Chapter 11 - Teaching Models

In Chapter 11, the author summarizes eight different models of teaching. Models of teaching differ from patterns of teaching (lecture, recitation, direct) in that they serve two purposes: “the teaching of content and the teaching of a particular kind of thinking.” Models of teaching are not intended to be more effective in planting content into students’ minds; they are intended to teach different learning processes. As the author states, “almost any model can be used to teach a given piece of content; although the information learned may be the same, the intellectual experience for students will be different.”

The models of teaching discussed in this chapter stem from four “families” of teaching models: information processing, social family, personal family, and behavioral family. The advanced organizer model (information processing family), teaches basic and fundamental concepts in a progressive manner. This model promotes a “meaningful assimilation of information” where the students builds on previous knowledge. Concept attainment (information processing family) is a model of teaching where the teacher guides learning, and students arrive at a conclusion inductively. Inductive thinking is even less guided than concept attainment, and student thinking is valued over anything else. In inquiry training, students are expected to work together and use previous knowledge to solve problems. The goal is for students to test out their own knowledge. The awareness training model is focused bridging the “individual’s own experience with experiences of other people.” This model develops the students ability to express themselves. The synectics model is a group experience that focus’ on personal knowledge and the ability to make connections. Nondirective teaching is a personal learning experience that achieves personal development and the ability to organize and plan. Lastly, group investigation is about working through the problem solving process with a group to build teamwork skills and the awareness of others.

In reading through this chapter, it becomes apparent that I use few models effectively in my classroom. I would say that the majority of my lessons are implemented through direct instruction, which suggests that I am not developing many “thinking” skills amongst my students. (I do have them develop their own notes in groups from the reading on many days – I’m not sure where this fits). My focus will now be on implementing different models in my daily lessons that adapt to the learning styles in my class.

Confronting Ableism

Hehir, Thomas. “Confronting Ableism.” Educational Leadership 64.5 (2007): 8-14.

In “Confronting Ableism,” Thomas Hehir examines instruction for students with learning needs. He asserts that ableism, a term he defines as “society’s pervasive negative attitude about disability,” makes the world inaccessible for those with learning disabilities, and slows their development. He argues that too much of the focus in special education is spent trying to “cure” the disability, when the main focus should be on catering to special need students to help them learn the academic material. The purpose of special education, according to Hehir, is “minimizing the impact of disability and maximizing the opportunities for students with disabilities to participate in schooling and the community.” He claims while major strides have been made in the current system, educators will need to recognize and challenge ableist assumptions for the system to continue to progress.

I think Hehir frames the purpose of special education quite well. Special education is about accurately and thoroughly identifying the disability, then minimizing the impact of the disability so that the individual can live as full and rich of a life as possible. There is, however, truth to ableist assumptions. I don’t think anyone (able or disabled) would deny the fact that it is preferable to be healthy and fully functional. Ableism is not the problem. The problem arises when the response to ableism is to focus all attention on curing the disability, rather than making the best of the disability and allowing students to focus on the relevant academic material.levant material.

Cultural Capital

Reay, Diane. "Education and Cultural Capital: The Implications of Changing Trends in Educational Policies." Cultural Trends, 13 (2004): pp. 73-86.

“Education and Cultural Capital: The Implications of Changing Trends in Educational Policy” examines the influences and implications of a non-monetary kind of capital. Cultural capital, as defined by Reay, includes “educational qualifications and participation in high status activities,” but also more subjective qualities such as confidence, assertiveness, and aggression when dealing with teachers and the support of students. Part 1 centers on the changes in educational policy which have increased the role of the parent in the educational process. In Part 2, Reay discusses how cultural capital influences parent-teacher interactions. In the study, middle-class mothers are more confident and assertive than working-class mothers in their interactions with teachers, and are therefore more influential in the direction of their child’s education. In essence, cultural capital allows the middle-class mothers to take a more active role in their student’s education than that of working-class mothers. Part 3 examines the liberties that economic and cultural capital provide in a child’s education. Economic and cultural capital allows parents to be far more selective and influential in the education process, giving them liberty to move into different school districts, out of the state-system into private education, or into a selective school.

I found the case of Yussef and Navid to be of particular interest. Yussef and Navid are both immigrants who “may have access to little economic capital, but they maintain a strong sense of entitlement and academic confidence, the legacy, it is suggested, of their parents’ cultural capital.” These two cases demonstrate the power of cultural capital to break class boundaries. The expectations and support of these parents allowed the students to succeed in an accelerated environment predominately made up of middle-class students. Although these were rare cases, it is important in demonstrating the effects of high parental expectations and support.

Teaching to ELL Students

Joseph, Furner M. "Teach Mathematics: Strategies to Reach All Students." Intervention in School and Clinic41.1 (2005):

In 20 Ways to Teach Mathematics: Strategies to Reach All Students¸ Furner et. al provide 20 strategies for reaching all students and ensuring equity in mathematics. As stated by The NCTM, “equity requires accommodating differences to help everyone learn mathematics.” Several of the strategies are geared towards ELL students. Furner et. al recommend allowing ELL students to use drawing and symbols in solving math problems, pairing ELL students with typical students (peer interaction), explaining directions clearly and repeating key terms, and grouping students heterogeneously so that ELL students gain models of language development.

I found some of the strategies presented in the article quite useful. Mathematics can be so foreign to some individuals, and many of the strategies in this article make math concepts concrete for students. For instance, using “prior knowledge and background,” “applying problems to daily situations,” and “encouraging drawings to translate and visualize word problems,” are all strategies that I have recently found success with (particularly with my remedial students). Using these types of strategies has helped with investment, management, and overall success in my classroom.