Curriculum & Instruction
Models
INSTRUCTIONAL METHODS/MODELS
Method: Hilda Taba
[Taba Model.pdf]
This method provides a four-part process that involves students listing specifics of words or phrases about a subject, grouping the listed items, and then label the groups. Once the groups of students have understood and agreed to the created labels, the group is then asked to regroup the words or phrases differently a second time. The group needs to be able to explain the relationship of why the items have been grouped/regrouped. Some of the questions are: Tell me what you see, tell me what you know. When grouping: Do any of these items belong together? When labeling: Do any of the items belong together and why were grouped together?
The instructional strengths are the student's ability to start a lesson at ground zero of understanding. The teacher allows students to state what they see, understand and from there the lesson builds. The approach is structured. In this method, the right amount of collaboration takes place when grouping and regrouping items/concepts. A final strength is this lesson speaks to three styles of learning - visual, auditory and kinesthetic.
The limitations are more so for an auditory teacher; s/he would need help toward the application. Just reading the words may not produce a visual that draws the teacher where s/he is enticed to put the Taba model into practice. Also, the group of students assigned to each group needs to be balanced and intentional to allow for everyone in the group to contribute.
Instructional
Method: Socratic Seminar
This method to this approach allows the student to engage in a robust well-thought-out dialogue that encourages students to analytically think about solutions, evaluate and then express themselves in an organized constructive manner.
The strength of this approach is the beauty of dialogue-students are encouraged to speak deep thoughts without being criticized. Multiple perspectives/interpretations of any given content area are provided, and ordinarily quiet students are expected/welcomed to contribute to the conversation; everyone equally shares. Roles and responsibilities are reviewed so that everyone is clear of expectations. This approach allows the students to make connections between the ideas in the text and what is known. Also, the anticipation of participating in the conversation circle if adequate preparation has been made makes for an engaging conversation topic that is useful and of interest to students.
A possible limitation is the use of Outer Circle Observers sheet - the outer circle co-pilot listens so carefully to the inner circle conversation and forgets to give credit to the pilot. Everyone has not been observed equally. Alternatively, in their note-taking in hopes of adding to the end conversation, they miss any new information said as they jot down their thoughts. Moreover, as mentioned in class, in spite of expectation having been taught some of the more obvious limitations are getting the student to listen without interrupting, which means not thinking about what one is about to say while someone else is talking. The hard part is for students to remember to criticize ideas and not individuals.
Instructional
Method: Costa's Level of Questioning
[Costa-Bloom.pdf]
This combination of Bloom taxonomy and Costa level of questioning approach allows the teacher to incorporate three levels of learning referred to as a base level (basic understanding that involves the introduction of knowledge or comprehension), ground-level (application or analysis of material by the practiced knowledge), and penthouse level (synthesis and evaluation that demonstrates mastery of knowledge).
The strengths of this combined approach are that it helps the teacher determine how/if a student qualifies at the level by knowing paired with doing. The students are able to make meaningful connections from the knowledge they have gained by doing the following from the list of options. The various assisted open-ended questions for students requires a high level of thinking and inquiry. A question can be personal or framed to make a connection to other material. This method encourages the student to build on their understanding to related parts. Once the connection has been learned, analysis and synthesis of material can make better sense.
The limitation of this approach can be the idea of repeated questions. Unfortunately, students tend not to reflect and grow tired of questions. Although this approach allows for continuous formative assessments, it still may not ensure the student understands the information. The majority type of questions seems to focus on and suggest a personal response. The use of you rather than a general application of knowledge can backfire, especially if the student feels/perceives they have nothing to contribute. In this case, the student may shut down.
Instructional
Method: Creative Problem Solving [CPS Model.doc]
The design of this approach is to help the students walk through the step-by-step details of project learning that centers around providing a start to finish outline of identifying the problem, gather the data to support the need, give a reason why search for alternatives solutions to the problem, and then formulate and implement plan of action.
The strengths of this approach are the ideas of solving a problem that immediately affects the person or the environment. This approach is a good choice because there are several situations/challenges that students could be passionate about and would enjoy tackling. What stands out is the Divergent /Convergent Thinking portion where students are asked to defer judgment on all ideas before converging. Many times when one idea is presented, it is either immediately accepted without reasonable question, or the idea is knocked down before it can properly germinate.
The limitations of the study are the attributed weights to the ideas. Unless the scales are without further discussion if the numbers have a slight difference in total amount the group may be caught up in recounting; because the numbers are so close or possibly the same. Also, though not entirely expected, the question of a stalemate can occur. The students are then back at the beginning trying to figure out which idea is the best one. Most times the answer to having two equally strong ideas is priority/order. Once one idea has been tried, then the other idea will follow, but deciding which idea goes first can still be a challenge.
Instructional
Method: Jerome Bruner 's Nature of the Discipline [Brunerhandout.doc]
This approach to learning allows the student to question and consider the structure of professionals; how they are organized and related within individual disciplines. The idea is to understand the fundamental relationship of the profession, the discipline modeled which will in-turn help to simplify learning.
The strengths of this instruction are the discipline and the reflective aspects of realizing the value of structure and how close rules are followed. Many times conclusions about the concept of a particular job, trade or craft are made without proper investigation/understanding, and poor connections are made. With this approach, the students are taught how not to make assumptions, yet inquire and understand there are rules and specific questions which can aid the collection of data to build knowledge. The original list created and then referred back to allows the student to see the differences in how or what they thought about the discipline/profession before and after. The practical application of modeling a discipline/profession helps to reinforce understanding.
The limitation is the teacher's assumption there is a variety of information out there to be gathered and shared from among the students about the discipline/ profession. Truth is depending on their level of exposure will determine how much they can contribute to the conversation when brainstorming the profession. A teacher could begin a list and end up with only two to five items listed. Of course, five would be enough to show the variety, but there would be a challenging learning curve. Some of the information when creating the initial list could be enough to expose the student to a new way of thinking.
Instructional
Methods: Service and problem-based learning [TheCycle ofService.pdf]
This approach has four phases that allow students to connect to the curriculum by providing a service. When the service is directly related to the student, it has the potential to increase their level of understanding and build on related skills such as leadership and community collaboration.
The strength of this approach is that it is service-oriented, and offers a holistic learning experience. Students are asked to connect to what they are studying personally. In the given example of service, the students are asked to go outside and pick up trash, basically share the responsibility of beautifying their community. The approach is positive because it has a cyclical format that it is continuous in thought/reflection for students. The lesson is intended to benefit the community. Students efforts are rewarded which makes them more inclined to repeat a community project. Students bring knowledge about the community issues back to the community.
The limitation can be time and planning. Also, because certain students tend to be lazy and are less likely to appreciate service-learning unless they can see a direct benefit and a financial reward. They also may have difficulty getting to the site of the service-learning project. For example, the idea of picking up trash sounds great, but incentives would have to go along with the task of doing, not to mention the limited material or extra cost of gloves, shoe covers (for their name brand shoes), and sunscreen. A teacher can advise the students to dress in clothes appropriate for picking up trash, but not every student follow directions - the teacher will need to accommodate for those students as well.
Instructional
Method: Visual Thinking Strategies [Visual Thinking Strategies.pdf]
At the start of the lesson the students have presented a picture and are asked three visual thinking strategy questions: What is going on in this picture? What do you see that makes you say that What else can you find? Along with any of the variations. The questions are designed to create conversation and allow students to verbalize their thoughts without too much interruption or outside influence.
The strengths of this instruction are the cross-curriculum challenge (Art/English/Social studies) and the open-ended questions. This method allows the students to concern themselves with critical thought versus provide a right or wrong answer to the question. The fact that there are so few questions cause this strategy to become an ideal lesson for a class not limited in scope or time.
The limitation is the first response seems to debilitate any new ideas brought up, and students begin to parrot one another versus contribute a new idea/opinion to the conversation. They compare themselves amongst themselves and become fearful of being criticized. Alternatively, the students stop wanting to contribute to the discussion and the lesson last a total of five minutes.
Instructional
Method: Kohlberg's Moral Dilemmas [Moral DiscussionsUtilizing a Six.pdf]
In this approach, a dilemma has to be introduced along with the surrounding issues. The students are then asked to take a position and be able to state their reasons why. The class is equally divided for discussion, and then regrouped for a seated circle conversation to: clarify thoughts, share thoughts, agree on the focus, provide perspective and proof of reasoning for their reasoning.
The strengths of the instructions are the group concept. Everyone is expected and encouraged to contribute to the conversation, which is easy to do when there is no right or wrong answer. This method provides a convenient approach to learning since students are faced with moral decisions daily. The students are required to summarize the events and describe alternatives of the dilemma which suggest engagement and critically thought about the best approach and best position.
The limitation with this approach is there is no one moral standard to answer/measure the dilemmas students face today. The moral stages of development help to categorize but are still based on a majority opinion that could easily change. For many individuals "anything goes" and everyone does what is right in their own eyes. Therefore, the genuine conversation about a dilemma can turn bad quick. Students tend not to talk to one another - they text - and use words as short as possible. It is a challenge to encourage the students to engage in meaningful conversation without taking personal what their fellow students have contributed to the conversation; some students are left more confused than when they started.
Instructional
Method: Simulations
This approach allows students to pretend as though they were in a real-world situation to anticipate their outcome. The idea is to practice so when the real challenges are presented students will be in a better position to either adapt, overcome or exceed their expectations.
The strength of this approach is allowing the student to put into action what has been taught. This practice helps to reinforce decision-based on what they know and how they believe someone in their role would respond and The simulations engage the students to iron out experiences that have unexpected outcomes, confirm wrong thought processes, and possibly eliminate wrong tools used without penalty.
The limitations to the study are the high expectation by the students or the anticipated outcome. Ideal outcomes are works-in-progress which can take longer than one or two practice lessons. Even with all the simulated effort to determine patterns or deviations, a person may still experience discomfort or failure.