Instructional+Models

toc In //K-12 Classroom Teaching: A Primer for New Professionals// (4th edition, 2011) by Andrea M. Guillaume, there are 7 instructional strategies described. Below are websites gathered by colleagues in EDU 361 that provide resources for teachers designing math units/lesson utilizing these models. There are other instructional models in the world of education. Resources for those models are at the bottom of this page.

=Direct Instruction= "The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction." = = =Inquiry Training= "Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world. This requires a high level of interaction among the learner, the teacher, the area of study, available resources, and the learning environment."
 * Resource Link || Description of Resource || Shared by: ||
 * http://schools.spsd.sk.ca/curriculum/instructionalstrategies/sample-page/ || [|Saskatoon Public Schools] in Canada put together this collection of resources. For the direct instruction model, they define several strategies for implementing direct instruction and then give teacher resources for carrying them out. || Dr. Grace ||
 * Resource Link || Description of Resource || Shared by: ||
 * http://schools.spsd.sk.ca/curriculum/instructionalstrategies/2012/05/30/inquiry/ || [|Saskatoon Public Schools] in Canada put together this collection of resources. For the inquiry training model, they define several strategies for implementing inquiry training and then give teacher resources for carrying them out. || Dr. Grace ||

=Concept Attainment= "Concept Attainment is an indirect instructional strategy that uses a structured inquiry process."
 * Resource Link || Description of Resource || Shared by: ||
 * http://schools.spsd.sk.ca/curriculum/instructionalstrategies/category/concept-attainment/ || [|Saskatoon Public Schools] in Canada put together this collection of resources. For the concept attainment model, they define several strategies for implementing concept attainment and then give teacher resources for carrying them out. || Dr. Grace ||

=Learning Cycles= "Numerous studies have shown that the learning cycle as a model of instruction is far superior to transmission models in which students are passive receivers of knowledge from their teacher (Bybee, 1997). . .The learning cycle rests on constructivism as its theoretical foundation."
 * Resource Link || Description of Resource || Shared by: ||
 * [] || The Akron Global Polymer Academy offers outreach to P-16 education. Their goal is "to provide a variety of resources to educate students of all ages about polymer science and polymer engineering." This website gives detailed explanations of the five steps of the Learning Cycle. || Dr. Grace ||

=Concept Formation= "Concept formation provides students with an opportunity to explore ideas by making connections and seeing relationships between items of information."
 * Resource Link || Description of Resource || Shared by: ||
 * http://schools.spsd.sk.ca/curriculum/instructionalstrategies/category/concept-formation/ || [|Saskatoon Public Schools] in Canada put together this collection of resources. For the concept formation model, they define several strategies for implementing concept formation and then give teacher resources for carrying them out. || Dr. Grace ||

=Unguided Inquiry=
 * Resource Link || Description of Resource || Shared by: ||

=Cooperative Learning= "Cooperative learning is an instructional strategy that simultaneously addresses academic and social skill learning by students. It is a well-researched instructional strategy and has been reported to be highly successful in the classroom."
 * Resource Link || Description of Resource || Shared by: ||
 * http://schools.spsd.sk.ca/curriculum/instructionalstrategies/category/cooperative-learning/ || [|Saskatoon Public Schools] in Canada put together this collection of resources. For the cooperative learning model, they define several strategies for implementing cooperative learning and then give teacher resources for carrying them out. || Dr. Grace ||

//All model descriptions in quotes in the above 7 models are from the Saskatoon Public Schools website.// //Model description in quotes in the models below are from the resource provided unless otherwise noted.// =Other Models=
 * Name and Description of Model || Resource Link || Description of Resource || Shared by: ||
 * Project Based Learning in Mathematics - "Teaching strategies which involve project based learning offer students the potential of gaining deep insights into mathematical concepts. Mathematics projects prompt students into developing and answering their own questions. This strategy assists students in developing higher order math skills that allow them to make the all important connections between one math concept and other math concepts." || [] || [|David R. Wetzel] "Learning Activities in Math designed to Extend concept Awareness." || Dr. Grace ||
 * Problem-Solving-" There are two major types of problem solving – reflective and creative.

"Reflective Problem Solving follows a series of tasks. Once you have broken the students into groups, the students define the problem, analyze the problem, establish the criteria for evaluating solutions, propose solutions and take action."

"Creative Problem Solving uses the same basic focus, but the process is less geared towards solutions and more towards a focus on brainstorming. The focus is on creating ideas rather than solving a clear existing problem. Sometimes the problem is pre-defined, and the group must focus on understanding the definition rather than creating it."

Regardless of the type of problem solving a class uses, problem solving focuses on knowing the issues, considering all possible factor and finding a solution." || http://schools.spsd.sk.ca/curriculum/instructionalstrategies/category/problem-solving/ || [|Saskatoon Public Schools] in Canada put together this collection of resources. For the problem solving model, they define several strategies for implementing both reflective and creative problem solving and then give teacher resources for carrying them out. || Dr. Grace || =Creating Your Own Model= "[|Teaching models] prescribe tested steps and procedures to effectively generate desired outcomes. In general, models can be classified along a continuum from instructor-directed, to student-instructor negotiated, to student-directed. "The teaching models listed are classified by this three-tiered taxonomy. The models are defined and information on the design and development are given for each teaching model."
 * Pòlya's problem-solving process || http://home.sandiego.edu/~pmyers/foursteps.htm || A basic strategy for problem-solving, including four steps:
 * Understand the problem**
 * Devise a plan**
 * Carry out the plan**
 * Look back** ||  ||