Models Presentation
- 1. Models of Teaching Personal Family Behavioral Systems Family CI703: Spring 2006
- 2. Barbara Holmes Karen McComas Ray Singleton
- 3. Personal Family Models Increase mental and emotional health Increase self-awareness of needs and aspirations Improve creative thinking
- 4. Behavioral Systems Family Encourages learning Encourages re-learning Discourages avoidance
- 5. Chapter 13 Developing Positive Self-Concepts: The Inner Person of Boys and Girls, Men and Women
- 6. Conceptual Systems Theory 1960s: Research of Abraham Maslow and Carl Rogers Our concepts of ourselves are important Strong self-concepts = self-actualizing behavior Less developed self-concepts = accepting behavior Least developed = less able to cope with life
- 7. Predictor of Behavior Using Conceptual Systems Theory Gourmet Omnivores Active Consumers Passive Consumers Reticent Consumers
- 8. 1. Gourmet Omnivores Embrace life’s opportunities Lifelong learners Pull others along with them 10%
- 9. 2. Active Consumers Also involved Quite engaged with their environment Positively influence others 10%
- 10. 3. Passive Consumers Amiable, just getting along Involvement depends strongly on whom they are with Tend to be inactive around passive peers 70%
- 11. 4. Reticent Consumers Expend energy pushing away opportunity for growth Express distaste about everything 10%
- 12. Teachers as Models The good news about passive consumers and reticent consumers Students become what teachers model for them They can be “drawn in” by others
- 13. Understanding human nature gives us tools to develop self-actualizing students Conceptual Systems Theory
- 14. Chapter 14 Learning To Learn From Mastery Learning
- 15. Aptitude Length of time it takes an individual to master a skill or information
- 16. Components Identify skill or material to be mastered
- 17. (components) Complete a systems analysis to identify the purposes of learning the targeted skill or material Define mastery of the targeted skill or material in written objectives that describe the purpose
- 18. (components) Complete a task analysis on the major objectives to develop sub-units of learning that require mastery to achieve the larger purpose Define mastery of the sub-units in written objectives that describe the purpose
- 19. (components) Consider the individual for whom the learning experience is being designed Select the teaching strategies and materials with the particular learner in mind
- 20. (components) Give the learner enough time Administer formative assessments along the way
- 21. Finally… Document mastery or Branch if mastery not achieved or
- 22. Finally… Document mastery or Branch, if mastery not achieved
- 23. Exemplars Programmed Instruction Language Learning Laboratories
- 24. Advantages (logistics) Frees teachers up to do the professional work they are trained to do by leaving record-keeping to the computer or teaching aides. Lets students work at own pace.
- 25. Advantages (continued) Facilitates development of … problem-solving skills personal responsibility for learning self-assessment skills
- 26. Chapter 15 Direct Instruction
- 27. Systematic Approach Based on studies of effective teachers Related to training done by psychologists
- 28. Components Emphasis on student/teacher interaction Academic focus High degree of teacher control High expectations Time on task Neutral affect
- 29. Components Emphasis on: Modeling Reinforcement Feedback Practice, Practice, Practice
- 30. Five Phases Direct Instruction Structured Practice Guided Practice Independent Practice Presentation Orientation
- 31. General Principles Short and frequent practice Distributed practice Practice continuum Feedback crucial
- 32. Uses & Applications Basic information / skills Core curriculum areas Limited but significant role Consistent (though modest) effects Not a universal remedy