Models of Teaching

1
Models of Teaching

• CUIN 4397
• September 30, 2005
• Lesson V

2
Knee to Knee

• What is your favorite part of your experience?
• What is the hardest part of your experience?
• What have you learned?
• What is something you want to learn?

3
Schedule Change

• October 7 Integrated Learning and Unit Writing
• October 14 Reflection Week
• October 21 Teacher Fair, Volunteers, School
  Communications

4
Two GENERAL Models

• Deductive (Didactic)
• Objective stated explicitly.
• Instruction occurs.
• Students practice what they have learned.
• Inductive (Discovery)
• Students investigate situation.
• Teacher helps students generalize.
• Instruction occurs and objective is stated.

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Spirolaterals

• Deductive AND Inductive Lesson
• 4th Grade Lesson

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Deductive Lesson

• Objective To learn how to make a spirolateral.
  
• Instruction Modeling, Checking for
  Understanding, Modeling again, Checking again,
  Guided Practice, Independent Practice
• Direct, specific, didactic
• Skill oriented

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Inductive Lesson

• Set up experiences for investigation
• Materials ready enough for lots of
  investigation possibilities
• Open-ended about results
• Analysis of results
• Instruction involves the teacher bringing
  together student ideas into some generalizations
• Time-consuming, but generally long-lasting
• Process oriented

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Deductive Inductive

• Most common type
• Instruction first then practice
• Most direct
• Easier to forget
• More skill based

• Infrequently used
• Experiment first. then instruction
• More time consuming
• Remembered!
• More processed based

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What type of lessons do you see?

• Describe a lesson you have seen.

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Lesson Design

• Select an objective that seems to be more skill
  focused.
• Design a deductive lesson.
• Select an objective that seems to be more process
  focused.
• Design an inductive lesson.