How is it effective?

This model is simple, familiar, and very traditional in the education classroom. If it is done correctly it will present logically and very organized. It can be used repeatedly in all content areas. For teachers it is quick and easy to plan for. Students can be assessed and evaluated relatively easily. Finally, it has a clear purpose and is connected to the standards.

How I will use it in the classroom:

This model has been shown to be very successful when introducing new concepts or ideas. This is because students do not have any prior knowledge of the subjects and this models explicitly tells them what information they need to know. So I plan to use this model when I am teaching them something completely brand new. It is important to note that I will not be teaching the direct instruction model any longer than the students age. During this model I will also be using the BQM method which stands for; breaks, questioning, and modeling. Giving students breaks that are both physical and mental will have them stay refreshed, questioning will help them stay engaged, and model will allow the students to see what I expect out of them.

Examples:

When using this model there is somethings that you should either include or keep in mind. The first thing that I will use when using this model is a visual anchor. Here is an example of a visual anchor that I made. It is important to note that within this anchor there is differentiate text. Underling, bold, and italicized words. Embed questions within your instruction to keep the students engaged. Use direct quotes from sources when you are presenting to students helps them connect the content to actual people. More information you can go to The Second Principle.

What is it?

Based off the direct instruction model the gradual release model was born. The article "Gradual Release of Responsible Instructional Framework" by Nancy Frey and Douglas Fisher states that the gradual release model "Suggests that cognitive work should shift slowly and intentionally from teacher modeling, to joint responsibility between teachers and students, to independent practice and application by the learner." In this model is broken down into 4 different stages of instruction. The teacher is responsible for the first two stages which are focused instruction (I do) and guided instruction (we do). The student is responsibility is the last two stages which are collaborative learning (they do) and independent learning (you do).

How is it effective:

It is based off the direct instruction model as I mentioned before. It evolved from the DI model because learning theories changed. As more information came from research education made a change to how instruction was given. Students needs also change. In this model the students get direct instruction, modeling, collaborative, and independent work. Scaffolding is also a big tool that is used in this model. Scaffolding is breaking down chunks into manageable chunks. Instead of front loading students with information and task the teacher will slowly give them more and more Lastly it there was a big emphasis on skill based instruction in the new modern curriculum.

How I will use it in the classroom:

This is a great model to use all content areas. I plan to use this when I am going over topics that they student may have some information on or have no information on at all. Using this model when we are going over graphic worksheets, analyzing sources, etc. Skill based learning is the biggest thing in education right now and the gradual release model is a great way to make sure that the students have mastered the skill. This model will also be a tool that I use when the student need to review or be retaught a topic. Seeing that I get to instructed and model the skill or topic that I am trying to get the students to master I get two chances to teach them. Then they get a chance to learn from their peers which has been shown to be one of the most effective way of learning and then they get to try it on their own.

Examples:

Before, During, and After reading lesson plan that I made earlier in the semester would be a great lesson to use the gradual release model. This lesson would allow me to scaffold student reading into three different phases. One I would do for them, one with them, and then they would do the last one by themselves. If you are introducing a lot of different events, people, or topics the gradual release model would be great. As before I would model and instruct them, but the students would also get a chance to become an "expert" on a topic during the collaborative part of the model.

What is it?

Unit planning is setting up a basic outline for the year or the semester. The first thing to look at when you are unit planning is terms. To get an idea of the important events, people, ideas, etc. that you could use for terms look at the scope and sequence . Once you have the terms you can find a standard based off the information you learned through the terms. Once you find a standard and a benchmark to focus you can more on to the next time into step. Based off the standard and the benchmark you can create an formal and summative assessment. Then you/your team can create you calendar and pacing guide that you will use for the day to day instruction. It is important to note that you should change your instruction based off the students needs so your unit plan is not going to be set and stone.

How is it effective?

When it is done well it will help the students it will help students explore major concepts and themes. It will give the students different forms to view the concept or theme. Which teaching students different ways and giving students more ways to dig deeper into a subject is always important. If it is done correctly it should also include different perspectives throughout the unit. It allows students more time, usually a couple of weeks, to dive into a topic.

How will I use it in the classroom:

When I start teaching unit plans will help me out a lot. I can plan out a whole unit out in the beginning of the semester and only have to create the day to day stuff. This will help me out a lot as I will be very busy and there is no way I can create a whole new lesson every single day for each content area. I can also use these unit plans for the years after and only have to correct a few days or lessons instead of creating a whole new unit plan every year. If I do need to change up instruction because my students did not understand a topic I can look to the unit plan to see if I had extra time in one day or if I could cut something out to reteach it instead of scrabbling around to find time the next class period.

Examples:

Above I have attached the unit plan that me and my table team put together at the beginning of the semester. There is also different types of unit plans that can be used: chronological, sequential, and thematic. Chronological goes in order of the events and is used to assist students with the cause and effect relationships. Sequential is more skill based instruction that is focus on the step by step procedures. Finally, thematic focus on a central theme. This type of lesson creates a deeper understanding for complex ideas and is cross-curricular and interdisciplinary by design.

What is it?

This is a teach model that splits the lesson up into 5 different sections. The first E is the engage phase. This is the same thing as an anticipatory set in the means that the students are getting their prior knowledge activated and they learn the relevance. The second E is the explore phase. The students get to dive deeper into the topic during this phase. The third E is the explain phase. This is the teacher input phase where they summarize and explain what the students may have seen in the explore phase. The fourth E is the elaborate phase where the students are able to go deeper with the topic and practice skills. The last E is the evaluate phase which is where the students are assessed on the topic.

How is it effective?

This model is very student driven. The students get to explore what they deem interesting or important to them. Even the explain phase is geared towards what the students are asking. The explain phase is question driven. The teacher will give them some base knowledge, but the students are encouraged to ask questions that will allow the teacher to dive further into what they need. The lesson is broken down into sections where they are able to apply different skills and knowledge about the subject. This model also allows for the lesson to be as collaborative or independent as the teacher would like.

How I will use it in the classroom:

This model can be used in any subject so I plan to use it a lot. However, I think this model would have to be used later in the semester/year as the students are very much in control. Like I said they students are in control, but I will have rules in place before we start doing this help things run smoothly. This model would be great to use when the students are being introduce to the topic because they can dive into what they want to. The students are able to create things during this model which is a great way to add in art to everyday lessons.

Examples:

This model is most seen in science when the students are doing experiments. In the social studies setting this model could be used when they are learning about events. The students could narrow down something like a war to a specific battle that they think is the most important or interesting. When talking about people the students can highlight one thing that the person did and go deeper than would be possible in a DI model. This model would also be great for the students to use their problem solving skills. Introducing a problem to the students allowing the students to come up with their ideas on how to fix it. Here is an example of a lesson plan that I did earlier this semester: 5E Model Lesson Plan-4th Grade

What is it?

This model scaffolds student reading into three sections: before, during, and after. The before phase the students preview the text and get motivated to read. This would be the engage part of the lesson. The during phase assist students with comprehension and making connections to the text itself. Treat it like it is a check for understanding. Finally, the after phase summarize the reading and evaluates ideas within the text.

Examples:

There is thousand of different activities to do during each section. My tablemates and I this semester made a google doc with 12 different strategies in each section. There is also a lot of examples from this PDF which we pulled from to gather these strategies. These can be used at different levels and at any grade levels. My favorite one from the google doc would have to be the guest speaker because it brings in people from the community.

How it is effective:

Most of the BDA strategies are things that good readers already do naturally. The students are just given a chance to highlight a skill or strategies during reading. These allow the students to continue their growth the strategy or be introduce to a new one that may help them. Giving the students strategies that help them comprehend the text or connect to it will help them before better and get them motived to read which is difficult for most students. It also breaks the reading down into more manageable concepts and easier task to do while reading.

How I will use it in my classroom:

I plan to use this when I am reading text with my students. This can be used for any subject and at any grade level. Making sure the students know ways to comprehend is very important when it comes to reading. I don't want to teach my students to read for a grade, but rather read to understand. There is so many ways for students to collaborate or work independently. Having students share their thoughts or experiences with something in the text is a great way to build a community in my classroom.