Summary of the Models of Teaching as presented in EDT 500 at the University of Dayton

1. Team A: Generalizations of Inventories

2.  Rosie Amstutz*  Jean Doe**
 Christina Stacy*  Angela Gibson**
 Gina Craun  Michelle Hammock**
 Chad Trudo  Kolleen Hryb**
 Jessica Fentress
 Tonya Frost
 Nathan Gilford
* Indicates Team Leader
** Indicates team member whose data is not included in team
Models of Teaching data

3. Model Knowledge Experience Interest
Concept Attainment 5 3 6
Inquiry 6 4 6
Concept Formation 5 3 8
Synectics 4 3 7
Mnemonics 7 5 6
Direct Instruction 8 7 8
Cooperative Learning 8 6 8
Oral Discussion 8 6 7
Knowledge: How knowledgeable are you of this model?
0 1 2 3 4 5 6 7 8 9 10
No or little knowledge Some limited knowledge Good basic knowledge Advanced Knowledge
Experience: How experienced are you with this model?
0 1 2 3 4 5 6 7 8 9 10
No or little experience Some limited experience Considerable experience In-depth experience
Interest: How interested are you with this model?
0 1 2 3 4 5 6 7 8 9 10
No or little interest Some modest interest Considerable interest High level interest

4. Direct instruction,
cooperative learning and oral
discussion are models we seem
to be most knowledgeable and
most experienced with.
We have the highest interest
in the areas which we are
already knowledgeable.
Additionally, we are interested
in concept formation which is
one of the models with which
we have the least experience.
For all models we have a
considerable interest in each of
the models outlined in the text
The model which we are most
experienced with is that of
direct instruction.
 Lastly our knowledge of each
model is higher than our
experience in each model.

5.  “Intellectually we all know that Direct Instruction is not the most effective way to teach a
given individual, but I believe it is the method that has been favored by the educational
institutions during our learning careers so far. Because of our familiarity with it I believe
we feel we have a fair amount of knowledge about it too..” –Nathan Gilford
 “I think that cooperative learning is utilized because it does have "real world"
applications. Out of school, no matter what we do, we have to learn and know how to
work with people--even those who do not have a mutual level of integrity (meeting the
group expectations, doing what you say you are going to do by a deadline). It not only
contributes to the students knowledge of content, but also teaches them real life skills of
how to work with one another.” –Rosie Amstutz
 “For me direct instruction was what I am most familiar with because that is what my
teachers used to teach me!” – Gina Craun
 “As far as oral discussions--using this model, we give our students the opportunity to
add to the lesson and by doing so, we may add to the lesson, pull in an unengaged
student, and add a new dimension to the lesson. Through this model, I think a lot of
exciting things can happen.” –Rosie Amstutz

6.  “I notice, thus far, that Concept Formation and Concept Attainment get rated fairly
high with regards to the Interest index. Again, this indicates to me a new wave on
interest in learning techniques in teaching higher level of thinking.” —Rosie
Amstutz
 “One thing I would like to add input on is that I find it sad with the increased
amount of testing that a lot of school systems have adapted their curriculum to
basically "teaching to the test." I find this so sad. I believe this has impacted our
teaching and as some of you have said, no we don't necessarily have time to
challenge our students to a higher level of thinking because of this increased
amount of pressure. I believe it is necessary to go back and see what truly the goal
should be in educating our youth? We want our youth to be well educated,
knowledgeable members of the community, and productive citizens in society.” --
Tonya Frost

7.  “In my opinion, the four teaching categories and models (reasoning skills, reorganizing
skills, remembering skills, relating skills) would be very effective in the learning
environment. In order for a student to be successful in school today, I think it is
necessary to deal with a range of intellectual skills that will help them fully understand
different topics.” -- Chad Trudo
 “These types of instruction are really beneficial to all levels and I believe they can be
implemented at any age with alterations to examples, demonstrations, and how in depth
the lesson gets.” –Gina Craun
 “I do feel that what I have been exposed to mostly while in school is direct instruction
and I too feel that not all models are beneficial to all grades. I do feel however from my
experience that even elementary school teachers (or many of them I should say) are now
steering more towards an inquiry based and cooperative approach to teaching and
learning and away from the direct approach as much.” –Christina Stacy
 “. . . I also believe that every situation and person is different. So I think that mixing up
the different methods and types of learning is good to keep students solving problems
various ways. This approach will challenge and hopefully prevent monotony.” --Chad
Trudo

8.  “I think that direct instruction has a definite place in education and always has. I
think that we rated it so highly not only because that is how most of us have grown
up, but that with content that is particularly fact based, it is a great tool for getting
the information across. ” --Rosie Amstutz
 “This seems to be the pedagogic form that students are most comfortable with ...
although also invariably talk about how boring the classes that use it are.”
--Nathan Gilford
 “I definitely agree that direct instruction seems to be a connection we all have. I
believe it is the way many teachers teach and seem to be stuck in a pattern
of "sticking with it" because it has worked rather than deciding to branch out and
change our ways. ” -- Tonya Frost
 “I do feel that what I have been exposed to mostly while in school is direct
instruction.” -- Christina Stacy

9.  “I find myself to be in the middle of not knowing too little or too much. I am
excited in beginning my masters so early in my career and learning more in order
to help impact my teaching and make myself be the best teacher I can be!! ” –Tonya
Frost
 “Regarding interest, I rated myself a 10 on all of them because that is what I am
here for. I have a love/passion of teaching and a strong desire not just be a teacher
but an educator. For me it is a vocation not a job. I am extraordinarily interested in
learning anything I can that may be beneficial to my students and myself.” --Rosie
Amstutz
 “So does our education system foster higher levels of thinking? Both of my
experiences lead me to believe no . . . we did cover some higher level thinking
questions, but only with the advanced classes, and now the teachers at my school
are stretched so thin that it is hard to get to those higher levels. We have been
doing a better job of it lately, but it takes a lot of training for the students and not
all of the teachers are trying. ” --Jessica Fentress