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Handbook Component2

The document describes several instructional methods: - The Taba Lesson Concept involves students grouping and regrouping items related to a topic and making generalizations about the topic. - Questioning uses a text or concept to generate questions at different levels of complexity based on Bloom's Taxonomy. - Visual Thinking Strategy uses art to spark discussion about what students see and how it relates to curriculum. - Service learning combines instruction with community service projects that address real issues.

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15 views

Handbook Component2

The document describes several instructional methods: - The Taba Lesson Concept involves students grouping and regrouping items related to a topic and making generalizations about the topic. - Questioning uses a text or concept to generate questions at different levels of complexity based on Bloom's Taxonomy. - Visual Thinking Strategy uses art to spark discussion about what students see and how it relates to curriculum. - Service learning combines instruction with community service projects that address real issues.

Uploaded by

api-284508645
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Nakita Carson

EDUC.621.02.Spr15
Component 2: Curriculum & Instruction Component
Instructional Method

Description

Benefits

Limitations

Taba Lesson Concept

A Taba Lesson includes several components.


-Students create a list of at least 20 items centered
around a specific topic or reading with the teacher.
-As a class, or in groups, the students place the items
listed into groups based on common characteristics and
name the groups.
-The students then discuss what items they put in what
groups and why, what other groups could items go into,
and what groups could actually go into other groups.
-Based on the discussion students then regroup the
items into different groups.
-The students then make some generalizations about the
initial topic or issue.

-Cooperative learning.
-Promotes higher level critical thinking.
-Allows students to be inquisitive.
-Students engage in a variety of
comprehension skills.
-Improves students listening and speaking
skills.

-Requires a great deal of prior knowledge.


-Requires strong guiding questions.
-Not the standardized testing format.
-Grading may be a challenge.

Questioning

The teacher uses a piece of text or


concept to generate a series of questions.
The questions start at a basic knowledge
level and move to a synthesizing and
evaluating level.
The level of questioning mirrors Blooms
Taxonomy and Costas Levels of
Questioning.

-Easy to implement.
-Can be used whole group, small group, or
single student.
-Allows students to show understanding
on several levels.
-Can be used in all subject areas.
-Increases higher level thinking.

-Requires more planning time for teachers.


-Requires more time for students to
complete higher level questions.
-Lower level questions can sometimes
camouflage themselves as higher level
questions.

Visual Thinking Strategy (VTS)

The Visual Thinking Strategy Model is a


teacher led discussion about a piece of art
that ties into the curriculum. Teachers ask
guiding questions to the students about
what they see in the piece of art.

-Uses art as a connection to curriculum.


-Makes students more aware of how art
connects to life.
-Teaches students how to back up their
thinking with evidence.
-Creates discussions in the classroom.
-Enhances thinking and communication
skills.

-Limits teacher input into discussion by


forcing them to stick to guiding questions.
-Is difficult to assess.
-Shy and reluctant students may feel
uneasy and reluctant to share.

Service Learning

Service learning combines instruction and


community. The students research an
issue in the community, they create a
solution, and engage in organized
community service that works to alleviates
or solves the problem. The students then
reflect on the experience and celebrate

Connects students to the real world and


community.
Causes children to be problem solvers.
Fosters a spirit of community service in
students.
Students deal with current events.
Takes learning outside of the classroom.

The time needed to complete a project.


Takes time away from traditional
learning.
Funding may be limited.
The learning may be lost in the midst of
completing the project.
Must go through the entire process,

their accomplishment.

especially time for reflection.

Bruner Model

The Bruner Model is based on inquiry and


discovery. The students become familiar
with a specific discipline. They then
repeatedly spend time practicing and
reflecting on that discipline.

Allows for authentic practice of a real


world discipline.
Makes students more aware of disciplines
they may have seen often, but never knew
the technical name of.
Improves observation, critical thinking, and
reflecting skills.
Hands on and engaging experience.

Students may have limited experience with


a discipline.
Non-traditional form of assessing students
understanding.
Students may lack prior knowledge
needed to fully engage in the lesson.

Problem-Based Learning
(PBL)

The students are presented with an openended, real world problem. The teacher
facilitates as students use various means
to solve the problem. The students
investigate and strategize and create a
solution to the problem.

-Engages students in higher order


thinking.
-Causes students to work collaboratively
to solve the problem.
-Students see many solutions to the same
problem.
-Highly engaging.
-Causes students to see multiple views of
a problem.

Gaging a students progress can be


problematic.
Students who struggle with self-direction
may have a hard time.
Large amount of instructional time
required to prepare students for the
experience.

Simulations

Students role play in teacher created


instructional scenarios. The teacher acts
more as facilitator in a simulation. These
lessons work best in the areas of social
studies and science.

Strengthens students critical thinking


skills.
Students have to work collaboratively.
Gives students experience in a real world
type of scenario.
Highly engaging and motivating for
students.

The lesson can be lost as students


engage in play.
Preparation time for the teacher.
Costs to the teacher for resources, or a
lack of available resources.
Assessing student progress can be
problematic.
Student choice is very limited.

Kohlbergs Moral Dilemmas

A Kohlbergs model is based on six stages


of moral development.
The model focuses on the morality of the
student.

Students to examine an authentic problem


with no judgement.
Forces students to think critically about a
real world issue.
Allows for higher level thinking.
Students learn to communicate through
discussion.

Difficult to assess student progress.


Some may find it difficult to not impose
their own belief system and values during
these discussions.

Socratic Seminar

A Socratic Seminar begins with students


reading and noting a text. The teacher
poses a question and the students engage
in a discussion using evidence from the
text to support their position.

Open-ended, higher order questions.


Students participate in an active
discussion.
Inspires critical thinking.
Allows students to be showcase expertise
on a topic that may not be known.
Forces students to cite text to support their

Hard for students who want to control the


conversation.
May experience a lull in conversation.
All students may not want to participate.
The teacher has to work to make sure
every student has a turn to speak.

answer.

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