How Does One Wrap up a Course Worth of Material into Three Easy Paragraphs?

I tried by making a list of the chapter topics I read in Models of Teaching. I listed sixteen topics in six model families so far. In Classroom Instruction That Works, I’ve read seven chapters totaling 116 pages. Add the 329 pages from Models of Teaching, the 42 supplemental pages from the syllabus, and the pages of reading from our discussion board and I am overwhelmed with content for this post.

I think the most influential item to me from the course was Howard Gardner’s Multiple Intelligences. The methods started becoming cohesive as if I found the Rosetta stone to behaviors I have observed in class. In this piece of understanding, I can begin to plan what models I will use to impart information or give assessments in multiple forms. When I began this class I thought I needed to pick a model to be my best model to teach my topics. When I encountered Gardner’s Interview in the supplemental pages, I realized I would be doing a disservice to my students if I didn’t employ as many models as I can.

As for the sixteen models, there are several I know will make an appearance in my teaching style. I plan to employ Scientific Inquiry and Concept Attainment through Group Investigations while encouraging learning Inductively, but I’ll probably be applying Direct Instruction. There are several models I am skeptical that I will ever employ. I can’t see using the Picture Word Inductive model or Synectics or Role Playing, though who knows how the material will be laid out. I’m glad I know of them. I know there are more models out there beyond the boundary of this text. In previous discussions, I have mentioned the “Flipped” class model which was working quite well for an AP chemistry class. The model has students watch about 20 minutes of lecture via YouTube per night and class time is for working on the homework while getting support from peers or the teacher. Models of Teaching has given me a base understanding of common models, a reference for finding a different one if one is not working, and a reference for fine tuning the model I am using to make it better. I can fine tune whichever model I am using by referencing the no-nonsense Classroom Instruction That Works.

Finally, I’ve learned the most from the discussion board this quarter. Dr. Scheuerman’s questions for us to respond to posed a great challenge for me, particularly in the weeks we didn’t have an accompanying podcast. I wrestled with how to validate my affirmative stance on whether questioning is a valid teaching strategy (I should have listened to podcast 9). I was excited to write about self-efficacy as self-image and self-esteem are so important at my chosen age group. I struggled to post about constructivism and my plans to promote citizenship in my class and I praised advanced organizers. The contents of the questions and the discussion boards replies have made me contemplate my future classes in ways I haven’t thought about them before.   

Dean, C., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Joyce, B., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). New Jersey: Pearson Education.