MODELS OF TEACHING WORKSHOPS
WEEKS 4 AND 5
PURPOSES:
1. To explore and become familiar with various cognitive models of teaching.
2. To examine ways in which teaching models can be applied across curriculum content areas.
3. To become aware of how the CHOICE of teaching model affects what may be learned about the subject.
4. To discuss further applications after class simulations.
HERE’S HOW WE’VE ORGANIZED THESE TWO WORKSHOPS:
1. You will be assigned to one of 6 groups. Regardless of the group to which you are assigned, please begin by reading the Introduction of Classroom Instruction and Management (Arends, 1997, p. 4-13).
2. Though you will work with your group specifically on one model, EVERYONE will read all the chapters listed below. Each person will select ONE skill, strategy, or idea and then write lesson plans for that skill, strategy, or idea using EACH of the models. This is an individual task to be completed in addition to the group task outlined below. Please see the syllabus for the due dates for these individually written lesson plans.
3. Each group will be responsible for ONE of the models of teaching explained in the following chapters:
Ø Chapter 8: Presentation (From older version of Arends – a copy will be provided to the designated group AND a copy will be on reserve in the library for other program members to use.)
Ø Chapter 9: Concept Attainment (From older version of Arends – a copy will be provided for the designated group AND a copy will be on reserve in the library for other program members to use.)
Ø Chapter 2: Direct Instruction
Ø Chapter 3: Cooperative Learning
Ø Chapter 4: Problem-Based Instruction
Ø Chapter 5: Classroom Discussion
4. Each person in the group will read the assigned chapter. Group members will then meet and discuss how to divide the responsibilities of preparing a 30-40 minute presentation on their chapter and teaching model. The presentation will include:
Ø Distributing and briefly describing a ONE-PAGE handout of your assigned
model that outlines what the Arends’ text says about:
a) Perspective and Rationale
b) Knowledge Base
c) Main Features
d) Procedures
Ø Sharing a written sample lesson plan of the WATER CYCLE BASED ON
YOUR ASSIGNED MODEL
Ø Presenting a live demonstration of this lesson constructed in your assigned
Model. Each member must have an ACTIVE role in the lesson presentation.
5. As a group, you will also need to devise a way to provide each group member with feedback about their participation in the group. You may use the Peer Evaluation form as a guide. Meet with Masao about this.
1. YOUR GROUP WILL TEACH A LESSON about THE WATER CYCLE using the teaching model your group was assigned.
2. Be sure your lesson addresses the following concepts:
Ø HYDROLIC CYCLE
Ø CONDENSATION
Ø EVAPORATION
Ø PRECIPITATION
Ø TRANSPIRATION
Ø EVAPO-TRANSPIRATION
Ø INFILTRATION
Ø RUN OFF
3. A DRAFT (including all support materials) of your group lesson plan must be approved by Masao on Wed. Jan 25, during class.
4. ALL GROUPS need to give Masao the handouts they wish copied on The Wednesday of the week before your presentation. If you don't have your handouts ready to be copied, you will have to copy them at your own expense. You will need 40 copies of each handout.
5. We will have the overhead projector available in the classroom. If you have any other media equipment needs, you will have to check them out from media loan. ( I will try to reserve the document projector for those days.)
6. The following are WATER CYCLE SITES that will be helpful as you plan your lesson. Skim through all of them before deciding on which information to use.
www.epa.gov/OGWDW/kids/cycle.html
earthobservatory.nasa.gov/Library/Water
www.enchantedlearning.com/subjects/astronomy/planets/earth/Watercycle.shtml