MODELS OF TEACHING PORTFOLIO

Submitted by

Antonia Cuebas

to

Dr. Dawn Wilson

In partial fulfillment of the requirements for

EDUC 6330:

Teaching Methodology for the Professional

Spring 2017

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 Table of Contents

Purpose and Objective: pg. 4

Model 1: Inductive Thinking Model: pg. 5-6

Example: Safety First

Model 2: Picture Word Inductive Model: pg. 7-9

Example: My Story, Your Story

Model 3: Concept Attainment Model: pg. 10-11

Example: Sink or Float

Model 4: Synectics Model: pg. 12-14

Example: Water Works

Model 5: Advance Organizers Model: pg. 15-17

Example: Matter Matters!

Model 6: Memory Model: pg. 18-19

Example: Planets

Model 7: Group Investigation Model : pg. 20-22

Example: Water Waste

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Model 8: Self-Actualization Model: pg. 23-24

Example: Me, Myself and I

Model 9: Explicit Teaching Model: 25-26

Example: O Yeah!

Model 10: Direct Instruction Model : pg. 27-18

Example: Pattern Play

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 Purpose and Objective of Portfolio

EDUC 6330: Teaching Methodology for the Professional

Purpose: The purpose of this portfolio is to offer examples of assorted teaching models that are
addressed in the course EDUC 6330 Teaching Methodology for the Professional.

Objective: The objective of this portfolio is to build a repertoire of instructional models aimed to
create various methods of teaching. The approach to these models were adopted from the text,
Models of Teaching, 9th edition. The four teaching models of families are: Information
Processing family, Social Family, Personal Family and Behavioral Systems family (Joyce, Weil,
Calhoun, 2015.) The lesson plans provided in the portfolio are generated to actively exercise
differentiated teaching methodologies for the professional.

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 The Inductive Thinking Model

Lesson Title: Safety First

Grade Level: 1st grade

Subject: Science

Lesson Goals: The learner will identify and demonstrate safe practices in a science lab.

Lesson Objectives:

The learner will gain knowledge of appropriate equipment usage.

The learner will recognize safety for self and others.

The learner will understand the importance of safety.

Materials/Resources:

Lab Equipment- First Aid Kit, Lab coat, Gloves, Clamp, Tweezers, Beaker, Thermometer,
Magnifying glass, Shoes

Journals (class set)

Pencils (class set)

Lesson Components

Phase 1: Identify the Domain

Teacher displays a pile of lab safety equipment in front of the class (First Aid Kit, Lab coat,
Gloves, Clamp, Tweezers, Beaker, Thermometer, Magnifying glass, Shoes.) Students observe
the pile and draw a picture of the pile in their journals.

Phase 2: Collect and Enumerate Data

Students answer the following questions in their journals: Whats in the pile?, What do they all
have in common?, What are these things used for?

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Phase 3: Examine Data

Students break up into small groups then explore lab equipment. Each small group will have a
few minutes to explore then rotate to the each station until theyve explored all lab equipment.

Phase 4: Form Concepts by Classifying

In groups students will discuss when and where to use lab equipment. Then teacher will hold up
a piece of lab equipment while students share what their group had discussed about it.

Phase 5: Generate and Test Hypothesis

Each student will write a short passage in their journals regarding whether its important or not to
have this lab equipment when conducting lab work and research.

Phase 6: Consolidate and Transfer

Students will break up into the same small groups. After choosing one piece of lab equipment,
students will role play a scene about how to appropriately use that piece of lab equipment.

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 The Picture Word Inductive Model

Lesson Title: My Story, Your Story

Targeted Grade Level: 1st grade

Subject: Reading and Writing

Lesson Goals: Students will develop reading and writing skills through the identification of
vocabulary words, classification of sentences and story development.

Lesson Objectives:

The learner will understand word construction.

The learner will develop word solving strategies.

The learning will identify vocabulary words.

The learner will construct sentences and short stories.

Materials/Resources Needed:

Picture

Prepared words, Word attributes

Butcher Paper

Index cards (class set)

Writing Paper (class set)

Pencils (class set)

Scissors (class set)

Glue (class set)

Construction Paper (class set)

Lesson Components

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Phase 1: Studying the Photograph and Shaking Out the Words

Teacher will mount a large picture on top of a larger piece of butcher paper. Picture must be big
enough for students to observe as a whole class. Teacher will present the picture to the whole
class and have the students silently observe the picture for a couple of minutes. After observation
time students will describe the picture and identify objects within it.

Living and Nonliving

Phase 2: Analyzing Word Attributes, Building Categories, and Developing Word Solving
Strategies

Students collectively share what they observe in the picture. Teacher emphasizes different
objects that students state and help label those objects while students spell out words. After
labeling ten or more words, teacher will review words with the whole class (i.e. bikes, people,
grass, sidewalk, trees, house, sunlight, cars, leaves, sky, windows.)

Teacher will ask students if they notice any patterns or trends in the labeled words. While
probing comparison of words, prefixes, suffixes, vowels, consonants (e.g. double consonants,
diphthongs, compound words)

Phase 3: Creating Sentences

Teacher will call individual students to choose one word from the labeled picture. Their peers
will have one minute to make up a sentence using the chosen word and share it with the class.
The teacher will write down the sentences on the board.

After all the words are chosen, students will write their own vocabulary cards by copying the
words from the labeled picture.

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Phase 4: Making Titles

Students will independently practice reading their vocabulary cards by matching those words
with the labeled picture.

Teacher will tell students to imagine the picture was a book cover. Students will have 5 minutes
to silently create a title and write it down.

Phase 5: Classifying Sentences

On the title paper, students will copy the previously created sentences that the teacher wrote on
the board.

Students will be grouped into pairs. Teacher will share one trend she notices about the sentences
on the board. In pairs, students will investigate patterns and trends of the sentences and share
them with their partners. Then students will share their answers as a whole group.

Phase 6: Composing- From Sentences to Paragraphs

After title and sentences are complete, students will create sentence strips by cutting out
previously written sentences and titles. Students will have five minutes to rearrange sentences to
create a story and use their personally created titles.

After cutting is complete, students will pair up with the same partner and share stories with each
other. Students will compare differences similarities of each others stories.

Reflection:

Teacher will share personal sentences strip story then ask students compare their stories to it.
Teacher will haves students share similarities and differences of their stories as a whole class
emphasizing trends and patterns.

Students will paste their sentence strip stories with titles on a piece of construction paper.
Stories will be displayed around the classroom. Students will walk around the room reading and
reflecting on displayed stories.

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 Concept Attainment Model

Lesson Title: Sink or Float

Targeted Grade Level: 2nd grade

Subject: Science

Lesson Goals: Students will identify the concept of buoyancy through object classification and
data analysis.

Lesson Objectives:

The learner will create and test hypothesis.

The learner will gather data through investigation.

The learner will apply real world application to learned concepts.

Materials/Resources Needed:

Variety of small objects (10)

Clear Jar

Water

Journals (all students)

Pencils (all students)

Lesson Components

Phase One: Presentation of Data and Identification of Concept

1. Teacher will present a group of 10 objects then have students identify and describe them.
Then teacher will group the objects into two categories

2. Students will collectively identify the underlying reason of grouping concept. Teacher
will scaffold students toward positive and negative examples with questioning the
characteristics of objects when immersed in water.

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 3. Students will provide explanations of the concept attributes. Then students will generate a
hypothesis of which objects will sink or float when immersed in water. As a whole class,
students will test their hypothesis by observing each object being submerged in a water
filled, clear jar.

4. Students will conclusively generate a definition of sinking and floating as a whole class
by identifying attributes of the positive exemplars from the Sink or Float activity.

Phase Two: Testing Attainment of the Concept

5. Students will identify additional unlabeled examples as a yes or no such as mass, weight,
volume, surface area etc.

6. Teacher confirms hypothesis by restating common characteristics and attributes of

positive exemplars from objects within the experiment and relevant objects outside the
experiment. Teacher names the concept of buoyancy and restates the definition according
to essential attributes.

7. Students generate examples of buoyancy from the experiment. Then students will be
separated into small groups to identify other real world examples of buoyancy. Students
will share answers with whole class.

Phase Three: Analysis of Thinking Strategies

8. Students describe their thoughts of buoyancy through a personal poems. Students will
gather in a circle and present their poems to the whole class.

9. Students discuss the role of hypothesis and attributes by creating individual t-charts and
classifying what they knew before and after testing their own hypothesis.

10. Students discuss type and number of hypotheses through a Think, Pair, Share activity.
Teacher will ask the question, "Would you have understand the concept of buoyancy
more through this method of concept attainment we just tested or would you have
understood the concept of buoyancy more if I would have given you all the definition of
it?" Students will share their answers with different partners throughout the class.

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 Synectics Model

Lesson Title: Water Works

Targeted Grade Level: 2nd grade

Subject: Science

Lesson Goals: Students will apply real world application to water habitats.

Lesson Objectives:

The learner will understand essential elements of life and the impact of human living on
essential elements.

Materials/Resources Needed:

Clear containers (3)

Water

Salt

Oil

Journal

Pencils

Crayons

Lesson Components

Phase 1: Substantive Input

Teacher provides new information on water habitats by presenting three clear containers of
water. One container has clean water, one container has salt water and one has water with oil.
Students give description of what each container has. Students then write a short paragraph
about where they think each water type is located in the world.

Phase 2: Direct Analogy

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How is the water in each container like the water that comes from the faucet?

How is the water in each container like the water in the ocean, lakes and rivers?

How is the water in each container like the rain that falls from the sky?

How is the water in each container like the clouds?

Phase 3: Personal Analogy

Be a type of water. How do you feel being in this container?

Be a fish in one of these types of water. Do you live safe and comfortably in this type of water?

You're water in the ocean and a huge boat just sailed by. What happened to you when the boat
sailed through?

A great storm has arrived and is blowing your ocean water in every direction. What does the
water look like when the storm has arrived?

You're a lake but almost empty of water, how do you feel?

Phase 4: Comparing Analogies

Teacher will review each personal analogy topic and have students restate their answers while
teachers guide them in comparing and contrasting student's personal analogies with each other.
Teacher will choose responses that are not similar to emphasize contrast of student answers.

Phase 5: Explaining Differences

Students will group into pairs and compare and analyze each others responses and generate
possible explanations of why their peers felt differently then themselves. Students will then share
their experiences with the class.

Phase 6: Exploration

Students explore how water is an essential element of life by listing as many ways they use water
in their every day lives. Then students will write a short story of concern on how water types
impact their lives and the lives around them.

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Phase 7: Generating Direct Analogies

Students will draw three habitats with clean water, salty water and water with oil. Students will
then

present their drawings to the class by sharing personal analogy and one direct analogy to their
drawings.

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 Advance Organizers Model

Lesson Title: Matter Matters!

Targeted Grade Level: Kindergarten

Subject: Science

Lesson Goals: Students will understand the basic states of matter through observation of their
surroundings and real world environments.

Lesson Objectives:

The learner will observe the world around them.

The learner will synthesis states of matter through observation.

The learner will compare and contrast states of matter.

Materials/Resources Needed:

Picture print (each student)

Crayons

Classroom objects

2 containers (9, shaped differently)

Water

Food coloring

Balloon (class set)

Video "changing states"

Paper or Journal (class set)

Pencils

Lesson Components

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Syntax-

Phase 1: Teacher explains, everything is made up of something and matter is everywhere.

Teacher questions why some things look different than others if it's all made up of matter.
Teacher explains the class will investigate the differences in the three basic types of matter;
solid, liquid and gas.

Phase 2: Students will have 1 minute to find ten solid objects. Student will collect the ten solid
objects on their desks. Teacher will monitor and check students objects.

Teacher will group class into small groups providing each group with two differently shaped
containers half-filled with colored/dyed water. In small groups, students have 5 minutes to take
turns transferring water back and forth between containers.

Teacher will provide each student with a balloon. As a whole class, students have one minute to
blow up balloons and without tying them, release the balloons of air.

Phase 3: Teacher will review the previous activity of solids, liquids and gases asking students to
classify each object within the activity. Each student will create their own three-column chart
while teacher creates an example on the board. Teacher will create a three-column chart on the
bored labeling each column with a state of matter. Teacher will go through each state of matter
asking students for examples of objects to draw in each column.

Solid Liquid Gas

Social System-

Teacher shows a video of objects changing states of matter. Teacher will prompt students
throughout the video by asking which state is currently being shown in the video.

Principles of Reaction-

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 11. In small groups, students will participate in think, pair, share activity discussing any
confusion of content within the previous video that was shown.

12. Teacher will conduct an open discussion addressing students questions about the previous
video or activities implemented in class. Teacher will scaffold students in finding
answers to their own questions.

Support System-

Teacher will provide each student with a picture print and students will color each object
classifying the object with it's state of matter. Solids will be colored red. Liquids will be colored
blue. Gas will be colored yellow.

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 Memory Model

Lesson Title: Planets

Targeted Grade Level: 3rd grade

Subject: Science

Lesson Goals: Students will identify the planets in Earth's solar system and their position in
relation to the Sun.

Lesson Objectives:

The learner will recognized patters of the natural world.

The learner will identify the sun and it's relativity to the planets

The learner will compare the position of planets and it's relativity to the sun.

Materials/Resources Needed:

Planets picture

Prepared mnemonic

Video

Butcher paper

Pencils

crayons

Lesson Components

Syntax-

Phase 1: Teacher shows a picture of the planets aligned in the solar system. Students
consecutively repeat each planet name while teacher points to each planet. Repeat this process
three times.

Phase 2: Teacher shares personal mnemonic that helps memorize planet names, "My Very Easy

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Method Just Speeds Up Naming Planets."

Phase 3: Students will be grouped in pairs. Pairs will create their own mnemonic technique to
help remember planets.

Phase 4: After personal group mnemonic is created, students will draw each component of their
mnemonic on a piece of large butcher paper.

Social System-

Students will present their group mnemonic to class while displaying mnemonic drawing.

Principles of reaction-

13. Students will label each component after drawing mnemonic.

14. Monitor students while labeling mnemonic drawings.

15. Students will create a display with their mnemonic drawings. Their peers will walk
around the classroom observing mnemonic drawings.

Support System-

Teacher will show a video that briefly describes the sun and each planet in the solar system.
Teacher will ask probing questions through the video.

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 Group Investigation Model

Lesson Title: Water Waste

Grade Level: 2nd

Subject: Science

Lesson Goals: Students will identify and demonstrate how to use, conserve, dispose of materials
such as conserving water.

Lesson Objectives:

The learner will observe the effects of water waste.

The learner will create and analyze solutions of water waste.

The learner will understand the concept of conservation.

Materials/Resources Needed:

Water waste video

Paper

Writing tools

White board

Dry Erase Markers

Journals

Stop watch

Gallon water jug

Soap

Large bucket

Lesson Components

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Syntax-

Phase One: Teacher will begin discussion with probing questions and statements. Raise your
hand if you use water. Could we live without water? How much water do you need to wash
hands, shower, drink?

Phase Two: Teacher will provide a video about water waste. Teacher will check for
understanding from students throughout the video. After the video there will be a short whole
group discussion about video content and water waste.

Phase Three: Small groups will conduct a washing hands activity. During the activity students
will record the time it takes to wash their hands. One person from each group will wash their
hands. One will distribute soap, one will pour water, one person will operate a stopwatch for
time and one person will record the time for their group. Students will be using a gallon water
jug. There will be a large bucket to collect water use. The time and amount of water will be
recorded on the board. After all the group times are recorded on the board the class will calculate
the average time it takes to wash hands and amount of water used from the jug.

Phase Four: Teacher will discuss the class averages and have students relate that data to other
every day activities that need water such as showering, washing clothes etc. Students will
individually create a comparison table. One side of the table the students will draw an every day
water activity. In the opposite column students will record the amount of time and the amount of
water it takes to do each activity.

Phase Five: Students will return to same small groups to discuss and formulate ways to conserve
water. Students will record possible solutions to water conservation on one sheet of paper. Each
group will present their potential solutions to the whole class then write them on the board.

Phase Six: Students will synthesis all potential solutions discussing possible advantages and
disadvantages.

Social System- After concluding the most reasonable solutions. Students must present evidence
that supports their conclusions.

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Principles of Reaction- A water conservation pledge will be created which states the students'
evidence based solutions. Students will sign the pledge and it will be displayed outside the
classroom.

Support System- As an ongoing review and informal assessment, students will create and
implement ways to advocate water conservation around school. Students will take on projects
such as poster advertising, open water conservation discussions and presentations etc. Any work
will be recorded in their journals and needs teacher consent.

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 Self-Actualization Model

Lesson Title: Me, Myself and I

Grade Level: 2nd grade

Subject: Art

Lesson Goals: Students will exercise the cognitive ability of self-actualization through creating
personal colleges.

Lesson Objectives: Students will create a personal collage with only the supplies given.

The learner will evaluate their interests.

The learner will recycle old art supplies.

The learner will present personal art work.

Materials/Resources Needed:

Small poster board

Magazines

Scissors

Glue

Paint

Water

Paint dishes

Water cups

Water/sink

Soap

Writing tool

Journals

Lesson Components

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Students will create personal collages using recycled art supplies provided. Thirty minutes will
be given to create their personal collage that describes themselves. When posters are finished
(drying), students will present their collages in small groups. Students will switch groups until
their collages are shared with everyone. After presentations, students will write in their journals
about the personal collage project. Students will write about what they learned, what they
enjoyed and did not enjoy in the activity.

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 Explicit Teaching Model

Lesson Title: O' yesh!

Grade Level: 1st grade

Subject: ELA/Reading

Lesson Goals: Students will combine sounds from letters and common spelling patterns.

Lesson Objectives: Students will use vowel patterns to create recognizable words.

The learner will use common syllabication patterns to decode word.

The learner will use closed syllable techniques.

The learner will recognize vowel sounds.

Materials/Resources Needed:

List of Letter O words

Short and Long O video- https://vimeo.com/14005368

Book- Stop, Drop, and Flop in the Slop by Brian P. Cleary

Lesson Components

Syntax

Teacher will write three versions of letter o's on the board: regular letter o, short (small) letter o
and long (big) letter o. Ask students to read each letter. Highlight the regular letter o
emphasizing that it's written correctly and has two sounds, short o sound and long o sound.
Students will repeat short and long letter o sounds back to the teacher. For short sound o,
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students will make small o by connecting finger tips with each hand creating a letter o. For long
sound o, students will make a big o by connecting their finger tips with their hands while
picking up their arms over their heads. Students will practice pronouncing short and long o
pronunciation using gestures.

Social System

Students will watch a letter o video discussing letter o sounds in a song form. Teacher will stop
the video periodically to check for understanding. Students will watch the video a second time
but with also using their letter o gestures.

Principles of Reaction

Teacher will explain the cutting board technique. After teacher reads out a word from the List of
letter o words students will pretend to chop up the syllables to the word. To chop up word
syllables students must extend one arm with the palm of their hand facing upward. Next, students
will use their forearm as the "cutting board" and their other hand to chop the word on the cutting
board (forearm.)

Word List- follower, gasoline, potato, opening, floss, block, throb, confusing, explode, orange,

Word List (challenging)- biological, knowingly, watermelon, questionable, photography

Support System

Read book- Stop, Drop and Flop in the Slop by Brian P Cleary.

During the reading, teacher will emphasize letter o sounds while reading. Students will silently
give a thumbs up when they hear a word with the letter o sound.

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 Direct Instruction Model

Lesson Title: Pattern Play

Grade Level: Kindergarten

Subject: Math

Lesson Goals: Students will identify and apply different variations of patterns.

Lesson Objectives: Students will identify pattern in different settings and describe the
relationships.

The learner will identify pattern properties.

The learner will recognize patters in different formats.

The learner will construct their own patterns.

Materials/Resources Needed:

Small dry erase board (all students)

Dry erase markers (all students)

Tangram manipulatives

List of different patterns

Lesson Components

Syntax

Phase One: Teacher explains the objective is to easily recognize different patterns and that
patterns are everywhere and all around us. Teacher explains patterns are repeated designs then
briefly explain activities that will take place in class today (phase two- five.)

Phase Two: teacher will draw different patterns on the board using colors, numbers, shapes etc.
Students will read-a-loud the drawn pattern and identify them as a whole class.

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Phase Three: In pairs or small groups, students will create their own patterns using tangram
manipulatives.

Phase Four: From a pattern list, teacher will say a pattern out loud then students will draw or
write the next step in the pattern on a dry erase board. Teacher will monitor student answers.

Phase Five: Teacher explains that patterns are everywhere and all around us. Teacher will assign
homework for independent practice. For homework, students will need to find three different
patterns they see while they're at home. These patters can be anything but as long as they have a
trend or repeated design.

Social System

As a whole class, students will present the patterns they found at home.

Principles of Reaction

Teacher defines the word pattern. Then teacher explains patterns are everywhere and all around
us. Next, teacher will have a few students find patterns within the classroom. Students will say
the patter out loud and the rest of the class will finish the pattern. Teacher praise student's work
by acknowledging all the different patterns found at home.

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