Presenting & Explaining
1/4- 1/6 of all classroom timeHighly structuredAlso called Advanced Organizer Model4 Syntax Steps
  Direct Instruction
 

  •  Promotes mastery of skill & acquistion of skills
  • Uses 5 Syntax Steps
  •  Demonstrates knowledge or skill
  • Provides guided practice
  • Checks for understanding
  • Allows for extended practice

   Concept & Inquiry Based Teaching

  • Teaching students HOW to think
  • Piaget, Gardner as theorists
  • Involves process of constructing knowledge & organizing information into comprehensive and complex cognitive structures
  • 4 Phases: present/establish goal set, provide examples/non, test for concept attainment, analyze student thinking process

   Inquiry Lessons
  Facilitates phases of the inquiry process and tohelp students be attentive and reflective about their thinking processes
   Concept & Inquiry Types of Thinking Used
  higher levelcriticalscientificmetacognitive
   Phases of Concept/Inquiry Teaching
   

  • Present Goal/Establish Set
  • Provide examples/non-examples
  • Test for concept Attainment
  • Analyze student thinking process

  Cooperative Learning
  

  • Student Centered
  • Work together in small groups, recognizing both individual and group efforts
  • Six Phases
  • Students actively responsible for thier learning
  • Four types of Basic Model

   Cooperative Learning Model

  • Student Achievement Divisions
  • Jigsaw
  • Group Investigation
  • Structural Approach

  Concept Learning Phases

  • Orient students to problem
  • Organize students for study
  • Assist with independent and group investigations
  • Develop/present artifacts
  • Analyze/Evaluate work

  What type of learning is this? Teacher serves as facilitator and guides student investigation…..
  Problem Based Learning
   What type of learning is this?STUDENT CENTERED…
  Cooperative learning
   What type of learning is this? Studens and teacher talk about academic materials and students willingly display their thinking process publicly
   Classroom Discussion
   Classroom Discussion Phases

  • Provide Objects & Set
  • Focus the Discussion
  • Hold Discussion
  • End Discussion
  • Debrief Discusion

  Classroom Discussion
   Characterized by open processes and active student roles
   Standardized Testing
  Tests normally designed by professional testmakers for nationwide use
   Formative Assessment
  Evaluation that occurs before or during instruction
   Summative Assessment
  Evaluation done after instruction to determine effectiveness of lesson
  Reliable
  Degree to which a test produces consistent results over severall admins.
  Brought to an end policies that prevented children with disabilities from getting an education and changed enrollment patterns
   All Handicapped Children ACT
   Bloom’s Taxonomy
Provides framework for classifying learning objectives and a way for assessing them Uses four types of knowledge
   Knowledge Dimension in Bloom’s Taxonomy
  FactualConceptualProceduralMetacognitive
  Six Ways of Thinking in Bloom’s Taxonomy
  RememberUnderstandApplyAnalyzeEvaluateCreate
   Maslow’s Needs Theory
    People are motivated to take action to satisfy basic and higher level needs
   Levels of Needs (Maslow’s Theory)

  • Self-actualization, Creativity, Problem Solving, Authenticity, Spontaneity
  • Esteem, Self-Esteem, Confidence, Achievement
  • Social Needs, Friendship, Family
  • Safety ; Security
  • Physiological (Survival) Needs …Air, Shelter, Water, Food,Sleep, Sex

   Piaget Stages of Intellectual Development
 Sensorimotor = Birth – 2yrsPreOperational = 2-7 yrsConcrete Operational = 7- 11 yrsFormal Operational = 11- Adult
  Vygotsky Believed….
  Importance of Social Aspects of LearningSocial Interactions with others spurred the construction of new ideas and enhanced development
   Zone of Proximal Development
  An area that the learner eeds to be in order to retain new knowledge and progress Vygotsky used this