Graffiti Model

 Graffiti Model

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 graffitis, etc. This model can also be used as a diagnostic or formative assessment. The key is individual accountability. 

Steps to the Model

1. Prepare the graffiti questions and group number and composition. 
• This step is done prior to class. 
• If you have a large class and only a few stations, you can make more than one of each station in order to keep the groups small and interactive. 
• Prompts can be questions, case scenarios, photographs, hypothetical scenarios, political cartoons, or whatever. Whatever you choose, your prompts need to be open-ended; otherwise groups will simply copy the responses of those that came before. 
2. Distribute materials. 
• You may assign groups a specific color to write with to track which comments came from whom, or not. 
3. Group answer questions. 
• Give students 3-5 minutes to discuss and respond to prompts. 
• Give them timing cues so they can wrap up. 
4. Exchange questions. 
• Students can agree or disagree or add on to the previous students' comments. 
• Continue until all students have time to answer all questions. 
• Groups should rotate their scribes so all are able to participate. 
• The teacher wanders around listening in for misconceptions or to ask provocative questions to keep students engaged. Conversely, depending on your purpose for the activity, you may want to stay completely out of it (e.g. if you're using the activity as a pre-assessment). 
5. Return to the original question, summarize, and make generalizations. 
• You can have students turn the sheet over to make their summaries and generalizations on the back. 
6. Share information. 
• Each group shares their generalizations with the rest of the class. 
• The teacher can fill in any holes. 
7. Evaluate the Group Process. 
• This step encompasses both content and metacognitive evaluation--in other words, the what and the how. Students need to be held individually accountable for the information (the what) but they also need to understand for themselves why this process did or did not help them learn the material (the how). 
• You must hold all individuals accountable for all information, not just the information on their original poster. 

Jigsaw Model

 Jigsaw Model

This is a dangerous model! Beware! It's dangerous because it has a tendency to break down at step 6, "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. I see this model attempted all the time, but seldom successfully. 

Steps of model: 

1. Introduce the Jigsaw process to the students. 
• The learning objectives for the lesson. 
• The composition and size of each group. 
• The differences between the expert and learning group. 
• How much time students will have to work in each group. 
• Access to the required materials. 
• The expert group task goal. 
• The learning group task goal. 
• The method of determining individual accountability. 
2. Assign students to expert and learning groups. 
• Assign heterogenous or random groups to balance achievement, motivation, gender, etc. 
• Let students establish familiarity with each other before proceeding. 
• Review the rules with the groups. 
• Team members are responsible for each other; they help each other asking teacher for assistance. 
• No student may leave team area until all students have mastered the task. 
3. Explain the task and assemble expert groups. 
• Objectives are explained to individual groups and materials are provided. 
4. Allow expert groups to process information. 
• Objectives need to be very clear (see above). 
• Make sure objectives are met before letting experts teach the learners. 
5. Experts teach in their learning group. 
• Provide a graphic organizer for students to process information all groups. 
• All students should become experts in all areas. 
6. Hold individuals accountable. 
• Assessment should be aligned with the learning objectives for the lesson or unit. 
• Individual students need to be held accountable for all information. 
• Assessment may be in the form of a quiz, discussion, essay, checklist, etc. 
7. Evaluate the Jigsaw process. 
• Debrief the jigsaw process (metacognition). 
• Students evaluate their own learning in relation to the lesson. 
• This can be done through class discussion, on an exit card, in conference with teacher, etc. 

Tips and hints to this model: 

• Do not "dumb down" your objectives or expectations just because students are teaching. Every student needs to become an expert in every objective. 
• Expert groups need very clear objectives so they know exactly what to teach in their learning groups. 

Socratic Seminar

 Socratic Seminar

This model helps students to develop age-appropriate discussion skills for controversial or multisided 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. 

If you want to learn more about developing a Socratic classroom, check out Matt Copeland's book, Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School, in which he illustrates multiple simple and complex versions of the Socratic model. 

Steps to the model

1. Choose the text--Written, visual, or Audio (part of teacher preparation). 
• Text should be related to the "big ideas" of your unit, or your essential questions. 
• Text should be at appropriate age and cognitive level. 
2. Plan and cluster several questions of varying cognitive demand (part of teacher prep). 
• Have a broad "umbrella" question (e.g. your essential question) that summarizes the issue. 
• Use Bloom's Cognitive Taxonomy as a guide for creating "stratified" or "leveled" questions. 
• Questions should be open ended. 
3. Introduce the model to the students. 
• Let students know the model is to help them engage in intellectual conversation. 
• Make sure that everyone participates and no one dominates. 
• Students should prepare for the discussion by annotating the text or taking notes. (You may use annotated text as an "entry ticket" to the discussion.)
• Teacher may provide discussion "prompts" for students. 
4. Conduct the discussion. 
• Students should support their comments with evidence. 
• Only one student should speak at a time. 
• Students should sit in a circle so they are talking to each other. Teacher may sit inside or outside the circle. 
• Introduce the umbrella question at the beginning of the discussion, but don't answer it until the end. Tell students they need to build up to that questions by answering some other questions first. 
5. Review and summarize the discussion. 
• Take time at the end of the discussion for students to process the information (metacognition) or the benefits to the discussion are lost. 
• Students evaluate the content of the discussion and determine the most important ideas. 
6. Evaluate the discussion. 
• Students evaluate the process and their personal contributions. 
• Did they cite reasons and evidence for comments? 
• Did they speak clearly and listen respectfully? 
• Did they avoid hostile exchanges? 
• Were they prepared for the seminar? 
• Set goals for the next discujssion. 

Synectics version 1 and 2

 The Synectics Model--Version 1

    Making the familiar Strange! 

"Synectics is specifically designed to enhance creativity in problem solving by having students consciously develop analogies that allow an emotional as well as a rational approach to solutions." Analogies, remember, are extended comparisons that deeper our understanding of a subject. Version 1 of the synectics model 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). 

Steps to the model: 

1. Describe the topic
• Choose a concept (a character from a novel, a behavior, an experience, an activity, an abstract idea) and have students describe that concept/person/thing. 
• List the descriptions on the board.  
2. Create direct analogies. 
• Select a category, such as movies, animals, sports, or cartoon characters, and have students identify items in that category that could be described using the same list as the one you made in step 1. 
• List these items in another column, as students explain the reasons for their choices. 
• Pick the best or favorite item from that list for the next step. 
3. Describe personal analogies.
• Students will create personal analogies from the one item by pretending to be that item and describing what it feels like. 
• List the feelings (good or ill) in a third column as students explain their rationale. 
• Work to get as many responses here as possible to help with the next step. Also, students need to address both positive and negative feelings. 
4. Identify compressed conflicts. 
• From the list created in step three, pair words together that seem to fight against each other. (The pairs don't have to be opposites; they just need to present some sort of conflict or strong tension.)
• Words can be used more than once. Experiment until you have a very strong conflict. 
• Circle the pair of words that represents the strongest conflict or greatest tension. 
5. Create a new direct analogy.
• Select another category, such as a fruit, office equipment, or historical figures.
• Have students identify items within that category that can also be described using the compressed conflict chosen. 
• Brainstorm a list so that you can pick the best one and circle it.
6.   Reexamine the original topic. 
• Take whatever item students circled in step 5 and loop back to your original topic. 
• Students now describe the original topic in terms of the item circled in step 5--how are they similar?
• Students must be deeply creative in order to extend the analogy. 
• Students present their final analogy in a summary paragraph (Your product objective should align to this step.)

Tips: The more you use this model, the better you get at it and the more categories you dare employ. Give the model a few valiant attempts and you'll fall in love! Also, you can provide a graphic organizer so students can work individually or in small groups. 

The Synectics Model Version 2

    Making the strange familiar! 

An analogy is an extended comparison that deepens our understanding of a subject. Version 2 of the synectics model 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. 

Steps to the model: 

1. Provide information. 
• The teacher provides factual information about the material to be learned. 
2. Present the analogy. 
• The teacher presents multiple similarities between the new, unfamiliar concept and a concept that is familiar to students. 
3. Use personal analogy to create compressed conflicts. 
• The teacher asks students to explain what it feels like, for good or ill, to be the familiar concept. 
• Students brainstorm these feelings while the teacher lists them on the board. 
• Students pair words from the list that seem to contradict one another. the words don't have to be opposites, but they should have conflict connotations. 
• Words may be used more than once. 
• Students select one pair of words that represents a strong conflict. This is a "compressed conflict." 
4. Compare the compressed conflict with the subject
• The class discusses the new, unfamiliar concept in terms of the compressed conflict. 
• The teacher asks students to describe how they feel on each side of the conflict. 
5. Identify differences. 
• Students explain where the analogy doesn't fit--where it falls short. 
• Responses at this point help the teacher determine students' depth of understanding. 
• This is also an opportunity to identify misunderstandings and misconceptions. 
6. Reexamine the original subject. 
• Students discuss or write about the original, unfamiliar concept using ideas that were discussed in the lesson. 
• The discussion or written piece should demonstrate deepened understanding of the new concept. 
7. Create new direct analogies. 
• Students create their own analogies for the original subject. 
• Analogy should be far removed from the subject, as that will generate more interesting and deeper comparisons. 
• This step may serve as a formative assessment. 

Academic Controversy

 The Academic Controversy Model

While resolution of conflict helps student analyze multiple sides of an issue, the Academic Controversy 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 ultimately 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 also provide the instructions both orally and in writing. Then pair students: four students per group, two per side. 

Steps to the Model

1. Students prepare their positions. 
• Pair students with their partner to review their materials. 
• Pairs come up with their "thesis" statement, as well as their supports/evidences. 
• They prepare a short presentation to help their peers understand their argument. 
2. Students present and advocate their positions. 
• Each pair presents its position. Both partners participate! 
• While the first pair presents, the second pair takes notes and vice versa. 
• There is no arguing or debating at this step, though clarification questions can be asked. 
• The goal here is for the partnerships to understand the opposing argument. 
3. Open discussion and rebuttals. 
• Pairs continue to advocate their own position and refuse the opposition through questioning and deconstruction. 
• Rebuttals should be based on counterarguments, clarifications and extensions. 
• Positions should be presented in a polite and reasonable manner. 
4. Reverse positions. 
• Students switch sides and repeat steps 1-3 from the opposite viewpoint. 
• You can provide new facts, materials or information. 
• You could also re-match your pairs (keeping original pairs together|). 
5. Synthesize and integrate the best evidence into a joint position. 
• Group members drop sides and the students compromise into a joint position. 
6. Present the group synthesis. 
• Groups can present their synthesis orally or in writing. 
• This step could provide a formative assessment to one of your learning objectives. 
• You could also formatively assess students on the defense of their own opinion if that opinion isn't represented by the compromise. 
7. Group processing of the controversy and participation of members. 
• The class discusses the positive and negative aspects of the experience. 
• Give individuals the opportunity to reflect on their own performance and participation. 

Other tips and hints: 

• You can apply this model to both process and product objectives. The literacy core provides lots of process objectives in addition to those found in your own core. 
• Give a general overview of the process before you begin; then give detailed instructions at each step. If you try to give them too many directions at once they'll get confused. 

Integrative Model

 Integrative Model

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. 

Steps of the Model 

1. Plan for the Integrative model (the teacher does this step before class). 
• Identify your topic and target generalizations. 
• Prepare a data set for your students. "Data" is any form of input you provide for them to analyze. It may be a set of numbers, photographs, words, pictures, maps, musical phrases, video clips, poems, dialogues, etc. 
2. Describe, compare, and search for patterns in the data set. 
• Begin the lesson by providing necessary background information on the topic. 
• Then ask the students to describe what they see in the data set. What patterns do they notice? What similarities and differences? 
3. Explain the identified similarities and differences. 
• Students clearly articulate the similarities and differences they have found. This requires deeper analysis than step 2. 
• Students should document what they found in step 2 with direct reference to the data source. In other words, they should defend their findings. 
4. Hypothesize what would happen under different conditions. 
• You now provide a situation in which conditions change, and ask students to hypothesize a new outcome. 
• Students should explain their hypotheses and conclusions. 
5. Make broad generalizations about the topic and the discussion. 
• Students summarize and synthesize the discussion and make broad generalizations about the topic. 

Formative assessment is offered at each step of the model 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. 

Differentiation can be met by manipulating the data set to meet the needs of individual students, 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 are also a powerful differentiation tool because questions can be personalized. 

Cause and Effect Model

 Cause and Effect Model

The Cause and Effect model goes beyond obvious causes and effects by forcing students to analyze events for prior causes and subseqeuent (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. 

Steps of the Model

1. Choose the topic, action, or problem to be analyzed. 
• The topic should be in the form of a statement, not a question. 
• The topic may be fictional, hypothetical, or real. It can be current or historical. 
• The topic should reflect a significant action, event, condition, or conflict. 
2. Ask for immediate causes and support for those causes. 
• Immediate causes are usually obvious and are often stated in the supporting text. 
• Immediate causes are written to the left of the topic you are analyzing. 
3. Ask for immediate effects and support for those effects. 
• Immediate effects are also usually obvious and are stated in the text. 
• Immediate effects are written to the right of the topic you are analyzing. 
4. Ask for prior causes and support (the causes of the causes). 
• Address each immediate causes in turn, and look for causes of those causes. 
• Prior causes are written to the left of the immediate causes. 
• Students may need to infer some prior causes, but should back up their inferences. 
5. Ask for subsequent (long-term) effects and support. 
• Address each immediate effect in turn, and look for long-term effects. 
• Subsequent effects are written to the right of the immediate effects. 
• Students may need to infer or predict some long-term effects. 
6. Ask for conclusions. 
• Read completed graphic organizer from left to right. 
• Create conclusions about the topic based on information provided in graphic organizer. Conclusions are specific to the topic at hand. 
7. Ask for generalizations. 
• Generalizations are conclusions expressed in very general terms--general observations about humanity. 
• Generalizations may be articulated in themes. 
• Generalizations may address an overarching essential question. 
• Generalizations should make the topic matter to the students (should personalize the topic). 
8. Evaluate students' performance. 
• Evaluate engagement in process/participation. 
• Conclusions and/or generalizations should align to your daily indicator(s). 

Differentiation in this model is offered through topic selection, discussion, scaffolding, choice, grouping, etc. 

Formative assessment can be offered through the graphic organizer, essays which use conclusions as thesis, observation of responses throughout the process, etc. 

Hint: When using this model, go into the activity with a graphic organizer filled out to your expectation. This way, if students miss something you deem pertinent, you can formulate helpful questions to guide them to their target. (Don't tell them what you're looking for; just prod them in the right direction).  

Concept Development Model

 Concept Development Model

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. 

Steps of the Model

1. List as many items as possible that are associated with the subject (brainstorming)
• Let students be creative in answering. Don't interrupt their thought process. 
• Correct misconceptions as they arise. 
2. Group the items because they are alike in some way. 
• Examine the relationships among items. 
• Don't leave any items out. Include them all. 
3. Label the groups by defining the reasons for grouping. 
• Students must explain the reasons for their groupings. 
• Steps 2 and 3 might happen at the same time, or you might go back and forth. 
4. Regroup or subsume individual items or whole groups under other groups. 
• Expose multiple perspectives. 
• Question previous groupings. 
5. Synthesize the information by summarizing the data and forming generalizations. 
• Students summarize trends in one or two sentences. 
• You may have a generalization for each group as well as an umbrella generalization. 
6. Evaluate students' progress by assessing their ability to generate a wide variety of items and to group those items flexibly
• Look for improved flexibility in learning over time. 

Variations on the Model

• To save time or to make sure certain items are included, the teacher may provide the brainstorming items and have the students group them. 
• The teacher may provide the labels. For example, you can have the students label their groups themselves, but then you provide them specific labels for step 4 (the regrouping).

Tools for formative assessment

 75 digital tools and apps teachers can use to support formative assessment in the classroom

Fantastic, Fast, Formative Assessment Tools

Powerful video on privilege

I tagged Trevor and Rachel in this because I think every educator benefits from watching and sharing this video. It's short but powerful. 

This is by far the most powerful video on privilege I have ever seen, especially for showing teenagers. I have made my own children watch and explain to them that yes, we all can technically reach the finish line, but some of us are going to have an easier time getting there. My daughter is dyslexic and my son ADHD. I show them this video and replace taking a step forward if it's easy for you to read, taking a step forward if you are well organized, etc. 

YouTube Video on Privilege

Asset based thinking and Maslow's Hierarchy

 Students must have their basic needs met before they are ready to learn. Based on Maslow's Hierarchy of Needs (which Rachel says he didn't really come up with anyway), you can see what needs should be met first. 

Rachel and Trevor both hammer hard the idea of asset based teaching versus deficit based teaching and thinking. If we go into a classroom with preconceived notions, we are almost immediately closing our minds to all of the amazing possibilities we could explore. This goes the same for what school we teach at, and also just anything in life. I find when I meet or even see a person for the first time my mind instantly forms a few preconceived notions. Usually once I get to know that person, I learn they are not what my mind assumed! 

How much would it change your perspective to think of everything a student brings with them to your class as assets? 

getting to know you questions/group SEL questions

 One thing I noticed is that when students are grouped together or not talking, SEL pictures, getting to know you questions, fun questions like is ketchup a smoothie?, all get people to talk. This is not limited to school, it can be used at any part of life. The following are a few websites I have found with prompts when my brain is stumped. 

SEL pictures

400 fun questions

100 questions to build relationships

Concept Attainment Model

 Concept Attainment Model

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). 

Steps of the Model. 

1. Select and define a concept and select the attributes (teacher preparation)

• Your definition and attributes need to be very specific and numbered. If your definition is vague, your students' understanding will be vague. 
• As a variation on the model, you can have binary concepts (|Concept A and Concept B); as opposed to only one concept. (e.g. meiosis vs mitosis, colons vs. semi-colons, distress vs eustress, etc.)

2. Develop Examples and Non-Examples (teacher preparation)

• Your text says to develop "positive" and "negative examples. However, these terms are problematic because students will think "good" and "bad." Say "examples" and "non-examples" to avoid potential problems. 
• Examples should contain all the essential attributes. Non-examples may include some but not all of the attributes. 
• Examples may be multi-media (e.g. pictures, sound bytes, words). 
• Examples should be short. 

3. Introduce the process to the students. 

• Carefully explain the goal and the steps to the process. If applicable, tell them how many attributes you are looking for. Be specific when articulating your target. 

4. Present the examples and list the attributes. 

• List the attributes on the board as students come up with the them. When they eliminate an attribute, cross it off but don't erase it. 
• Present the examples and non-examples in any order. You may present all examples and then all non-examples, or you may alternate between examples and non-examples. 

5. Develop a concept definition. 

• Students should develop a concept definition that includes all of the essential attributes. 

6. Give additional test examples. 

• Show more examples and non-examples to assess student understanding. 
• Have students provide their own examples and explain them.

7. Discuss the process with the class. 

• Metacognition. Have students evaluate the process: Did they learn? Why? Why not? 

8. Evaluate

• Formative assessment with regard to concept and essential attributes. 

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