1/4- 1/6 of all classroom time

Highly structured

Also called Advanced Organizer Model

4 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 level

critical

scientific

metacognitive

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

Factual

Conceptual

Procedural

Metacognitive

Six Ways of Thinking in Bloom's Taxonomy

Remember

Understand

Apply

Analyze

Evaluate

Create

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 - 2yrs

PreOperational = 2-7 yrs

Concrete Operational = 7- 11 yrs

Formal Operational = 11- Adult

Vygotsky Believed....

Importance of Social Aspects of Learning

Social 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