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.