Reflective Essay

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Reflective Essay

• Derek Kisling
• EDUC 6630-T1001

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A. Mastery Model

• History curriculum is vast.
• Students required to digest large volumes of
  information.
• Mastery strategies offer opportunity for students
  to obtain this information.

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New American Lecture

• Most of my class is already lecture.
• Offers seamless integration into current
  curriculum.
• Will be used for the introduction of new
  information.
• Can be used to make students think (Laureate
  Education, Inc., 2002 Video Three).

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• Can also be used as an opportunity for
  interaction.
• Allow students to talk and discuss information in
  the lecture (Laureate Education, Inc., 2002 Video
  Three).

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Graduated Difficulty Strategy

• Instructor desires to move from lecture to
  project based curriculum.
• Strategy offers opportunity to mesh with project
  based learning.
• Several project options can be offered, each more
  difficult than the next.

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• Allows students to practice choice making.
• Facilitates the cause and consequence
  relationship (Laureate Education, Inc., 2002
  Video Four).
• Students taking easy way out will not be as
  prepared as others.
• This encourages risk taking and skill
  development.

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Understanding Model

• This model is necessary for Social Science.
• Students lack analytical skills.
• Understanding strategies foster analysis
  (Laureate Education, Inc., 2002 Video Five).

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Concept Attainment Strategy

• Useful for comparing and contrasting concepts
  (Silver et al., 2003).
• Capitalism and communism are key concepts in
  World History.
• Students can label key attributes of each system

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• Will allow students to see differences in the two
  systems.

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Mystery Strategy

• Can be used to stimulate curiosity (Laureate
  Education, Inc., 2002 Video Seven).
• Will help in fostering student analytical skills.
• Provide data to the students, they need to
  provide explanation (Laureate Education, Inc.,
  2002 Video Seven)

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• Can be used in the examination of primary source
  documents.
• Strengthens skills necessary on state testing.
• Many primary source document used.
• Can increase student performance on state testing.

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C. Self Expressive Model

• Students imagination is needed to solve complex
  problems
• Self expressive model engages imagination to get
  students thinking (Laureate Education, Inc., 2002
  Video Eight).
• Many problems in history require imaginative
  thought.

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Inductive Learning Strategy

• Most useful for history to help students make
  connections between events.
• Will allow the students to see how events are
  related to one another (Laureate Education, Inc.,
  2002 Video Nine).

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• Students can use this strategy to create a
  clearer picture of events (Laureate Education,
  Inc., 2002 Video Nine).

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Metaphor Strategy

• History sometimes uses difficult concepts.
• Students often have little background
  information.
• Effective strategy by applying what students know
  to curriculum.
• Allows students to expand their knowledge.

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• Also allows students to see the crazy connections
  between their lives and the curriculum (Laureate
  Education, Inc., 2002 Video Ten).

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D. Interpersonal Model

• This strategy allows instructor to build upon
  metaphor strategy.
• Uses students personal knowledge (Laureate
  Education, Inc., 2002 Video Eleven).
• Also allows instructor to foster non curricular
  goals
• Caring
• Coaching
• Interpersonal skills

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Peer Practice Model

• Can and will be used for reinforcing and coaching
  skills necessary for the class.
• Used when developing skills and reinforcing
  previously taught material (Silver et al., 2003).
  
• Essay writing critical to student success.
• Students are not good writers.
• Strategy will be used for helping students write
  good essays.

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Jigsaw Strategy

• Sometimes there is too much to cover in
  curriculum.
• Useful strategy when there is a lot to cover
  (Laureate Education, Inc., 2002 Video Thirteen).
• Can be used several times during year to help
  students obtain information and reinforce
  interpersonal skills.

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E. Advantages and Challenges

• The eight models allow instructors to touch many
  different learning styles.
• If used throughout the curriculum, all students
  have the opportunity to learn.
• Time often forces teachers to take the easiest
  road.

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• Sometimes curriculum does not fit a strategy.
  Students suffer.

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F. Final Thoughts

• I had become a one-trick pony.
• Lecture and the occasional video for
  reinforcement.
• Many students were being missed.
• I have more tools at my disposal.
• Every learning style can be reached.
• Every learning style should be reached.

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• Without right tools, this is impossible.
• I now have the necessary tools to reach more
  students.
• They are the ultimate beneficiaries.

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References

• Laureate Education, Inc. (Executive Producer).
  (2002). Building your repertoire of teaching
  strategies Program three. Los Angeles Author.
• Laureate Education, Inc. (Executive Producer).
  (2002). Building your repertoire of teaching
  strategies Program four. Los Angeles Author.
• Laureate Education, Inc. (Executive Producer).
  (2002). Building your repertoire of teaching
  strategies Program five. Los Angeles Author.
• Laureate Education, Inc. (Executive Producer).
  (2002). Building your repertoire of teaching
  strategies Program seven. Los Angeles Author.
• Laureate Education, Inc. (Executive Producer).
  (2002). Building your repertoire of teaching
  strategies Program eight. Los Angeles Author.
• Laureate Education, Inc. (Executive Producer).
  (2002). Building your repertoire of teaching
  strategies Program nine. Los Angeles Author.
• Laureate Education, Inc. (Executive Producer).
  (2002). Building your repertoire of teaching
  strategies Program ten. Los Angeles Author.
• Laureate Education, Inc. (Executive Producer).
  (2002). Building your repertoire of teaching
  strategies Program eleven. Los Angeles Author.
• Laureate Education, Inc. (Executive Producer).
  (2002). Building your repertoire of teaching
  strategies Program thirteen. Los Angeles
  Author.
• Silver, H. F., Hanson, J. R., Strong, R. W.,
  Schwartz, P. B. (2003). Teaching Styles and
  Strategies. Ho-Ho-Kus, New Jersey The Thoughtful
  Education Press.