Models of Teaching -...

MODELS OF TEACHING PORTFOLIO

Submitted by

Maria G. Frias-Medina

to

Dr. Julia Janz

in partial fulfillment of the requirements for

EDUC 6330

Teaching Methodology for the Professional

July15, 20013

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Table of Contents

Purposes and Objectives 2

Model # 1 Attaining Concepts 3

Example A: Simple Present Tense (Indicative)

Model # 2 The Picture-Word Inductive Model 6

Example A: Eat Fruits – Be Healthy

Model # 3 Learning from Presentations 9

Example A: Advance Organizer – How is the Weather?

Model # 4 Learning to Think Inductively 12

Example A: The Plastic Pollution – Save the Planet

Model # 5 Inquiry Training Model 17

Example A: Diego Rivera – Worldwide Mexican Painter and Muralist.

Model # 6. Synectics for Creating Something New, Strategy One 20

Example A: Telling the Time

Model # 7 Partners in Learning 23

Example A: Why Dubai is a Role Model of 21st Century City?

Model #8 Memorization 26

Example A: Vowel-Sound Pronunciation in Spanish

Model #9 Role Playing 34

Example A: America's High School Dropout Epidemic.

Model #10 Direct Instruction 38

Example A: The Best Cities of Latin America

Reflection 41

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Purpose and Objective of Portfolio

EDUC 6330

Purpose: The goal of this portfolio is to present different models of teaching that have been

introduced during the class, with the purpose to create communities of expert learners through

effective scientific methods of instruction.

Objective: As a Spanish language teacher for the Secondary Level, my primary goal is to create

practical lessons that help students to develop the ability of learning academic concepts

effectively through research-based methods of instruction, and at the same time to help them to

experience with real-life activities related with the real world. With this purpose in mind, I

developed attractive content lessons that guide the learners in the process of Spanish language

acquisition. The methods presented in this portfolio were elaborated in detail, in order to convert

my lessons in useful resources to my teaching career. The format style presented in each lesson

plan is the Syntax outline which is the method utilized in the textbook for each model.

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Model # 1 - Attaining Concepts - Sharpening Basic Thinking Skills

Example A: Simple Present Tense (Indicative)

“The concept attainment model helps students learn concepts and study how they think.

Simultaneously, it leads students to develop concepts and obtain conceptual control over

their thinking strategies.”

Joyce and Calhoun, 1996

Objective: The student will recognize that any Spanish regular verb in the simple present has an infinitive

ending: –ar, -er, ir, and they will discover that all verbs in Spanish have a stem and an ending.

They will find the similitudes and differences between English verbs and Spanish verbs in the

simple present tense. Also, the student will notice that some verbs are irregulars and have

different endings and they cannot be modified.

Elements of the Model: Concept attainment is a constructivist approach to teaching and learning drawn from the work of

Jerome Bruner (1956). Students apply their prior understanding to determine the attributes of a

concept by a process of comparing and contrasting. Through this structured inquiry approach,

students learn to: distinguish between relevant and irrelevant information, observe, classify, and

hypothesize, connect newly attained concepts with new information, think inductively. The

teacher’s principal responsibilities are to provide examples, record student data, and ask probing

questions. The principal goals of the concept attainment model are to enhance long-term learning

and enable students to develop a habit of analytic thinking through induction.

(http://www.stemresources.com/static/tools/Inquiry/ConceptAttainment/ConceptAttainment.pdf)

Lesson: Spanish Simple Present Tense (Indicative)

The students will have six words in the list of positive exemplars, the first word is the stem of a

regular infinitive verb “hablar” (to speak) and the other six have been modified (endings). The

second column has the verb “estar” (verb to be) an irregular infinitive verb in the negative

exemplars. The second list will have the –er endings and the third one will have the –ir endings.

Phase One: Presentation of Data and Identification of Concept

The teacher will ask students to form groups of two, after that, she gives to each group a list of

positive and negative exemplars. The emphasis of this lesson is on the inductive process.

The learners are informed that all the positive examples have one idea in common and the

instances are presented in positive and negative exemplars. Their task is to compare and justify

the attributes of different examples developing hypotheses about the nature of the concept; the

purpose will be to name their concepts and to state the rules or definitions of the concepts

according to their essential attributes. (Joyce, Weil, Calhoun, 2009, p. 117)

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The teacher follows the next steps during the activity: First, students compare attributes in

positive and negative examples, after that, teacher asks students to generate and test hypotheses

explaining them that a hypothesis is a supposition or uncertain belief. Finally teacher asks

students to state a definition according to the essential attributes.

“The teacher will ask students to reflect on any hypotheses they may have developed, but not

share them with the other students, because each student needs to develop their own.” (Joyce,

Weil, Calhoun, 2009, p. 106)

LABELED EXAMPLES.

Positive Exemplars Negative Exemplars

(infinitive) hablar (to speak)

(yo) hablo (I speak)

(tú) hablas (you speak)

(él, ella, usted) habla (he, she speaks)

(nosotros) hablamos (we speak)

(vosotros) habláis

(ustedes) hablan (you speak)

(infinitive) estar (to be)

(yo) estoy (I am)

(tú) estás (you are)

(él, ella, usted) está (he, she is)

(nosotros) estamos (we are)

(vosotros) estáis

(ustedes) están (you are)

Phase Two: Testing Attainment of the Concept

The teacher will give students another list of verbs but in this time with the –er verb ending

“correr” (to run), “leer” (to read). The students need to redefine their hypotheses as they see the

new list and when they compare and contrast both lists. Students confirm or disconfirm their

original hypotheses, revising their choice of concepts or attributes as necessary.


(infinitive) correr (to run)

(yo) corro (I run)

(tú) corres (you run)

(él, ella, usted) corre (he, she runs)

(nosotros) corremos (we run)

(vosotros) corréis

(ustedes) corren (you run)

(infinitive) leer (to read)

(yo) leo (I read)

(tú) lees (you read)

(él, ella, usted) lee (he, she reads)

(nosotros) leemos (we read)

(vosotros) leéis

(ustedes) leen (you read)

Phase Three: Analysis of Thinking Strategies

The teacher will give students the last list of verbs, but in this time with the –ir verb ending

“escribir” (to write), “decir” (to say). After this, the teacher asks them to analyze their strategies

again comparing the new list with the other ones and get conclusions. The teacher asks them to

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describe their patterns followed in their hypotheses and they have to respond to the following

question: What happened when the hypotheses were not confirmed. Finally she will ask them:

What are their final definitions of the concepts?


(infinitive) escribir (to write)

(yo) escribo (I write)

(tú) escribes (you write)

(él, ella, usted) escribe (he, she writes)

(nosotros) escribimos (we write)

(vosotros) escribís

(ustedes) escriben (you write)

(infinitive) decir (to say)

(yo) digo (I say)

(tú) dices (you say)

(él, ella, usted) dice (he, she says)

(nosotros) decimos (we say)

(vosotros) decís

(ustedes) dicen (you say)

At the end of this activity the teacher presents direct instruction of the concepts to whole class

and clarifies misunderstandings and presents the concept of “Simple Present Tense Verbs in

Spanish”. The teacher gives students the opportunity to have a guided practice and independent

practice.

Content Area Applications: • English/Language Arts: regular and irregular verbs.

• Social Studies: developing important concepts such as democracy, socialism, capitalism, etc.

• Mathematics: triangle, statistics, chance events.

• Science: flowering plants, vertebrates, rock types, DNA.

Managing this Activity: 1. Printables.

2. Pencils, paper, index card, paper strips, markers, tape

Accommodations for Special Need Students: 1. Material Accommodations: Written directions and highlight essential information,

additional practices, glossaries.

2. Accommodations involving Interactive Instruction: Providing copy of a lecture notes,

step by step instruction, verbal and visual information and mnemonics instruction.

3. Instructional Accommodation: Groups of two.

4. Verbs written in paper strips for easy manipulation in the process of comparing the

attributes.

5. Manipulatives.

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Model # 2 –The Picture-Word Inductive Model (PWIM)

Developing Literacy Across the Curriculum

Example A: Eat Fruits – Be Healthy

“Built on the language experience approach, the picture-word inductive model enables

beginning readers to develop sight vocabularies, learn to inquire into the structure of

words and sentences, write sentences and paragraphs.”

(Joyce, Weil, Calhoun, 2009, p. vii)

Objective: The student will identify and pronounce in Spanish language the most common fruits eaten in a

breakfast and they will get conclusions about why eating fruits help us to be healthy.

Elements of the Model: Calhoun (1998) developed the Picture Word Inductive Model (PWIM), which uses pictures

containing familiar objects, actions and scenes to draw out words from children’s listening and

speaking vocabularies. This model helps students add words to their sight reading vocabulary, as

well as their writing vocabulary, and also discover phonetic and structural principles present in

those words. (http://olc.spsd.sk.ca/DE/PD/instr/strats/pwim/index.html)

Lesson: Eat Fruits – Be Healthy.

Step one: Concept Learning

The teacher asks students to work in groups of two, after that, she presents the following picture

on the smart-board or projector and asks them to study it carefully.

Source: http://img.21food.com/20110609/product/1306804187148.jpg

naranja

durazno

manzana

fresas

Uvas

peras

plátanos

ciruela

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The teacher asks them: What do you see? (Students named fruits in English) and asks them to

write all their responses in an index cards (one word for each) about all of they are seeing. After

that, the teacher asks them to look for the Spanish meaning for each one, writing their response

in the other side of the index card. Dictionaries are provided to perform this activity. In turns,

the teacher requests to label the items using the word in Spanish. The responses are posted on the

board. The teacher reads the labels aloud and asks them to repeat chorally and she adds more

words only of some are missing.

Step two: Interpretation of Data The teacher requests students to group the items into categories according to common attributes.

During classification, several categories of word families will emerge, i.e. by color, size, flavor,

singular, plural, calories, nutritious value, price, etc. In the time they are grouping their Spanish

fruit vocabulary list, they need to say aloud, spell, and say aloud the word. The teacher requests

students to think of a title (Such as: “Fruits the delight of the Life”) for their vocabulary.

Step three: Applications of Principles.

Each group will write sentences using words derived from the picture. The teacher will ask them

to write creatively triggering their imagination during their writings. After this activity, the

students will respond to the following question: What can you infer from the picture? (The

students make suggestions) and the teacher will ask them to write a paragraph explaining why

eating fruits help us to have a healthy body. As a final project they create a poster explaining the

importance of the fruits in our life.

Content Area Applications: • English/Language Arts: Vocabulary Developing and Writing Sentences Skills.

• Social Studies: Political Features, Countries and Cities.

• Mathematics: Math Vocabulary Connection

• Science: Rocks classification.

Managing this Activity. 1. Index card, pencils, construction paper, markers, and scissors, decorative

2. Dictionaries

3. Visual poster.

Accommodations for Special Need Students. 1. Instructional Accommodation: Groups of two, one-on-one instruction.

2. Visual vocabulary with graphic organizers

3. Colored Taped to classify

4. Manipulatives

5. Hands-on activity

Modification: Same activity to “Veggies Vocabulary” See the following picture.

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Model # 3 –Learning from Presentations

Example A: Advance Organizer – How is the Weather?

“So why not provide the scaffold (of idea) at the beginning (of the course)? Let the students

in on the secret of the structure, including an understanding of how it continually emerges

through further inquiry, so that the mind can be active as the course progresses.”

(David Ausubel to Bruce Joyce, November 1968)

Objectives: The purpose of this activity is to integrate advance organizers and mnemonic song activity to

recognize kinds of weather and the students will be able to describe: how is the weather in

Spanish?

Elements of the Model: Advance organizer is relevant introductory materials presented in advance in any format of text,

graphics, or hypermedia (Ausubel, 1968). Teachers use an advance organizer to present a

framework for module content. The Ausubel's idea of an "advance organizer" is to relate what a

student already knows to the new content to be learned and thus increase retention. Advance

organizers should be at a higher level of abstraction, generality, and inclusiveness than the

content to be presented. (Chen & Hirumi, 2009).

Lesson: How is the weather?

Phase one: Presentation of Advanced Organizer

The teacher introduces the lesson explaining that the purpose of the lesson is to talk about: How

is the weather? But, before discussing the topic, students need to recognize what kinds of

weather we have. Using the following graphic organizers in a brainstorming activity, the teacher

starts writing the students’ ideas.

Source: Houghton http://www.eduplace.com/science/hmsc/content/organizer/

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The teacher gives some examples about kinds of weather through the following video: different

kinds of Weather. In order to remind the concepts learned the teacher presents a mnemonic song

activity to remind students How is the weather? The teacher transfers this knowledge to Spanish

vocabulary.

Phase Two: Presentation of Learning Task or Material

After last activity, the teacher presents the following graph and asks the students: What kind of

weather is the best for going to the beach and requests students name all the kinds of weather that

are illustrated in the graph. They have to say it aloud in Spanish using the following structure:

“Hace calor”, (It is sunny), “Hace…

http://www.bing.com/images/search?q=weather&FORM=HDRSC2#view=detail&id=E48872EE22F44F3326AE89BA78CD7CB4F52DE896&s

electedIndex=5

Phase Three: Strengthening Cognitive Organization

The teacher will present the following video explaining Our World: What is Weather? What is

the definition of weather? She asks their responses and she modeled the responses in Spanish.

Source: Houghton http://www.eduplace.com/science/hmsc/content/organizer/

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With this information the students will review the following 7 day forecast from 4HD and they

will explain in Spanish through complete sentences how will be the weather for the next days.

The students need to suggest what kind of outfit is recommended to wear and what kind of

leisure is recommended.

In this lesson is expected that students can apply the skills learned in prior lessons about

numbers, days of the week, clothes, and leisure activities in combination with weather

knowledge.

Content Area Applications: • English/Language Arts: Plot Story Structure

• Social Studies: Timeline

• Mathematics: Venn Diagram

• Science: Compare & Contrast

Managing this Activity: 1. Index card, pencils, construction paper, markers, and scissors, decorative

2. Dictionaries

3. Visual graphs.

Accommodations for Special Need Students. 1. Instructional Accommodation: Groups of two, one-on-one instruction.

2. Visual vocabulary

3. Vocabulary List and Check list

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Model # 4 Learning to Think Inductively

Forming Concepts by Collecting and Organizing Information

Example A: The Plastic Pollution – Save the World.

“Thinking inductively is inborn and lawful. This is revolutionary work, because schools

have decided to teach in a lawless fashion, subverting inborn capacity.”

(Hilda Taba to a group sitting on the steps of the Lincoln Memorial, 1966)

Objective: The students will be able to collect, manipulate, and using data to classify recycling objects and

they will be able to categorize them with the purpose to reach conclusions about how plastics are

polluting our planet and what measures we need to take to save our planet. Also, the student will

be able to apply the concepts learned using the Spanish language.

Elements of the Model:

This model is an adaptation of the work of Hilda Taba (1966). “She believes educational

curriculum should focus on teaching students to think rather than simply to regurgitate facts”.

According to this view, this model supports an accelerated process of learning by having

students applying their abilities through the following levels of knowledge: Concept formation,

Interpretation of Data, and the Application of Principles. These stages will facilitate students to

think more efficiently and to be more creative thinkers. The teacher’s role in this model is to

monitor the students’ ideas and to support students to clarify their own ideas.

Lesson: The Plastic Pollution – Save the World.

Phase One: The Concept Formation The teacher will ask students to work in groups of four and she will present a “Garbage Picture”

(See below Fig. 1). The teacher gives the students a vocabulary list (English-Spanish) with the

lesson words and she will ask them to make a list with at least 15 articles that they are seeing

from the picture and categorize them according to their own criteria. Once the list is done, the

teacher will ask them to create categories according to recyclable principles, writing the list of

objects in each category. She will explain them that she won’t constrict their ideas and she will

tell them that all responses as correct. They must write their categories in Spanish. Dictionaries

are provided to look for additional words that are not included in their vocabulary list.

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Phase two: Interpretation of Data.

The teacher will ask them to analyze their categories and asks them: What categories that you

have in your lists, are highly pollutant to the environment? The teacher asks them if they need to

reanalyze and correct their categories.

After that, the teacher will present the following picture (see below Fig. 2) and she asks them to

observe carefully every detail in the picture. Once they observe the picture, the teacher tells them

if they need to reconsider their data list and their categories once again. The teacher presents the

following videos “Plastic Pollution”, and “The Great Pacific Garbage Patch” . After the videos,

she asks them again to refine, reclassify, or collapse their categories sets according to the

information learned.

Once they complete and polish their data, the teacher asks each group to create a chart on the

board with their categories demonstrating the relationship they believe exist in each category.

The students present to the class their reasoning processes used to come to their conclusions.

Fig. 1

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Phase Three: The Application of Principles:

After their discussion, the teacher presents the following video “A Polluted Paradise” and asks

them: Is there something missing in your categories? The teacher gives the opportunity team by

team to add their changes in order to complete and to have the best organized charts. Finally, the

teacher asks students: What is the impact of the “Plastic Pollution in the world”? and presents the

following picture (Fig. 3)

Fig. 2

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Having their categories refined on the board, and their hypotheses, the teacher explains that the

same principles are applicable to any language, and today we learned about the impact of the

plastic damaging the environment and its social impact in the health, letting us know the

importance about recycling. The teachers clarify that the same concepts are applicable for all

languages but in this lessons the concepts were learned in Spanish language. The teacher models

the list pronunciation and asks them to pronounce the words aloud. The teacher closes their

lesson with the following video “Save the Planet”

After the video asks them: What new things you can create with the articles that are in your list?

Homework: The teacher asks students to create a poster (in two foreign languages, one must be

in Spanish) in order to persuade the community school to protect our environment recycling

plastic materials.

To close this lesson, the teacher will present a video with Spanish lyrics of “Save the World”

song, in allusion to Haiti who was devastated by a Hurricane in 2010 and today is facing a huge

“plastic pollution” that is affecting children and population in general.

“We are the World” Latin Singers. (https://www.youtube.com/watch?v=anh3fJVHbtI)

“We are the World” (English Version) https://www.youtube.com/watch?v=T7NnbmTLzng

Fig. 3

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Content Area Applications: • English/Language Arts: “Saver our Natural Resources”

• Social Studies: Natural Resources

• Mathematics: Classifying and Organizing Data

• Science: Recycling

Managing this Activity: 1. Card board, markers, paper, pencils and scissors

2. Dictionaries

3. Visual graphs and videos

Accommodations for Special Need Students 1. Material Accommodations: Written directions and highlight essential information, additional

practices, glossaries.

2. Accommodations involving Interactive Instruction: Providing copy of a lecture notes, step by

step instruction, verbal and visual information and mnemonics instruction.

3. Instructional Accommodation: Cooperative Group with Positive Behavioral Support.

4. Postinstructional activities.

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Model # 5. Inquiry Training Model

“The Art of Making Inferences”

Example A: Diego Rivera – Worldwide Mexican Painter and Muralist.

“There’s an aesthetic dimension to everything. Every school environment, every teaching

act, every setting you create to spend time in, enhances or diminishes the quality of life.

Whether you’re teaching science or art, the challenge is to make it beautiful”

(Elliot Eisner to the Association for Supervision and Curriculum Development, Spring 1990.)

Objective: The students will be able to make inferences about Diego Rivera, a Mexican worldwide painter

and muralist. The student will be able to explain why Leon Trotsky had a close relationship with

Diego Rivera and how this fact is important in the worldwide history. At the end of the lesson,

the student will be able to explain why Diego Rivera represents an icon in the Mexican culture

and his impact in the painting art field.

Elements of the Model: Inquiry Training was developed by Richard Suchman (1962) to teach students a process for

investigating and explaining unusual phenomena. Suchman’s model takes students through

miniature versions of the kinds of procedures that scholars use to organize knowledge and

generate principles. Based on a conception of scientific method, it attempts to teach students

some of the skills and language of scholarly inquiry. Suchman developed his model by analyzing

methods by creative research personnel, especially physical scientist. As he identified the

elements of their inquiry processes, he built them into the instructional model called inquiry

training. (Joyce, Weil & Calhoun, 2009, p.174)

Lesson: Diego Rivera – Worldwide Mexican Painter and Muralist.

Phase One: Explain Inquiry Procedures. Present discrepant event.

The teacher accommodates the instruction in group of four, and starts the lesson saying: Today

we are going to learn how to be masters in making inferences. The teacher explains that this

lesson will present a cultural background where history and art are together and how this fact

impact all the Spanish speaking countries and non-Spanish speaking world. She asks them to see

the following video, and tells them that they have to observe every detail from the film and they

have to respect the personages’ outfits, customs and traits without laughing. This is an original

video of Trotsky & Rivera.

After the video the teacher asks them to predict what is happening in the video. They must

predict through questions to help them to figure out who the personages are; where this video

where filmed and why this video is so important for the history.

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The students can make questions that can be answered with “yes” or “no” by the teacher. When

the question is not state in the yes or no form, the teacher will ask students to restate their

questions.

After question inquiry, the teacher will ask them to develop their own hypothesis about the

video.

Phase Two: Data Gathering – Verification

The teacher writes on the board the following names: Diego Rivera, Leon Trotsky, Frida Kahlo

and The Blue House (Casa Azul).

The students use technology, dictionaries, journals, books, Rivera’s and Kahlo’s paintings and

history books, provided by the teacher to their research. The students continued making yes or no

questions during their research and restate their hypotheses. During the verification process, the

teacher broaden the students’ inquiry by expanding the type of information they obtain, also

make them questions to verify how they are gaining information and to help them to build their

theories.

Phase Three: Data Gathering – Experimentation

The teacher presents the film once again and asks them to look for more information through yes

or no questions and asks them to restate their hypotheses again. With their final hypotheses, the

teacher asks them to investigate in order to prove their hypotheses or test causal relationships.

Phase Four: Organizing, Formulating an Explanation

The teacher calls on the students to organize the data and to formulate their explanations. The

students present their findings and fully respond to the problem (hypothesis) situation.

Phase Five: Analysis of the Inquiry Process

The teacher asks students to analyze their inquiry strategies and ask them to think in other

effective ones for the next project.

The students present to the class their final research about Diego Rivera, Frida Kahlo and Leon

Trotsky.

Modification: The “Spanish Native Speakers” students will have the opportunity to see the

following videos instead of the first one, and they will be able to research Diego Rivera’s

painting style as “Lilies” and his social ideology represented in his murals.

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El asesinato de León Trotsky

Trotsky y México, Dos Revoluciones del Siglo XX

Content Area Applications: • English/Language Arts: “History Language Skills”

• Social Studies: Russian and Mexican Revolution


• Art: Diego Rivera & Frida Kahlo

Managing this Activity: 1. Video

2. Dictionaries, books, journals, magazines, Diego Rivera & Frida Kahlo paintings and history

book.

Accommodations for Special Need Students

• Material Accommodations: Written directions and highlight essential information, additional


• Accommodations involving Interactive Instruction: Providing copy of a lecture notes, step by


• Instructional Accommodation: Cooperative Group with Positive Behavioral Support.

• Postinstructional activities.

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Model # 6. Synectics for Creating Something New, Strategy One

“The Arts of Enhancing Creative Thought”

Thinking Creatively

Example A: How Important is to Learn a Second Language?

“Of all the models, Synectics has got to give the most immediate pleasure when you’re

leading the exercises. We’ve been teaching kids (both elementary and secondary) to lead

synectics. I have to admit that I always have a little touch of green when I turn it over the

kids, because they’re going to have the fun, now.”

(Letter from Bruce Joyce to Bill Gordon, January 1971.)

Objective: The students will be able to work cooperatively and creatively to create analogies and metaphors,

creating responses to understand how important is to learn a second language.

Elements of the Model: Synectics, designed by William J.J. Gordon (1961a), is a very interesting and delightful approach

to the development of innovations. The initial work with Synectics procedures was to develop

“creativity groups” within industrial organizations-that is, groups of people trained to work

together to function as problem solver or product developers. There are two strategies or models

of teaching based on synectics procedures. One of these (Creating something new) is designed to

make the familiar strange, to help students see old problems, ideas, or products in a new, more

creative light. The other strategy (making the strange familiar is designed to make, new,

unfamiliar ideas more meaningful. Both strategies develop metaphoric thinking- the foundation

of creative thought through different phases. (Joyce, Weil & Calhoun, 2009, p.219)

Lesson: How Important is to Learn a Second Language?

Phase One: Describing the Problem or Present Condition

The teacher starts the lesson explaining: Today you will learn the importance of learning a

second language; you will learn it in an innovative way. We are going to use an interesting and

delightful approach called Synectics. The teacher will explain that synectics is “The Arts of

Enhancing Creative Thought” where whole participation and engagement is required and where

all answers are correct. She quotes “You will enjoy this class.”

Phase Two: Direct Analogy

The teacher creates direct analogies with unrelated topics, making the following stretching

exercises:

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1. How learning a second language is like a rose?

2. How a Chevrolet car is like a foreign language?

3. In what ways a camel represents the process of learning a second language?

4. Why a truck represents a symbol of learning a language?

5. How an elephant represents the foreign languages learning?

6. An airplane is like what part of learning a second language?

7. How is a building like learning a second language?

The teacher writes the students’ responses on the left side of the board (Direct Analogy) after

each question, and in the right side the teacher will write the responses of phase III (Personal

Analogy).

Phase Three: Personal Analogy

The Teacher supports the students’ analogy asking students to describe how it feels to be one of

the objects mentioned in the phase two. The teacher asks them:

1. How would it feel to be a rose?

2. You are a Chevrolet car. Where are you? What are you doing?

3. Pretend you are a camel. Describe yourself.

4. You are a truck, how do you feel?

5. Pretend you are an elephant. Describe yourself.

6. You are an airplane, what are your strengths?

7. What kind of a building you are?

Phase Four: Compressed Conflict

The teacher asks students to pair words that are in conflict (oxymoron) and asks them their

rationale. “The students take their descriptions from phases two and three, suggest several

compressed conflicts, and choose one”. (Joyce, Weil & Calhoun, 2009, p.227)

Examples:

1. How is a soft, delicate (as a rose) and rough and tough (as a truck)?

2. What machine is like a smile and a frown?

Teacher ends enumeration of possible compressed conflicts and asks them to select one that best

describes the importance of learning a second language.

Phase Five: Direct Analogy

The students generate and select another direct analogy, based on the compressed conflict. The

teacher starts using the compressed conflict chosen, asking them: how… is like learning a second

language.

The teacher writes the students responses on the board and enumerates the direct analogies and

asks them: What of them describe better the importance of learning a second language?

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Phase Six: Reexamination of the original task

Teacher has students move back to original task or problem and use the last analogy and/or the

entire synectics experience. Teacher helps students to make comparisons between the first direct

analogy (Phase Two) and the last direct analogy (Phase Five) to have a final definition.

Example:

1. Learning a foreign language is like a rose lovely and hated

2. Learning a foreign language is like a Chrysler car elegant and bored.

To close this lesson the teacher asks them to write in their journals why is important to learn a

second language.

Content Area Applications: • English/Language Arts: Creative Writing

• Social Studies: Global Market and Economy


• Business: Creativity Thinking, Management Training, Marketing, Research and Engineering.

Managing this Activity: Group Discussion








Resources:

Synectics World= https://www.youtube.com/watch?v=gaXom1hzbrg

Synectics= https://www.youtube.com/watch?v=kU71PkSFn4o

Synectics Teaching = https://www.youtube.com/watch?v=F2DQPlDbvwM

Synectics Stretch: https://www.youtube.com/watch?v=GxpD2LaX2VI

23

Model # 7 - Partners in Learning

“From Dyads to Group Investigation”

The Social Family Model

Example A: Why Dubai is a Role Model of 21st Century City?

“The most stunning thing about teaching people to help kids learn cooperatively is that

people don’t know how to do it as a consequence of their own schooling and life in this

society. And, if anything is genetically-driven, it’s a social instinct. If it weren’t for each

other, we wouldn’t even know who we are.”

(Herbert Thelen to Bruce Joyce, about 1964.)

Objective: The students will be able to work in cooperative learning in the classroom to determine why

Dubai is a Role Model of 21st Century City? And what elements must be necessary to have a 21

st

Century City?


Herbert Thelen is one of the founders of the National Training Laboratory. In many respects

Thelen’s group investigation model resembles the methods Dewey and Michaelis recommend.

Thelen (1960, p. 80) begins with a conception of a social being: “a man (woman) who builds

with other men (women) the rules and agreements that constitute social reality.”

In a Democracy and Education (1916), John Dewey recommends that the entire school be

organized as a miniature democracy. Students participate in the development of the social system

and, through experience, gradually learn how to apply the scientific method to improve human

society. This, Dewey feels, is the best preparation for citizenship in a democracy. The class

should become a miniature democracy that attacks problems and, through problem solving,

acquires knowledge and becomes more effective as a social group. Many attempts to use

democratic process did little change educational practice because the implementation was

superficial, following the form but not the substance of democracy (Joyce, Weil & Calhoun,

2009, p.278-279)

Two concepts are important in the Thelen’s strategy: Inquiry and knowledge. Inquiry is

stimulated by confrontation with a problem, and knowledge results from the inquiry.

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Lesson: Why Dubai is a role model of 21st Century City?

Phase One – Students Encounter a Puzzling Situation

The teacher starts the lesson in a cooperative learning environment conforming groups of five

students per group, and assigning to each student a role during before starting the lesson as

follows: Leader, class manager, resource manager, speaker and motivator. After that, the teacher

explains them: During the next three lessons we are going to be partners in learning, we will

work together in a research to figure out Why Dubai is a role model of 21st century city? And

what elements are important to have a 21st Century City. The teacher starts the lesson presenting

the following video: Dubai, 21st. Century City:

(https://www.youtube.com/watch?v=kz_jqbwiQqI)

Phase Two – Students Explore Reactions to the Situation

The students start in group discussion what elements are included to have a 21st. Century and

they compare and contrast if Houston is a 21st Century City.

Phase Three – Students formulate study task and organize for study (problem definition, role,

assignments, etc.)

In order to stimulate their curiosity the teacher presents the following video

The World Dubai: https://www.youtube.com/watch?v=7eUcRjo9Yv4&list=TLPEAnp7abRHU

The teacher provides them information about Dubai, maps, dictionaries, photos, books,

newspapers, videos, computer, internet access; in order the students can formulate their study

answering: Why Dubai is a Role Model of 21st Century City?

Phase Four – Independent and Group Study

Teacher guides students and presents them the following video about Dubai: Structure and How

It Works: https://www.youtube.com/watch?v=wOSci-rWf2Q. She asks them to take notes.

After the video: She writes on the board: What elements must have a 21st Century City? The

students continued with their research. They start writing their findings in a power point

presentation or prezzi.

Phase Five – Students analyze Progress and Process

The teacher guides their research and continues making questions to promote inquiry thinking.

The students includes in their presentations photos, facts and elements to support their research.

They need to respond: Why Dubai is a role model of 21st Century City? And what elements must

have a 21st Century City?

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Phase Six – Recycle Activity

The students present their projects and evaluate its solutions in terms of its original purposes.

The students repeat a cycle of researching with another confrontation or with a new problem

growing out of the investigation itself. The teacher prepares a Lab Computer Activity class in

order the students can add subtitles in Spanish to their presentations and they can post them in

you tube. Every student need to prepare a list of 10 concepts learned during this research in

Spanish.

Content Area Applications: • English/Language Arts: Language Vocabulary


• Mathematics: Algebra, Spatial Reasoning

• Science: Engineering Design

Managing this Activity: Cooperative Groups








26

Model # 8 - Memorization

“Getting the Facts Straight”

Example A: Vowel-Sound Pronunciation in Spanish

“Connection is the key. Mnemonics strategies build connections so that the items are not

just remembered by repetition, but by conceptual connection.”

(Bruce Joyce To Bruce Joyce, Understanding it at last!)

Objective: The students will be able to link or tie the sounds of the Spanish vowels to those that are similar

with the English words, using the link-word method (memory model), with the purpose of

developing accuracy in the pronunciation of the Spanish vowel language.


The purpose of link-word method is that additional associations provide a richer mental context,

and the linking process increases the cognitive activity. The combination of activity and

associations provides better “anchors” within our information-processing systems. (Joyce, Weil,

Calhoun, 2009, p. 197)

Lesson: Vowel-Sound Pronunciation in Spanish.

Phase one: Attending to the Material – (Use techniques of underlining, listing reflecting).

The teacher starts the lesson presenting the vowels with the following picture and asks the

students to drawn a funny way their own “family vowels”. The vowel “u” is for dad as a king of

the family, the letter “a” is for mom as queen of the home. The brother will be an “e”, the sister

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will be “e”, and the pet dog will be an “o”. The students can associate the vowels with their own

family.

Phase Two: Developing Connection - (Make familiar and develop connections using keyword,

substitute-word, and link-word system techniques)

Once students have drawn their “family vowels” the teacher will guide the students associate the

Spanish vowels sounds with some words or expressions used in the English language.

My father committed a mistake “u”

oops!! The sound for dad is “u” as

Oops!!

My mom is a delicious “a” – apple.

The sound for mom is “a” as an apple.

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My brother is an “e” energetic guy. The

sound for my brother is “e” energetic

brother.

My sister is an “i” intelligent girl. The

sound for my sister is an “i” as

intelligent sister girl.

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My dog likes the ball, the sound for

my dog “o” that likes the ball.

Phase Three: Expanding Sensory Images

The teacher explains to the students that in order they can remember the vowel sounds, they need

to associate them with illogical thinks or ridiculous associations, in order they can enhance their

knowledge.

My dad stops laughing “u” Oops!!

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My mom “a” apple likes to ride her

bicycle.

My brother “e” energetic seems to be

more “e” energetic than me.

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Intelligent “i” sisters also take a nap.

My “o” dog likes to learn and be smart.

Phase Four: Practicing Recall

Pronounce the following words in Spanish remembering the family vowel sounds: = oops, =

apple, = energetic, = intelligent, = dog.

The teacher asks students to listen the first time the following vowels song and the second time

sing with the song: https://www.youtube.com/watch?v=1fZc4laTFpE

After that asks the students to read aloud and chorally the following words in the chart:

32

Once completed this activity, the teacher will guide students to play a “Spanish Bingo”. The

teacher will model the pronunciation words during the activity, and the students will listen

carefully to choose the correct word. For every correct point the teacher will give them tickets

that they can switch for extra points in the next text.

To close this activity, the teacher asks the students to listen carefully the following song with a

Spanish lyric: “You won’t be able to forget - No podras olvidar”. The teacher clarifies that the

purpose of the following song is that they can see the application of the vowel pronunciation in a

word:

http://www.youtube.com/watch?v=Iq-f_qQivBA

At the end of the video, the teacher let the students to know that the awareness of the Spanish

vowels is very important to develop oral language and literacy in Spanish. Also, the knowledge

of the vowel-sound correspondence will help student to develop a more native-like

pronunciation.

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Managing this Activity:

Whole Group of Discussion and Cooperative Groups








34

Model # 9 - Role Play

“The Study of Values”

Example A: America's High School Dropout Epidemic

“The analysis of values is what’s important. Playing the roles lets the values become

visible if the analysis is right. Understanding that what you do is a living out of your

values starts the inquiry.”

(Fannie Shaftel to a group of Palo Alto teachers, May 1969)

Objective: The student will be able to role play with the purpose of analyze, discuss, share their feelings and

point of views regarding to America’s High School Dropout Epidemic.

Elements of the Model: Each individual has a unique manner of relating to people, situations and objects. A role is “a

patterned sequence of feelings, words, and actions. It is a unique and accustomed manner of

relating to others” (Chesler and Fox, 1966, pp. 5, 8). In this model the students will explore

human relations problems by enacting problem situations and then discussing the enactments.

Fannie Shaftel suggests that the role-playing activity consist of nine steps: Warm up the group,

select participants, set the stage, prepare observers, enact, discuss and evaluate, reenact, discuss

and evaluate, and share experiences and generalize. These phases have the purpose of

contributing to the richness and focus of the learning activity.

Lesson: America's High School Dropout Epidemic

Phase One: Warm up the group.

The teacher capture the attention of the students presenting the following video: “Drop out” https://www.youtube.com/watch?v=jUV3z1J4I8g

After this warm-up activity, the teacher starts the lesson presenting the following data in power

point through photos and national statistics: 1 out of 3 public high school students do not

graduate. For Latino and African American male students it is an alarming 50% of drop out. No

community, small or large, rural or urban has escaped this problem. Nearly 1 in 5 men between

16 & 24 were drop out. An estimated 67% of all prisons inmates national wide are High School

dropouts. Approximately half of all dropout ages 16 to 24 are unemployed. The teacher posted

the meaning of epidemic: An epidemic is when a disease is spread affecting a substantial number

of people. After this visual information, the teacher asks: Do you think we are facing a high

school dropout epidemic in America? After brainstorming the teacher presents the following

media news:

35

America's High School Dropout Epidemic

http://www.youtube.com/watch?annotation_id=annotation_639471&feature=iv&src_vid=Fr-

IbhT4CUg&v=eBqz6FrZP2A

The teacher asks students: What is the reality behind of drop out “epidemic”? The teacher asks

them to see the following video: The Sad Truth, High School Dropouts

https://www.youtube.com/watch?v=4d_H4_Sov34

After the video, the teacher guides students through the following discussion:

- Do you think the drop outs rates comes from the low income population only?

- What factors do you think are contributing to increase the rates of drop out epidemic?

- What is your opinion about the term: Schools, drop out factories?

- What we can do to stop the downfall of education?

Phase Two: Select Participants

The teacher tell students that in order to understand the problematic exposed, we need to

understand the feelings, points of view and circumstances are living the dropout students and at

the same time we need to understand why other students decide to continue studying, in spite to

adverse circumstances. The teacher explains that they will do a “Role Playing” and explains: A

role is “a patterned sequence of feelings, words, and actions”. Teacher randomly chooses 6

students that they will represent, the feelings, words, actions of drop out students, and 6 students

will represent students at school until they get the High School diploma. The teacher explains the

rules of this activity and asks them to enact elicit genuine, typical emotional responses and

behaviors form the students as in real life, with the purpose to understand how this feelings

influence the behavior.

Phase Three: Set the stage.

Before the role players outline the scene the teacher presents the following video: Dropout

Nation - The Problems (Part I) https://www.youtube.com/watch?v=tqP74VP8yhU

After that, she requests the students to reorganize in drop out and students at school role players.

They have to decide if one the students play the role of teacher and administrators. They have to

decide together where the enactment will be taking place and how does it like? (i.e. during the

math class, social studies, third, fourth period, at the beginning, middle or at the end of the

semester, etc. )

Phase Four: Prepare the observers.

In the meantime the “Role Players” are preparing their enactment and setting the stage, the

teacher is preparing the observers explaining them their responsibilities in the role playing

activity. The teacher assigns five groups of three with the following responsibilities: First group

will evaluate the realism of the role playing. The second group will comment about the

effectiveness and the sequence of the role players’ behavior. The third group will define the

36

feelings and ways of thinking of the persons being portrayed. The fourth group will determine

what the role players are trying to accomplish. The fifth group will determine what actions the

role players took that were helpful or not helpful, and what alternative experience might have

been enacted.

With the purpose of helping the observers students, the teacher presents them the following

video: Dropout Nation - The Problems (Part II)

https://www.youtube.com/watch?v=VlV2DPwKBUM

In the meantime the students are watching the video, the teacher explains to the role players that

the objective is to enact the behavioral skills from both groups, dropout students and students at

school, in order to understand their feelings and reasons about taking the decision to drop out.

The teacher explains them that the enactment must be short. (5 minutes)

Phase Five: Enact

The students assume the roles and “live” the situation spontaneously, responding realistically to

one another: The teacher explains before starting the role playing enact that is not expected to be

a smooth dramatization, nor is it expected that each role player will always know how to

respond.

Phase Six: Discuss and evaluate.

Using the group activity discussion, both the participants and observers share their opinions

orderly starting with team number one. At first, the discussion may focus on different

interpretations and guides students to understand the consequences and effects of the “Epidemic

drop out” asking the following questions:

1. How do you think we can help drop out students to remain at school?

2. Could you give some solutions to stop this “drop out epidemic”.

3. The teacher asks students that enact the role of “drop out students”: What feelings do you

experienced during your role?

Phase Seven: Reenact.

The teacher and students share new interpretations of roles and decide whether new individuals

should play them. In this second reenactment the “drop out students” decide to remain at school

and to graduate and go to the college. The students prepare with their role and the observers

observe the following video: Think Again... About Dropping Out https://www.youtube.com/watch?v=J2IOVWoENgI

Phase Eight: Discuss and Evaluate

Same as phase 6, nothing changes that were made.

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Phase Nine: Share, Experience and Generalize

Relate the situation presented. The teacher guides students to come hypothetical principles of

action they can use in their own lives.

The teacher asks students: Some or someone you know are facing some similar experience as

you acted out. How this activity helps you to motivate yourself or others to continue until you get

your diploma?

The solution

https://www.youtube.com/watch?v=2UYHz8NWwBY

Content Area Applications: • English/Language Arts: Reading


• Mathematics: Logical Reasoning

• Science: Technlogy









Additional Resources

Noam Chomsky - Education for Whom and for What?

https://www.youtube.com/watch?v=e_EgdShO1K8

38

Model # 10 - Direct Instruction

“The Behavioral Systems Family of Models”

Example A: The Best Cities of Latin America

“The idea that you teach kids how to ask and answer questions, rather than just asking

them questions, came as a revelation to me.”

(A teacher of 20 years to Bruce Joyce, May, 1995)

Objective: The student will be able to identify the top 10 best cities in Latin America, with the purpose to

create awareness about the culture, folklore, sightseeing, leisure, food, and places of the Spanish

speaking Latin countries.

Elements of the Model: Two major goals in direct instruction are: the maximization of student learning time and the

development of independence in seeking educational goals. The behaviors incorporated into

direct instruction are designed to create a structured, academically oriented learning environment

in which students are actively engaged (on task) during instruction and are experiencing a high

rate of success (80 percent mastery or better) in the tasks they are given. Time spent by pupils in

both these conditions is referred to as academic learning time (ALT), which is to be maximized.

(Joyce, Weil, Calhoun, 2009, p. 368) Five phases of activity are recognized in direct instruction:

orientation, presentation, structured practice, guided practice, and independent practice,

preceded by effective diagnosis of students’ knowledge or skills.

Lesson: The Best Cities of Latin America

Phase One: Orientation

The teacher starts the lesson saying: The purpose of this lesson is to help you to create an

awareness about the culture, folklore, sightseeing, leisure, food, and places of the Spanish

speaking Latin countries. In order you can learn this concept, is important to identify “The best

cities in Latin American to visit” and you can create a campaign through flyers, brochures and

videos, etc. promoting your Latin country. The objective of your campaign will be to persuade

the whole class to choose your target country to visit it. You have to advertise the country’s

culture, sightseeing, leisure, food and places to see. This project will be done in group of five in

order to present the best campaign.

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Phase Two: Presentation

The teacher gives to each student a Latin America puzzle map. She asks them to find the pieces

that matches. After that, the teacher asks: What new countries did you learn from the puzzle?

What countries are in South America, What countries are in Central America, What countries are

in North America, and What countries are in the Caribbean? The teacher pointed the countries in

a big map and asks: Someone wants to share what do you know about the Latin Countries? What

country and what do you know? What countries do you think are the best to visit? Colored them

in your map. Some of you have ever visited or was born in one of the Latin Countries? Where is

it?

Phase Three: Structured Practice

The teacher posts on the board the name of the following countries: Mexico City, Buenos Aires

Argentina, Bogota Colombia, Caracas Venezuela, Rio de Janeiro, Montevideo Uruguay, Ciudad

de Panama, Peru, Sao Paulo, Santiago de Chile, and asks them: In order of importance: What

country is the #1 from the top 10 country to visit in Latin America? The student check their maps

and verify if it is marked. The teacher model what country is the Number one and moves the

country tag to the first position and explains that are more beautiful and interesting cities to visit

in Latin America, but the experts have decided that this 10 cities are the most important to visit

due to their cultural background, hotels, activities and food.

The teacher presents the following video: The Best Cities of Latin America

http://www.youtube.com/watch?v=aeEyjDKL1Kg

Phase Four: Guided Practice.

The teacher gives the student the following lists and asks them to choose one country from the

ten. The students discuss in group what country they want to promote in their campaign and they

have to write in a paper their reasons. The video can be seen in their computers, or in their cell

phones, or in their electronical devices.

1. México City: http://www.youtube.com/watch?feature=fvwp&NR=1&v=Epfh8ZsMHw0

2. Buenos Aires Argentina: http://www.youtube.com/watch?v=YaO8eALZXnw

3. Bogotá, Colombia http://www.youtube.com/watch?v=Euh-X1T4NCw

4. Cáracas, Venezuela http://www.youtube.com/watch?v=7-HwIKW9JQo

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5. Río de Janeiro http://www.youtube.com/watch?v=NHvdkUFXIUc

6. Montevideo, Uruguay http://www.youtube.com/watch?v=yfABJixNLhc

7. Ciudad de Panamá, Panamá http://www.youtube.com/watch?v=UiKdrK399Ko

8. Perú http://www.youtube.com/watch?v=gvvG2pS91DM

9. Sao Paulo http://www.youtube.com/watch?v=wbuflhKIXpM

10. Santiago de Chile, Chile http://www.youtube.com/watch?v=9dAc5nw4XCU

Phase Five: Independent Practice

The students begin with their research looking for

1. The icon of the culture

2. The best sightseeing

3. The most typical food

4. The best places to go

5. The means of transportation used in the target country.

They create their campaign using flyers, video, presentations in ppt or prezi, etc. The students

need to use the best creativity in their campaigns in order to convince their audience.

Evaluation

The students will present their campaign to the class, bringing the most representative of each

country (something concrete, outfit, food, money, etc.) The students will have 10 minutes to

convince their audience. The students at the end of all presentations emit their vote and the

winner post their campaign in the school bulletin board and got 10 extra points. At the end of the

lesson, the students eat the food brought to this purpose.









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