Ru n n i n g h e a d : G ro u p 4 S i g n a t u re A ssi g n me n t · 2018-09-01 · Ru n n i n g...

Running head: Group 4 Signature Assignment

Signature Assignment

Maly Kim

Michael Suzuki

Tom Warner

ITL 606 4.1

09/01/2018


Part 1

Data Information Student Name: Ray Grade: 7 Disability: Brain

injury resulting in

hearing problems

Strengths-

Mechanically

inclined; likes

hands on learning.

Learns best

through visual

learning and

stimuli. Diagrams

and working

through examples

seem to help Ray

the most. Ray

seems like he

wants to learn and

has exhibited good

attendance

throughout the

Needs-

Ray has many

needs. Because of

his brain injury from

the car accident,

his #hearing in

partly impaired and

he has #trouble

recalling

information. Ray is

also a loner; Mr.

Jones believes

socialization would

help Ray answer

questions and

improve his

learning. Ray is an

Ray likes working

on cars and is

mechanically

inclined. Ray

seems to like

learning but get

frustrated because

of some of the

needs discussed in

the previous

section.

Preferred Ways of

Learning-

Ray is a *visual and

hands on learner.

His learning could

potentially improve

through increased

socialization.


school year. He is

generally polite and

respectful.

Ell learner and may

need additional

help.

Data

Which of these data points will be salient

in the selection of methodology?

Some notable data points that should be

considered are Ray’s hearing impairment

and difficulty recalling information. The

process and method of teaching needs to

address these difficulties. Doing things

such as creating a seating chart that is

conducive to Ray’s needs is ideal. Sitting

Ray closer to the teacher so he can hear

may optimize his hearing potential so he

can understand what the teacher is

saying. In addition, creating techniques

that emphasize recalling information

based on visual cues may help ray for his

specific needs.


Model Of Teaching

Match Student Needs to theory and instruction

Ray’s most pertinent need is socialization. Mr. Jones believes that ray’s lack of

socialization is affecting his happiness, participation in class, and problem-solving skills.

Because of this, I believe the model of teaching most conducive to Ray’s needs is the

Social Family of Models of Teaching that is based on the Social Psychological theory.

1. Briefly Describe Each of the Four Models

Behavioral Approach

The behavioral approach makes a strong connection between people and their

environment. According to McLeod, “Behaviorism is different from most other

approaches because they view people (and animals) as controlled by their environment

and specifically that we are the result of what we have learned from our environment.

Behaviorism is concerned with how environmental factors (called stimuli) affect

observable behavior (called the response).” (McLeod, 1970, p.2) Although I believe the

behavioral approach plays a part in behavior, I don’t think it is the overriding factor.

Cognitive Approach

This approach uses scientific experiments and lab experiments to study human

behavior. More specifically, McLeod states “Psychology was institutionalized as a

science in 1879 by Wilhem Wundt, who found the first psychological laboratory. His

initiative was soon followed by other European and American Universities. These early

laboratories, through experiments, explored areas such as memory and sensory

perception, both of which Wundt believed to be closely related to physiological


processes in the brain. The whole movement had evolved from the early philosophers,

such as Aristotle and Plato. Today this approach is known as cognitive psychology.”

(McLeod, 1970, p.2) Although I think there are implications for external behavior, I think

there is an overemphasis on processes that go on in the brain.

Humanism Approach

The humanistic approach looks at behavior according to the whole person.

According to McLeod, “Humanistic psychology is a psychological perspective that

emphasizes the study of the whole person (know as holism). Humanistic psychologists

look at human behavior, not only through the eyes of the observer, but through the eyes

of the person doing the behaving.” (McLeod, 1970, p.2) I believe this is the best

approach to teach classroom management because it encompasses the whole person

with a belief that people can change and are flexible.

Social Psychological Approach

The social psychological approach refers to determining behavior based on

social circumstances. McLeod states that “it is about understanding individual behavior

in a social context.It therefore looks at human behavior as influenced by other people

and the social context in which this occurs.” (McLeod, 1970, p.2) This approach is

based on external factors as is the behavioral approach. I believe that internal factors

are the primary reasons for change that have the capacity to mold students’ character

now and in the future.

1. Which Model would you draw upon for Ray’s Instruction?


I would first try to understand what the function of a model is. According to Aileen

Yohanieca, the function of a model encompasses four main aspects:

1. Provide guidance to planners and teachers to enable them to plan and carry out

the teaching process effectively.

2. Provides a basic guidance for teachers for reflection during feedback session.

3. Enables teachers to analyze and evaluate its strengths and weaknesses so as to

plan and implement appropriate follow-up actions.

4. Assist teachers in the ability to formulate a complete and perfect teaching

scheme. (Yohanieca, 2018)

I would primarily draw upon the Social Family of Models of Teaching. Again, the model

is pertinent to Ray’s needs. It is a model of group teaching and cooperative learning.

Group teaching and cooperative learning can be practiced through informal learning

groups, formal learning groups, and study teams. These groups are then simulated

through role-play and sociodrama. The importance of the Social model is emphasized

through the worth of the cooperative learning environment, demonstrated through the

collective energy of the group, and promotes social skills. I did not select the other

models because it’s obvious that Ray’s largest need is socialization, engagement, and

communicating well. The other models do not emphasize this aspect of learning to the

extent that the social model does.

Methodology

The three methodologies listed are the partners in learning, teams, and Jigsaw.

Below is a brief description of each methodology


Cooperative learning

Cooperative learning for integrated reading and Composition includes four

person groups. According to Slavin, “they engage in a series of activities with one

another, including reading to one another; making predictions about how narrative

stories will come out; summarizing stories to one another; writing responses to stories;

and practicing spelling, decoding, and vocabulary” (Slavin, 2018, p.199)

Team Learning

Team learning is another Cooperative learning activity. According to Slavin,

“STAD consists of a regular cycle of instructional activities:

1. Teach. Present the lesson.

2. Team study. Students work on worksheets in their teams to master the material.

3. Test. Students take individual quizzes or other assessments (such as essays or

performances).

4. Team recognition. Team scores are computed on the basis of team members’

scores, and certificates, a class newsletter, or bulletin board display recognizes

high-scoring teams. (Slavin, 2018, p.199)

Jigsaw Learning

Jigsaw learning is a different approach which emphasizes collaborating with

students from other groups that have studied the same material. According to Slavin, “In

classes using Jigsaw (Aronson, Blaney, Stephan, Sikes, & Snapp, 1978), students are

assigned to six-member teams to work on academic material that has been broken

down into sections. For example, a biography might be divided into early life, first


accomplishments, major setbacks, later life, and impact on history. Each team member

reads his or her section. Next, members of different teams who have studied the same

sections meet in expert groups to discuss their parts. Then the students return to their

teams and take turns teaching their teammates about their sections.”

Methodology Chosen

Our team decided that the cooperative learning approach would fit Ray’s needs best.

Ray is an English learner, likes being shown examples, and needs socialization. The

cooperative learning approach meets the demands of Ray’s needs. As described in the

previous paragraph, the team members are engaged with each other, and thinking with

each other. Because Ray is an English learner, this methodology for learning English is

optimal. It is framed in a small environment that is optimal for learning. In addition,

learning together with more proficient English students gives Ray an edge. Next, the

social aspect of critical thinking and engagement will sharpen Ray’s skill set of asking

questions in class and working with others. Practicing social skills is critical to his

success. We did not select the other methodologies because there are more team

members involved. We think that Ray needs a small group so he can get more

instruction and attention. A small group provides Ray an opportunity to be more

involved and consist of a larger percentage of the group. He won’t be lost in a sea of

students that are engaging. The small group encourages engagement for Ray.

Objectives

Social Goals


Our team believes that Ray needs to be more social. Below are specific social

goals we have outlined for Ray.

1. Engage in group discussions centered around critical thinking

2. Develop mingling skills and make friends with similar interests

3. Develop a pattern of asking questions when he doesn’t know something

4. Develop consistent patterns of interacting with others so that socialization,

engagement, and asking questions is a prevalent aspect of Ray’s life.

Academic Goals

1. Improve Ray’s grades from D’s to A’s

2. Improve Ray’s English so that he has a better understanding of all other subjects

3. Make sure Ray’s Special Education teacher is around and consistent with

attendance on a daily basis.

The Most Important Social Need

We believe that the most important social need for Ray is developing mingling

skills on a daily basis. We want Ray to know that he can approach anyone and ask

questions. In addition, we want Ray to be able to engage in conversation with others by

asking how their week went and what their interests are. We believe that these skills are

necessary and most important because they are the daily social skills that formulate a

pattern in one’s life that affects other social skills such as asking questions in class.

The Most Important Academic Need

We believe that the most important Academic need is for Ray to develop his

English skills because his social skills are in part dependent on his ability to


communicate effectively in English. In addition, learning well is dependent on

understanding what the teacher is teaching in English. Ray’s social needs and

academic needs partly rest in his ability to read, write, understand, and listen to English

well. Numbered next are informal learning objectives that we believe Ray should

incorporate into his daily life.

1. We want Ray to be able to be able to communicate more effectively which he is

not doing now. According to Greshkin, “Part of the common core standards for

middle school math is to be able to “construct viable arguments and critique the

reasoning of others” (Greshkin, 2018, p.54) We selected this aspect of

collaboration because part of constructing viable arguments and critiquing the

reasoning of others is collaborating well. Expressing thoughts to others is

essential so that the reasoning of others can be critiqued effectively.

2. In addition, we want Ray to know how to reason abstractly and quantitatively. We

selected this skill because it is a skill that pervades all of life. Reasoning in this

way is relevant to math as well as solving problems on a daily basis.

Assessment and Evaluation

In order to assess and evaluate Ray for his learning goals described above, I

would use standardized testing and observation. Standardized testing can provide a

diagnostic that enables the teacher to determine the degree of abstract and quantitative

reasoning ray is using. In addition, an unconventional approach would be to observe

Ray in the classroom and collect data. Frequency of socialization, ability to ask

questions, mingling skills, and overall happiness are aspects of Ray’s personality that


can’t be measured quantitatively. However, through observation, the teacher can

determine if Ray is making progress in these areas. As a teacher, the standard methods

of assessment and evaluation may not always work; it’s important to be flexible and

adaptable to the changing needs of the students over the course of the year.

Classroom Management

Idea 1: Seating Chart

Rationale: Part of classroom management is organizing the classroom environment so

that each student has the best opportunity to learn. Ray, for example, may need to sit

closer to the teacher because he has hearing issues. In addition, he is a visual learner

and would probably benefit from being able to see visual representations better at the

front of the class. Next, some students such as Marta talk during class. Although she is

helping another student, the learning of other students is being affected.

Idea 2: Create an environment of collaboration, community, respect

Rationale: Some students are not engaging in the class such as Ray. Ray does

not seek help. Other students such as Gina have an attitude sometimes. Another

student, Steve, is not being respected by others. Developing a classroom environment

that is welcoming, collaborative, and respectful is essential. Enforcing rules in the class

needs to be a priority so that this type of environment can be part of the classroom

culture. If the teacher was clear about the expectations of the class and consistent with

enforcing rules, the classroom environment would begin go mold itself into one that

thrives for learning.

Idea 3: Develop beliefs that are conducive to success


Rationale: Some students such as Ray don’t think they can be successful

through hard work. Steve seems to be discouraged at times and doesn’t think he’s as

good as some of the other students. Letting students know that success comes through

hard work is imperative. The beliefs of the teacher trickle down to the students and

affect how hard they try to accomplish their goals in the classroom.

Communication and Collaboration

Communication and collaboration are important for the success of all students.

For Ray, I would want to make a meeting with his special education teacher and the

parents of Ray.

Rationale for Special Education teacher:

I would want to speak to Ray’s special education teacher because he isn’t there

most of the time. I need to know more information about the needs of ray, why he isn’t

there most of the time. Gaining this type of information is essential for planning and

developing instruction.

Rationale for Parents:

I would want to speak to Ray’s parents because he seems so disengaged. I need

to know if he’s depressed, if there’s something going on in his life, how his brain injury

affects him, etc. I also would like to be on the same page as Ray’s parents so we can

develop a learning plan for him.

Parent Notification

1. Ray’s parents might be experiencing feelings of loss. They may think that he

doesn’t have the capacity to learn as much, may not be able to go to college, and


have a bleak future. In addition, they may wonder about his ability to make

friends and his overall happiness. Much consideration should be given to their

feelings because they know Ray the best and what he needs in the classroom.

2. I would communicate with Ray’s parents at specified intervals so we can

determine the progress that he is making. Ray is a special student because

there’s a lot going on with him such as brain damage, ELL, and being lonely.

Transparent communication on an ongoing basis is always a good thing.

3. Some ways I would communicate with Ray’s parents would be over the phone,

email, video chat, and in person. However, I believe that the best method is in

person.

Part 2

1. Marta

A. Given the Needs identified for Marta, which need to do think should be addressed first by

Mr. Jones? Why do you think so?

Mr. Jones should first address how he can make algebraic terminology more

understandable for Marta and other English learners in his class. Making the terminology

used in his class more understandable for Marta and ESL students can help the class flow

smoother because students will know words, like “expressions” or “variables” and will

less likely fall behind. When students understand terminology, they better understand

what you want from them and how to answer algebraic equations.

B. Which teaching Model and Methodology would most help Marta with this need within

Mr. Jones’ class? What is your rationale for this answer?


To help Marta, I would use Peer-Assisted Learning Strategies (PALS). PALS would be

effective for Marta because it involves cooperative learning and the use metacognitive

strategies to think and learn together (Slavin. Pg. 201). Cooperative learning provides

opportunities to exchange, write, and present ideas. I’d pair Marta with an English

speaker who is bilingual in Spanish because he/she can translate and it will increase

understanding and retention for both because Marta does very well in math.

C. If you were to have Marta work with a partner, who would you select and why?

Pairing Marta up with her friend Aracely would be beneficial if Mr. Jones explains to

them that they both need to work together to understand the concepts. Aracely can

explain what words mean and Marta can explain what to do with the numbers and

variables and how to use them.

2. Dillon

A. Given Dillon’s interests in computers, how could Mr. Jones incorporate Dillon’s interests

in computers into his instructional plan for the class? Why do you think so?

Mr. Jones can incorporate the use of technology into his classroom by using PowerPoint

to present his lesson and allowing students to play educational games on apps on an iPad

when they are finished with their work. This would help Dillon focus more in class if he

isn’t excited about math.

B. If you were to have Dillon work with a partner, who would you select and why?

I would pair Dillon with Gina because they have things in common. Both Gina and

Dillon have relatively good grades, they are both social, and they both want to pursue a


career that involves creativity. Since they have a lot in common, I feel they’d both benefit

from each other.

3. Bill

A. Given that one of the Strengths identified for Bill is that he is social and makes friends

easily, how could Mr. Jones capitalize on this to support others in the class? What is your

rationale?

I would pair Dillon with Gina because they have things in common, both Gina and Dillon

have relatively good grades, are both social, and they both want to pursue a career that

involves creativity. Since they have a lot in common, I feel they’d both benefit from each

other because they know how to work with others and I think it would also help them

grow because they also have very different lives.

B. If you were to utilize one of Bill’s strengths to help others in the class, do you think this

would have a negative impact on Bill? What is your rationale for your statement?

Utilizing Bill’s strengths to help others in class can have a negative impact on Bill

because he may not feel like he is his own person. Bill may start to feel like teachers use

him to benefit other students, but what does he gain from it? Bill may become less social

and less willing to help because may feel that he is not valued as a student to the teacher

and isn’t recognized for his behavior or his grades, but instead, his ability/skill to help

other students. It is not fair to Bill because he still deserves to be himself without

worrying about other people’s feelings.

C. If you were to have Bill work with a partner, who would you select and why?


I would partner Bill with Rukhsana because she wouldn’t be considered an outcast and

Bill won’t have to feel like he’s working to help her. She just has a hard time adjusting to

life in the US. Rukhsana would be a great partner for Bill because Bill has traveled, lived

in various countries, and adjusted to other countries. Rukhsana can teach him about her

culture/country and Bill can help her with algebra and adjusting.

4. .Gina

A. What must Mr. Jones do, now that one of the students has told him Gina is being

molested by her mother’s boyfriend?

Jones is required to report this information to an administrator and counselor since, as a

teacher, he is a mandated reporter. He should take the position that this information was

reported by another student. This should be done in order to seek a second opinion as to

what to do. More than likely, CPS will be called. The administration and counselor will

probably talk to the child to determine the authenticity of the charges.

B. When should he do this?

He should report this immediately which would possibly remove the child from the

harmful situation.

C. Why?

D. Although it is possible that these allegations could be false, it is best to be on the cautious

side, given the gravity of the situation. This type of allegation is generally not taken

lightly.

E. Identify at least 2 things that would likely happen if he does not do this?


● In the state of California, failure to report child abuse or neglect carries a penalty

of up to 10,000 dollars, up to five years in prison, or both. Should the abuse result

in the child’s death, stiffer penalties are waged.

● The following is from the childwelfare.gov website.

“Upon conviction, a mandated reporter who fails to report can face jail terms ranging

from 30 days to 5 years, fines ranging from $300 to $10,000, or both jail terms and

fines.” (1)

F. Do you think Gina’s molest has any impact on her attitude?

I would think that Gina’s attitude would be deeply impacted. She would likely not trust

but a few people. She would probably not trust men especially.

G. If you were to have Gina work with a partner, who would you select and why?

.I would partner Rukhsana with Gina as they share something in common, trauma.

Although they have suffered different types of trauma, not everyone in the class can

understand what someone who has suffered trauma goes through, I think Rukhsana and

Gina can understand each other, share experiences and help each other through their

situations.

H. How do you think they set her apart?

No other student in this class has been subject to this type of trauma.

I. How might these experiences be ameliorated in Mr. Jones’ class?

Jones could offer individual help and constant encouragement. He could assign a peer

tutor to help her learn the concepts. He could suggest that she find a club or sports team

to help her make friends. He should be sure to provide a stable, encouraging classroom


for the feel safe. He should show her that diversity is welcomed and appreciated in his

class and the school community. He could display welcome signs in different languages

to accomplish this. He could display photos of different countries as well. He could also

counsel with her about any topic that would make her feel comfortable. Be kind to her

help her to feel welcomed. He could possibly modify assignments for her.

5. Ruksana

A. Which teaching Model and Methodology would most ameliorate the effects of

Rukhsana’s experiences?

In my opinion, the cooperative learning model makes the most sense to help Rukhsana

ameliorate her experiences.

B. What is your rationale for this answer?

This model allows other students to help Rukhsana catch up on algebra concepts and help

her to understand these concepts by working closely with her. In addition, the group will

discuss the concepts which will, in turn, cause Rukhsana to grasp the information she

needs to be successful in algebra. Cooperative learning will also allow the rest of the

group to get to know Rukhsana better and she will get to know them better as well. This

friendship may even create opportunities for Rukhsana explain her trauma leading to a

better understanding of her experiences and help her through her trials.

C. Would this type of instruction be inappropriate for other students in the class?

I think this type of instruction would greatly help the entire class. Therefore, this type of

instruction would not be inappropriate for others in the class.

D. Why?


Cooperative learning would be beneficial to all students regardless of the learning

abilities. Cooperative learning entails students learning and collaborating together. Each

student shares their ideas and research that they have found. Bouncing ideas and sharing

information with one another should help students retain much more knowledge as

opposed to listening to lectures or doing the work on their own. In addition, cooperative

learning shares the workload between group members thereby reducing the individual

workload and possibly causing students to become overwhelmed. One web resource that

I found, Co-operation.org, states that working together helps students maximize their

knowledge. The web resource explains, “Cooperative learning is the instructional use of

small groups so that students work together to maximize their own and each other’s

learning.” (2)

E. If you were to have Rukhsana work with a partner, who would you select and why?

I would partner Gina with Rukhsana since they have both suffered trauma, albeit different

types of trauma. There is a comradery between people who have suffered trauma that not

many others can understand. The idea is that Gina and Rukhsana would confide in each

other and hopefully cause both girls to face their fears and overcome their demons.

6. Steven

A. Given the Needs identified for Steven, which need to do think should be addressed first

by Mr. Jones?

The IEP issue should be addressed first. This is particularly important as Jones has never

seen the IEP case carrier and is not sure what support is best for Steven. The IEP is a

legal and binding document that must be followed to the letter. Failure to collaborate with


Jones about Steven by the case carrier is doing the student a great disservice as Jones

needs the input from the case carrier in order to disseminate information, and possibly

strategies, to help Steven be successful. Included in this need is Steven’s requirement to

make friends. Steven should work with other students to learn about their personalities

and get to know them on a personal level with the goal of becoming friends who nurture

each other and grow together.

B. How does this relate to Steven’s IEP?

Steven’s IEP states that he must make and keep friends. In order for Steven to be

successful with this goal, he must first make friends and then work diligently to keep

these friends. Getting to know his classmates will help them to get to know him as well.

The more the students interact with each other, the better they will get to know each other

and complement each other’s strengths and learn to accept each other’s weaknesses. Only

when the students share their experiences and show their true personalities, will they

become lifelong friends.

C. Which teaching Model and Methodology would most help Steven with this need, within

Mr. Jones’ class?

Given that Steven’s IEP states that he must make and keep friends, I think the

Non-Directive method would work best for Steven. The Non- Directive Teaching model

requires that the students become the initiators while the teacher moderates and facilitates

the discussion. This model uses student interaction and discussion as the learning

platform rather than the traditional lecture and question – answer strategy. When students


are actively engaged in the discussion, they are much more apt to learn as compared to

the traditional model.

D. Would this type of instruction be inappropriate for other students in the class?

I do not believe that this type of instruction would be inappropriate for the rest of the

class as it is an all- inclusive model for teaching since everyone in class is expected to

participate. When everyone participates, their ideas and resources are shared throughout

the group and learning should at its maximum efficiency.

E. Why?

The teacher becomes the facilitator rather than the lecturer in the nondirective teaching

model. Students determine what direction the discussion will go, while the teacher simply

deters the discussion from straying too far off topic. Students initiate the topic for

discussion while the teacher monitors behavior and keeps students collaborating

responsibly. The teacher provides feedback and encouragement both during and after the

discussion. Finally, the nondirective teaching model provides the teacher assistance in

helping students learn the basic skill sets needed to be successful in society. The teaching

model cohort on Weebly blogs describes the nondirective teaching

model as, “The nondirective teaching model may be used for several types of problem

situations: personal, social and academic.” (3)

F. If you were to have Steven work with a partner, who would you select and why?

I would think it would be difficult to partner Steven with anyone else in the class simply

because of his exceptionality. Steven needs to use a voice synthesizer in order to

communicate. However, I think if a partner for Steven must be chosen, I think I would


partner him with Dillon. Dillon is a good student and I think he could overlook Steven’s

communication need. Dillon could greatly benefit from Steven’s expertise in math as

Steven is one of the brightest students in the class and seems to understand the content

better than anyone else.

Part 3

Historically speaking, students have been expected the fit into the established mold.

They were expected to learn in the style that worked for the teacher. Universal Design for

Learning Principles (UDL) changed all of that. UDL encourages teachers to think outside

their personal box and consider what is best for each and every one of their students. When

teachers use multiple means of representation to teach information, allow students to

demonstrate their knowledge in the style that works best for them, and allow students

autonomy while setting clear goals, student achievement and engagement will inevitably

increase. When teachers strive to reach all students in a way that works for them and

students feel connected, engaged, and have a sense of ownership in their education,

everyone wins.

Teaching is an incredibly demanding job. Teachers are expected to prepare unruly

children from troubled homes for standardized tests that are increasingly challenging. The

Universal Design for Learning Principles (UDL) create even more expectations for teachers.

Now, teachers are not only expected to create lessons and assessments but to teach those

lessons in multiple ways and create a variety of assessments to address the learning styles

of all students. This makes more work for teachers who are already overworked and

underpaid. Giving students so many options for how to learn and how to demonstrate that


learning will be confusing to students and unnecessarily time consuming for teachers.

Students need to learn to assimilate to the style and expectations of the teacher. By

teaching them to assimilate to the teacher’s style, they are learning a valuable skill that will

serve them well when they enter the workforce as they will be expected to follow the style

and expectations of their employer.

Model & Methodology

2 ways you could have multiple means of representation

2 ways you could have multiple means of expression

2 ways you could have multiple means of engagement

Behavioral Family of Models of Teaching: Elements of Effective Instruction (Ausubel)

(Perception) 1) Display varying information in the environment (classroom) via contrasting colors on posters that contain the mission statement for the class (Comprehension) 2) Ensure all learners have access to knowledge through proper design and presentation; this can be achieved by integrating large fonts and pictures for visual learners.

(Vary methods for response and navigation) 1) Provide different ways to interact with the environment such as audibly controlling a computer, keyboard options, and adapted keyboard options.) (Use Multiple Media for Communication) 2) Incorporate the capacity to learn from multiple media outlets such as video, pictures, and 3-d models. This can be done by having a television, displaying 3D models in the classroom, and incorporating large posters that students can learn

(Minimize threats and distractions) 1) Display charts and calendars on the wall to increase the predictability of daily activities (Optimize relevance, value, and authenticity) 2) Display information on posters from different cultures that is personally relevant to learning and student’s lives


from.

Information Processing Family of Models of Teaching: Non-Directive Teaching (Tenenbaum)

(Perception) 1) Display advanced organizers to help link new learning with existing ideas (Clarify Vocabulary and Symbols) 2) Use alternate forms of meaning associated with expository organizers such as graphics.

(Guide appropriate goal setting) 1) Post goals and objectives for new learning taking place (Use Multiple Tools for construction and composition) 2) Use web applications in conjunction with advanced and expository organizers.

(Develop Self-Assessment and Reflection) 1) Offer charts to students so they can collect data and monitor behavior (Foster Collaboration and community) 2) Create collaborative learning groups within the class so that students can learn about new information more effectively

Personal Family of Models of Teaching: Non-Directive (Tenenbaum)

Create a classroom that has the potential to be nurturing and positive by allowing spaces to interact with one another, actively listen, and build relationships Emphasizes the processes by which the individual constructs reality and students are responsible for most of their learning by working alone, in pairs, or in groups

Create progress charts and goals charts amongst the walls of the classroom for students to look at Include multimedia into the classroom to help students build self esteem and self-acceptance

Provide activities that allow students to be engaged and that build their self esteem: graphs that mark their progress and goals reached Create a wall of different cultures to allow students to learn and accept each other’s differences and group students based on their differences to promote learning and understanding others


Social Family of Models of Teaching: Cooperative Learning (Johnson & Johnson)

Create an environment that will allow students to actively engage and work together by setting up seats into groups and areas for the groups Display posters, pictures, and group members in the classroom to help motivate students to work together and see the benefits of working in groups

Provide small groups to ensure that all students get to participate and give/receive respect Give students a significant question and clear directions for them to complete the tasks thoroughly and successfully.

Create a cooperative learning environment where everyone is accepted and included in the final project Create activities that allow students to draw from past experiences and learn new skills to resolve conflicts and disagreements within their groups

REFERENCES

1. https://www.childwelfare.gov/pubPDFs/report.pdf#page=2&view=Penalties for failure to

report

2. http://www.co-operation.org/what-is-cooperative-learning/

http://www.co-operation.org/what-is-cooperative-learning/


3. http://teachingmodelscohort2.weebly.com/uploads/2/2/8/5/22853600/nondirective_teachi

ng.pdf

4. https://www.slideshare.net/AileenAsim/models-of-teaching-11201700

(Yohaneica)

5. https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

(Greshkin, 2018)

6. McLeod, S. (1970, January 01). Saul McLeod. Retrieved from

https://www.simplypsychology.org/social-psychology.html

http://teachingmodelscohort2.weebly.com/uploads/2/2/8/5/22853600/nondirective_teaching.pdf

http://teachingmodelscohort2.weebly.com/uploads/2/2/8/5/22853600/nondirective_teaching.pdf

https://www.slideshare.net/AileenAsim/models-of-teaching-11201700

https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

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