or place.	1.        Choose the data or topic, action, or problem to be analyzed 2.     Ask for causes and support for those causes 3.     Ask for effects and support 4.     Ask for prior causes and support 5.     Ask for subsequent effects and support 6.     Ask for conclusions 7.     Ask for generalizations	The purpose of the integrative model is to help students make sense of complex and rich relationships found in your discipline. The model supports critical thinking strategies while helping students learn specific concepts, facts, and generalizations.   Formative assessment is offered through question and answer. Students should be accountable for individual summaries and generalizations about the topic (step 5). This can be done through journal entries, exit slips, working through additional problems, etc. Evaluation criteria may include the number and quality of the comparisons and the logic and quality of the explanations.   Differentiate by manipulating the data set, by varying the level of complexity and abstraction, or by highlighting specific pieces of information to play to student interest. Students may be part of developing the data sets by putting together matrices or graphs to be explored. Questions can be personalized.	1.        Plan for the integrative model 2.        Describe, compare, and search for patterns in a data set 3.        Explain the identified similarities and differences 4.        Hypothesize what would happen under different conditions 5.        Make broad generalizations about the topic and the discussion	Synectics is specifically designed to enhance creative problem solving by having students consciously develop analogies that allow an emotional as well as a rational approach to the solution. Version 1 allows students to look deeply at something (or someone) they think they already know, and through the creation of an analogy they are forced to look at that thing from a new and deeper perspective (“making the familiar strange”).  Version 2 allows students access to difficult, unfamiliar concepts by way of comparing the unfamiliar to something familiar through an analogy that you, the teacher, provide. The model works well because students have to be able to identify both similarities and differences between the two concepts.	Version 1 1.        Describe the topic 2.        Create direct analogies 3.        Describe personal analogies 4.        Identify compressed conflicts 5.        Create a new direct analogy 6.        Re-examine the original topic   Version 2 1.        Provide information 2.        Present the analogy 3.        Use personal analogy to create compressed conflicts 4.        Compare the compressed conflict with the subject 5.        Identify differences 6.        Re-examine the original subject 7.        Create new direct analogies
Jigsaw		Graffiti		Marzano Nine
This is a dangerous model! Beware! It’s dangerous because it has a tendency to break down at step 5, “Hold Individuals Accountable.” Students’ learning will only be as specific and measurable as the objectives you give your expert groups. If you give your expert groups a vague goal, they will in turn teach vague concepts, and you’ll have nothing to hold your students accountable for. This model is attempted all the time, but seldom successfully. Do not dumb down your objectives just because your students are teaching. Every student ultimately needs to become an expert in every objective. Expert groups need very clear objectives so they know exactly what to teach. -	1.     Introduce the jigsaw 1.        Assign heterogeneously grouped students to expert and learning groups 2.       Explain the task and assemble expert groups 3.       Allow expert groups to process information 4.       Experts teach in their learning group 5.       Hold individuals accountable 6.       Evaluate the jigsaw process	This is a great cooperative learning model that gets students up and moving and interacting with their classmates, and there are lots of versions--gallery strolls, silent graffiti, etc. This model can also be used as a diagnostic or formative assessment. The key is individual accountability.	1.        Prepare the graffiti questions and group number and composition 2.        Distribute materials 3.        Groups answer questions 4.        Exchange questions 5.        Return to the original question, summarize, and make generalizations 6.        Share information 7.        Evaluate the group process	These nine broad teaching strategies have positive effects on student learning and are easily incorporated into any of the previous models.	●       Identifying similarities and differences ●       Summarizing and note-taking ●       Reinforcing effort and providing recognition ●       Homework and practice ●       Nonlinguistic representations ●       Cooperative learning ●       Setting objectives and providing feedback ●       Generating and testing hypotheses ●       Cues, questions, and advance organizers