teaching models: designing instruction for 21 st century learners
DESCRIPTION
TEACHING MODELS: Designing Instruction for 21 st Century Learners. Kilbane, C. R., & Milman, N. B. (2013 ). Teaching models: Designing instruction for 21 st century learners . Boston, MA: Pearson. About the presenters. Clare Kilbane, Ph.D. Otterbein University Westerville, Ohio. - PowerPoint PPT PresentationTRANSCRIPT
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TEACHING MODELS:Designing Instruction for 21st Century Learners
Kilbane, C. R., & Milman, N. B. (2013). Teaching models: Designing instruction for 21st
century learners. Boston, MA: Pearson.
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About the presenters
Clare Kilbane, Ph.D.Otterbein UniversityWesterville, Ohio
Natalie Milman, Ph.D.George Washington UniversityWashington, DC
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Why write the book?
To maintain relevance in a “new era” of education, we need to decide:
• what to keep• what to discard and• what to transform . . .
These are difficult but necessary choices.
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"If we teach today as we taught yesterday, we rob our children of
tomorrow.”-John Dewey
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In this webinar, participants will:1. Explore the challenges of teaching in
21st century classrooms.2. Identify approaches used to
design instruction for diverse learners & examine their pros and cons.
3. Learn about 10 time-tested instructional models that simultaneously promote students’ development of content area learning and 21st century skills.
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In this webinar, participants will:4. Gain an appreciation for how instructional
models have increased relevance when combined with technology and differentiated instruction.
5. Understand methods to better prepare teachers and teacher candidates for performance-based assessments like the edTPA.
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What are some challenges of teaching in 21st century classrooms?
• Preparing students for a dynamic, global, technology-driven society
• Equitably supporting diverse learners• Successfully addressing standards• Effectively using resources• Balancing quality with increased
accountability
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Trends influencing 21st century education
• Technological development• Information• Globalization• Equity• Accountability
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Ideas, reforms, & movements influencing education
• Common Core Standards• P21 Framework • National Educational Technology Standards• Culturally Responsive Pedagogy• Bloom’s Revised Taxonomy• Differentiated Instruction• Universal Design for Learning• Understanding by Design
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A new challenge: the needs of21st Century learners
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How can teachers design instruction to
address diverse learner needs in 21st century classrooms
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Common approaches for designing instruction:1. Tomlinson: “Differentiated Instruction”2. Wiggins & McTighe: “Understanding by
Design”3. Fink: “Integrated Course Design”4. Hunter: “Hunter” model 5. Gay: “Culturally Responsive Teaching”6. Hoffer & Harris: “Learning activity types”
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Teaching today involves:• Knowing one’s students and making
instructional decisions to address their needs.
• Balancing students’ individual and shared needs while providing supportive learning experiences required to master standards.
• Integrating abundant resources for teaching.
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TEACHING MODELS: Major Themes• Using the best of what we
know to promote powerful learning– Instructional design– Technology– Differentiation– Theory– Research
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TEACHING MODELS: Part I• The context of 21st century
teaching/learning and educational design
• Instructional design• Technology• Assessment
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TEACHING MODELS: Part II – 10 Models1. Direct Instruction 6. Inquiry
2. Concept Attainment 7. Problem-Based Learning
3. Concept Development 8. Cooperative Learning
4. Inductive Model 9. Integrative
5. Concept Attainment 10. Socratic Seminar
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What is an educational designer?• approaches instructional planning and other
areas of their practice with intentionality, • possesses specialized knowledge,• Has skill to use systematic processes when
identifying and framing instructional challenges related to learners and content, and
• competently addresses these challenges through the application of a broad repertoire of instructional models, strategies, and technologies.
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Teachers would benefit to think of themselves as “educational designers”
Why is design an important concept right now?• Work in a time of abundant
resources• Have a great deal of autonomy
and choice• Desire to make good choices
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What is an educational designer?
Mindset - one that is new• Sees her/his role as “instructional decision
maker” and problem-solver,• Views two-way communication as vital,• Is intentional, thoughtful and deliberate, and• Realizes s/he can make decisions and needs to
make decisions based on information and goals.
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Skill Set- Broadened and honed • Mastery of the assessment cycle• Ability to learn from practice and self-study• Skills required to communicate and work
effectively with others
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ADDIE Model
• Analyze
• Design
• Develop
• Implement
• Evaluate
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Analyze Phase - Goals1. determine the instructional goals and
objectives, 2. examine current and desired learner
needs and characteristics,3. identify contextual factors that might
promote or hinder instruction, and4. locate resources.
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Analyze Phase Activities• Analyze academic standards and organize
them into learning goals• Identify and examine learner needs• Consider important characteristics of the
learning context• Conduct needs assessment• Inventory available materials and resources• Select appropriate instructional models of
teaching
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Design Phase - Goals• Develop the best plan possible for meeting the
known need (based on analysis).• Develop a plan for measuring the quality of
product (in development and completed) and possibly the instructional process.
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Design Phase Activities• Review learning goals• Configure other instructional tools• Formulate plans for development of
instructional plan and materials• Conceive evaluation plan• Devise sequence and plan pacing of
lesson/unit
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Develop Phase – Goals:
• Enact the plan that was designed.• Develop the instruction.
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Develop Phase Activities• Create lesson plans• Develop evaluation plan• Produce any instructional materials
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Implement Phase - Goals1. Use the products created.
2. Try out the instruction and see how well it
works!
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Implement Phase Activities• Teach unit• Utilize instructional materials developed• Implement evaluation plan
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Evaluate Phase – Goals:• Determine effectiveness of instruction • Collect a variety of data (formative &
summative)
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Tool Set- a powerful combination• Use of instructional approaches like universal
design, differentiated instruction and UBD• Models• Strategies• Digital tools
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Models
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Strategies
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Technologies
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The 3 Es
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High-quality tool characteristics
• Powerful- makes human effort greater than without
• Dependable-high odds of working
• Practical- do something worth doing
• Flexible- perform multiple tasks
• Enduring- useful long-term
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Addressing Diverse Students’ Needs
Differentiation
TechnologyModels
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Compatibility with the edTPA• Both book and assessment present the
instructional process as a sophisticated activity with teachers acting as strategic decision-makers and problem-solvers.
• Both present use of the assessment cycle as instrumental throughout instruction-from planning and implementation to the comprehension of learning outcomes.
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Compatibility with the edTPA• Both emphasize careful matching of
pedagogical approaches with content standards.
• Both recognize the importance of intentional support for diverse learners and use an “asset orientation” to addressing diversity.
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Support for edTPA• Chapter on assessment provides support for
developing skills candidates are required to demonstrate.
• Application exercises reinforce the importance of grounding practice in theory and research. The descriptions of the models may result in effective teaching and high scores on rubrics.
• Differentiation is illustrated in a special section as well as in scenarios and lesson plans.
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Questions and Answers• Please share your questions using the “chat”
window.
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Available: http://www.pearsonhighered.com/educator/product/Teaching-Models-Designing-Instruction-for-21st-Century-Learners/9780205609970.page
Q & A?