1|Page Models & Strategies of Teaching

MODELS AND STRATEGIES OF TEACHING

Picture-word Inductive Mode

By: Fathimath Zam-ath Ahmed

2014

TASK I

LESSON PLAN REVIEW

INTRODUCTION

Models of teaching represents a base for professional teaching. They conceived to

associate educators to a series of well-developed ways of instruction. Perfect teaching is derived
from a repertoire of models that characterizes teaching for a purpose which needs to be
assembled with the curriculum. The concept of models of teaching is extremely significance for
both new and experienced teachers as an opportunity for taking charge of their professional
lives. Teaching models are instructional designs which are supported by research based evidence
that serve purposes as developing a precise environment that causes learners to interact in such
a way that it brings changes to the specific behaviors of the individual. Models of teaching assists
the teachers to develop their capacity in order to develop a favorable environment for learning
and curriculum planers to design a program that consists a series of educational experiences for
the learners. In addition, these models of teaching generate a more exciting and a remarkable
learning materials and instructional resources.

The families of teaching models include, information processing family of models, social
family of models, personal family of models and the behavioral systems family of models. This
assignment is based on discussing the aspects and principles of any one of the models for a
selected lesson plan. Therefore, in order to review the lesson plan the model chosen is the
information processing family of models. This particular model is chosen as it involves the

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cognitive thinking in learning which is considered as most widely used way of teaching and
majority of the lessons are based on the intellectual ability of the learners.

The assignment highlights the information processing model and its sub domains briefly.
Also, it talks about whether the lesson plan includes the aspects or principles pertaining to
information processing model with a detail sight giving on the sub domains of the information
processing model. The phases or the sequences of the selected method which is picture-word
inductive model of the information processing family of models is discussed in the lesson plan
review.

INFORMATION PROCESSING FAMILY OF MODELS

Information processing model is the largest group of methodology that emphasizes on

learning a specific information, problem solving and concept development. This model confine a
great deal of thinking skill, reasoning of power and logic, assisting learners to organize, retain
information by enhancing the metacognitive abilities (Wilson, 2014). Information processing
family is the fastest growing family of models. The main focus of this family is to develop the
cognitive skill of the individuals through enquiry. Also, the model helps to develop the skill for
information processing and nurture the ability of logical thinking.

SUB DOMAINS OF INFORMATION PROCESSING FAMILY OF MODELS

There are seven domains of information processing family of models. Each domain
represents teacher coordinated phases. Theses phases synchronizes the gradual stages of each
domain.

Learning to think inductively

This method of learning focus on increasing learner’s ability to develop and use a
hypothesis. This process allows individuals to shift and construct the information, categorize
them which will provide control over information territories. Learners explore the hypothesis by
understanding the relationship among the faculties providing solutions to problems and
converting the knowledge in to skills (Joyce, Weil & Calhoun, 2011).

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Attaining concept

This is the basic skill of thinking which focus on the development of knowledge
conceptualism and inductive reasoning. In this model, the emphasis is on the learner determining
the attributes of a concept that has been preselected by a teacher through positive and negatives
examples. Learners compare and contrast these examples, create a hypothesis and test it (Flynn,
2013).

The picture-word inductive model

In this model of information processing individual learners pursue patterns and use these
patterns to ascertain the comprehensive meaning and its importance of the concept and apply
them. Picture word induction model encourages learners to use a wide range of language
experiences increasing site words, vocabulary, sound and structure. This strategy requires
educators to use pictures containing acquainted materials and movements to provoke words
from individual’s listening and speaking vocabulary. This method is also aimed to exploit on
learner’s thinking ability (Walker, 2013).

Scientific inquiry and inquiry training

The major purpose of this method is to teach the individuals the vital process of
information through scientific research while learning about the foremost concepts from
numerous elements of science education (McMurray, 2012). In other words learning from facts
to theories. This model of information processing comprises learners to confront an investigation
and inquire the genuine problem of the environment. This helps the students to isolate the
theoretical problem in the investigation and develop an approach to overcome the problem
(Joyce, Weil & Calhoun, 2011).

Memorization

This is the method of getting the facts straight. It aimed to concentrate on mastering
unfamiliar materials by providing learners with familiar materials linking with unfamiliar

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materials and associating to establish the meaning of the material. Memorization method
requires learners to apply more elaborative strategies to memorize the materials. This method
involves learners to concentrate on the learning materials and organize in such a way that the
information is remembered through several concepts of memory which enhances the memory
of learning materials (Joyce, Weil & Calhoun, 2011).

Synectics

Synectics enhances creative thoughts. “Synectics is the process that uses the power of
metaphor to expand imagination and creative thinking” (Crush, 2014). The major focus of this
method is to activate learner’s creativity. It assist them to see old ideas through innovative ways,
making strange contexts familiar by using analogies to create a theoretical expanse. This may
help the learners to develop a new understanding of the materials, solve problems and design a
new advanced descriptions. Synectics is a method of information processing family that is
designed to increase the creativity of the individuals as well as the groups that they share (Joyce,
Weil & Calhoun, 2011).

Learning from presentation

Learning from presentation or advanced organizer model is a teacher direct model which
is a methodically systematized way of delivering information to the students. This method helps
the teachers to establish and express wide range of knowledge meaningfully and efficiently.
Learners discover and rediscover the concepts with the help of provided advanced organizers
and principles directly to the students. Through this method individuals learns to respond
instructions productively (Arend, 2001). The advanced organizer model is designed to reinforce
student’s cognitive structure increasing the stability of these structures and facilitating their
acquisition and retention of the new information (Joyce, Weil & Calhoun, 2011).

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LESSON PLAN REVIEW

To begin with, an English language lesson plan on essay writing is selected which is
developed for grade 6 level students of KS School. The objectives of the lesson are clearly stated.
The objectives include are brainstorming, listing, writing a definition and writing an essay for the
question that is provided. The lesson is followed by an instructional procedure which includes
teacher’s and student’s activity with allocated time for each part. This Language lesson requires
learners to do a pre activity, two main activities and a post activity. The duration of this lesson is
35 minutes (Refer Appendix 1 for the Original Lesson Plan).

Calhoun, 1999 stated that the development of visual insight is crucial for the literacy
acquisition and inductive reasoning of the learners that would promote the ability of the
individuals to generalize a pattern increasing their awareness of the nature of language. Focusing
on the aspects and principles of the information processing family of models on this selected
lesson plan, the first is the set induction or the introduction of the lesson. To introduce the lesson
the tutor has used pictures of animals asking the students to guess the animal and asking about
what they feed on. This method of introducing the lesson plan describes the picture-word
inductive model.

The picture-word inductive model is a teacher assisted process in which educators

provide opportunities for learners to discover words from the picture, increasing the number of
vocabulary words that they identify from the picture through reading and writing. Also, this
method helps to formulate phonetic structures and apply the observation and logical thinking to
their reading and writing. Through this methodology learners not only strengthen their personal
socialization but also develop their language literacy which encourages learners to motivate to
learn (Joyce, Calhoun and Hopkins, 2002).

The picture-word inductive model involves sequences. At first a picture is selected.

Secondly, ask the students to identify what is in the picture and label the parts identified in the
picture. During this stage tutor can ask the students to spell the words out loud building their
vocabulary with spelling. Followed by reviewing the picture word chart asking students to read
them and identify the common concepts among them. Also, read the picture word chart

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repeatedly and add more words if desired. In addition, allow learners to create a title for the
chart asking them to generate sentences or paragraphs. Finally, read and review the sentences
and paragraphs that students have made (Joyce, Weil & Calhoun, 2011).

Likewise, the tutor managed to follow the sequences of picture-word inductive model
which are showing pictures and asking the students identify the picture rather than what they
see in the picture. The way of questioning by the teacher can sometimes narrow down the
creativity and thinking ability of the learners. The lesson does not follow the first and foremost
sequence of the picture-word inductive model.

Also, as a pre activity, the teacher asked the students to group the animals according to
what they eat and list down any 30 animals that they know. However, it is also noticeable that
the pictures used in the lesson were just a single animal in each picture card and the question
that the teacher asked was very direct making learners to just identify the animal in the picture.
Therefore, it would be hard for the individuals to identify other concepts such as appearance and
behavior. This will be a disadvantage when the lesson gets more complicated.

In addition, in the lesson learners are asked to make a list of animals that they know and
categorize them based on which animals feed on plants and which animals feed on other animals.
That is herbivores and carnivores. Alternatively, according to the picture-word inductive model
rather than listing the animals that they know, it prefers learners to identify the words from the
picture and categorize them. In addition, learners are exposed to two terminologies, herbivores
and carnivores that they have no idea of what it is.

Moreover, this lesson lacks some other sequences of the picture-word inductive model
such as identifying the common attribute from the words that students have developed. This is
a significant aspect as this shows a partial understanding of the concept that this model is trying
to prove. If the learners are able to identify these common attributes, they would be able to make
their own conclusion and develop a new hypothesis based on the provided concept.

On the other hand, the lesson does also contain some aspects of the picture-word
inductive model. The selected lesson plan shows a glimpse of the picture-word inductive model
even though it lacks most of the sequences of the picture-word inductive model. The aspect that
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support the picture-word inductive model is that learners are asked to identify what they see in
the picture and read the word out loud so that the teacher can write them on the board. Also,
the lesson allows learners to categorize the words to two different groups making them
understand the difference between the two groups. Followed by, it ask the individuals to write a
definition for the terminologies. This will allow the learners to build up their knowledge and come
up with an innovative idea.

When comparing the similarities and differences of aspects containing in the lesson plan
and the picture-word inductive model, it is noted that the last seven aspects of the model are
omitted in the lesson plan. The original lesson plan does not remind the learners to go back and
reread the words that they have developed. However, the models requires learners to review
the picture word set the students have prepared repeatedly, by making learners memorize the
sounds and spelling of the words. As said by Joyce, Weil & Calhoun, 2011 learners build their
insight vocabulary as they read and review the words they have developed repeatedly.

Another aspect of the picture word inductive model that the lesson failed to include is
that students do not generate sentences on their own. Rather the lesson ask the learners to build
up a paragraph based on the definitions that they have created. It has jumped to a higher aspect
by omitting one important aspect which is creating sentences of their own. Through these
sentences individuals learn to inquire sentence structure by applying the high ability thinking skill
(Joyce, Weil & Calhoun, 2011). However, the lesson plan has missed this important principle.

Lastly, the original lesson plan does not guide the learners throughout the lesson on how
to write an essay. It conclude by simply asking the students to write an essay without providing
any clues on how to build it up. However, the picture word inductive models assists learners
throughout the lesson. At first they learn the words, followed by making sentences of their own
and finally combining those sentences in to paragraphs. After that the paragraphs are organized
in to an essay. As stated by Joyce, Weil & Calhoun, 2011 students generate writing skills by
performing titles, sentences and paragraphs throughout the entire lesson. They develop and
create an understanding of the connection between sentences and its structure. These learners
master and develop skills in phonetics and operational investigations.

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To sum up, this lesson meets at least three sequence of the picture-word inductive model.
They include as showing a picture, identifying what learners see in the picture and finally
categorizing the words to groups. Majority of the sequences of the picture-word inductive model
does not include in the selected lesson. The lesson needs to be reviewed and modified in order
to see the difference in learning. Picture-word inductive model is a great way to see an increase
in student’s achievement. In the field of literacy, this method of teaching has not only develop
the literacy level of the learners but also enhances the metacognitive development of the
learners.

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TASK II

LESSON PLAN MODIFICATION

Description of learners

The level of learners selected for the this lesson is 8 to 9 years old which is Grade 3 Level
including both male and female students. This lesson is aimed for three different competency of
learners. They are high, moderate and low level learners. These learners are a fresh batch of
learners who are ready to discover the resources around them. The selected group of learners
expect to receive a managerial support when they use their intellectual abilities. At this level
individuals tends to be exploring and show more creativity in their work. Therefore, there are
certain aspects that are taken in to consideration when modifying the level of the learners. They
are, population, learning style and learning ability

At first, the target population selected for the class is a maximum of 32 individuals of
diverse backgrounds. The selected level of learners are a fresh batch of student as mentioned
before whom do not have prior knowledge about the content which is essay writing. They are
expected to have a positive attitude towards the content and the delivery system. Also, they will
probably learn what needs to be learned. These learners prefer focusing on the process and steps
and intend to possess a specific goal. These learners are performing learners as they prefer to
explore the given details of the task and project completion. Also, these performing learners
appreciate quality and accuracy, facing challenging tasks and accomplish difficult goals
appropriately and efficiently. At this level, individuals enjoy team work, they prefer to depend on
the availability of resources, environmental influences and interaction. They require a significant
reason to push them towards the learning experiences.

The method that the selected level of learners prefer to acquire the information are
through audio, visual and kinesthetic style of learning. The students are expected to read, write
and speak in English to an appropriate level of Grade 3. Also, they are required to understand
short and simple conversations on simple topics. The selected group of participants are likely to
use gestures and non-verbal cues in their conversation. At this level they shall be able to

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understand basic narrative texts and authentic materials. As this is an English language lesson
learners must be able to use basic vocabulary and common language structures in their writing.

Description of the modified lesson plan

After reading the lesson plan it was found out that the original plan has partly tried to
include some of the aspects of the picture-word inductive model in teaching and learning.
However, the lesson plan fails to achieve its full strength as it lacks the significant area in the
principles of the methodology of the picture word inductive model of information processing
family of models. The following are the description of the modified lesson plan.

The whole lesson is modified considering to different areas included in the original lesson
as well as including other necessary parts that requires learner’s attention. Initially it is the grade
level of the learners that has to be changed. As far as I am concerned, this lesson best suites to
grade 3 level. Several reasons support this statement such as this method of teaching is mostly
applied for primary levels of learners. Also, the amount of content used in this lesson is low
compare to the middle school learners as grade 6 and 7. However, it is a perfect content for kids
of age 9 to 10 year olds.

Secondly, the duration of the lesson is being modified. Instead of 35 minutes, a double
time is given to the learners to learn this topic. At this stage learners take time to think and
respond. Therefore, enough time should be provided for the individuals to stay on the task and
be creative. Followed by the subject English language, theme animals and topic essay writing are
kept unchanged as this version of the lesson plan is the modification of an original lesson. The
date and the timing that the lesson shall be conducted can be decided based on the scheme of
the target school.

The objectives of the lesson had to be modified as the procedure of the lesson plan
changes. The new objectives for the modified lesson plan are made very specific, measurable,
short-term and observable student behaviors. The purpose of changing the objectives is to
provide a precise account of what is expected from the individuals and to provide a guidelines to

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assess student’s progress. The objectives of the lesson is prepared based on Bloom’s Taxonomy.
Students remember more when they learn high level of thinking skills such as the levels of
Bloom’s Taxonomy.

In the same way, the lesson’s procedure is being modified according to the picture-word
inductive model. Each step in the procedure falls to the principle of the model. A sample of
participants consists of 32 primary graders of a moderate socio economic group from an
elementary school is selected to conduct the modified lesson plan. At first, learners are exposed
to a large photograph so that all the students in the class will have a clear site on the picture. The
picture includes animals feeding on plants and animal feeding on animals (Refer Appendix 3 for
sample pictures).

Teacher invites the students to join her to share words they know that describe what they
see from the picture. As individual students speak, teacher writes the words on the board on a
side of the photo with a line pointing to the item. Teacher spell and pronounce the word each
time she writes it on the board. Students hear the right sounds and spelling of the words
encouraging learners to build up their vocabulary. Learners emphasize on the sounds as the tutor
repeats and take it to mastery. Equally, after having at least 20 labels of the items, students go
back and review their version on the picture and label it again. This time they read the words by
referring to the picture word set on the board and write them. Likewise, learners see and hear
the words repeatedly.

The next item of the agenda is to categorize the items. At this stage individuals begins to
use the high order thinking process of classifying. Learners read the words from the picture again,
identify the words they have chosen and group them into at least three to four categories based
on the common attribute of the words. They might group them as herbivores and carnivores.
They include any additional words that might fit into the categories. Learners are free to use their
dictionaries to search for more words.

Subsequently, teacher provides a worksheet of sentences with blanks that share some
ideas from the picture (Refer Appendix 3 for the worksheet). The sentences given in the
worksheet contains of all the level easy, medium and hard. The sentences are constructed in such

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away that they can learn new vocabulary words and new information from it. Students are asked
to review the picture again and select a word that correctly fits in to the blank in order to
complete the sentences. Each sentence is related to something in the photograph. Next,
individuals classify the sentences that they have made in to similar groups of same features.
Afterwards, students add up the sentences they developed related to the picture that fits in to
the same categories.

At the final stage, teacher asks the students to develop a paragraph by using the
sentences. They become more convenient and use their ability to develop language areas such a
thesis statement, an introduction and a conclusion. They combine their writing to a complete
essay. Finally, students are allowed to write titles for their essay and select the one that they
think best suites the essay.

Changes made to the lesson plan

The original lesson plan requires to be modified as it does not contain the major principles
of the picture-word inductive model. Therefore, based on the picture-word inductive model, the
lesson plan is modified considering its aspects. While modifying the lesson plan, a greater interest
is given on the level of the learners, use of the teaching aids, objectives of the lesson, lesson
procedures and the sequences of the picture-word inductive model. Whether the lesson
attempts to include all the aspects of the model. The changes brought to the original lesson plan
is to create a better piece of work referring to the well-developed researches (Refer Appendix 2
for the Modified Lesson Plan).

At first, I personally believe that the original lesson plan is way too easy for grade 6 level
of learners. The content can be made more complex, but the amount as well as the learning styles
taught in the original lesson is very less and untimely compare to the level of the learners. As the
lesson teaches the basic knowledge of herbivores and carnivores, I assume that Grade 3 level is
the best and most suitable level to teach this particular content. These learners are beginning
readers. According to Calhoun, 1999 (cited in Joyce, Weil & Calhoun, 2011) picture-word

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inductive model is designed for beginners of reading and writing. As per the original lesson, at
the age of 11 to 12, learners look out for a more productive and a challenging tasks where they
can apply their creativity in completing them effectively and efficiently. In addition, this lesson
does not allow learners to be creative at their level. As a result, the level of the individuals had
to be changed to a lower grade where the lesson fits to their level.

Similarly, the materials used for the lesson is changed. The original lesson includes,
pictures, notes and exercises. The modified lessons need just one picture with a white board, a
marker and a worksheet. The original lesson used several picture where a figure appears on each
picture card. Unlike this, the modified lesson plan requires one picture which shows various items
and its relation such as animals eating plants and animals eating other animals. In addition to
the learning aids, the objectives of the lesson is modified based on the content that will be taught.
The objective made are more specific and more relevant to the content area that will be taught.

Following to the procedure of the lesson, the steps in the process are taken in to
consideration. I have tried to include all the sequences of the picture-words inductive model in
throughout the process. Firstly, the lesson begins with teacher showing a picture to the class
asking the learners to observe and identify what they see from the picture. Learners can move
forward to the mastery level if the picture includes more than enough concepts rather than just
a figure on it. Subsequently, teacher labels the parts as individuals read out the words that they
see from the picture. They form a picture word chart where they can always review on any time
they want. They identify the common concepts in the words and learners are able to develop a
title for the similar concepts. Finally, they generate sentences and paragraph them as when they
read out it makes sense.

The modified lesson plan follows all the sequences of the picture-words inductive model
in order. All the aspects are included throughout the lesson so that learners can inquire the
subject matter and how it works. As this model is fully used in the learning, it will provide
opportunities for learners to explicit instruction given by the teachers. In addition to other
opportunities as through inductive activities and concept formation. At this age the main focus
is to develop the reading and writing skill of the individuals. Similarly, the picture-word inductive

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model is useful for the learners as this models help in teaching information and concepts in other
subject areas such as science and social studies (Joyce, Weil & Calhoun, 2011).

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REFERENCES

 Arends, R. (2001). Learning to Teach. 5th ed. Boston: McGraw-Hill.

 Calhoun, E. F. (1999). Teaching beginning reading and writing. Alexandria, VA:

Association for Supervision and Curriculum Development

 Crush, S. (2014). Synectics. Retrieved on November 13, 2014 from

https://prezi.com/v_w59zj4gxt8/synectics/

 Flynn, K. (2013). Models of Teaching: Attaining Concepts. Retrieved on November 13,

2014 from https://prezi.com/bmpqgtsthogw/models-of-teaching-attaining-concepts/

 Galda, L., Cullinan, B., & Strickland, D. S. (1997). Language, literacy and the child (2nd

ed.). Fort Worth, TX: Harcourt Brace Jovanovich.

 Joyce, B., Weil, M., & Calhoun, E. (2011). Models of Teaching. 8th ed. Boston: Allyn &

Bacon.

 Joyce, B., Calhoun, E., & Hopkins, D. (2002). Models of learning: Tools for teaching (2nd

ed.). Philadelphia, PA: Open University Press.

 McMurray, S. (2012). Scientific Inquiry and Inquiry Training. Retrieved on November 13,

2014 from https://prezi.com/f7inls9qwbiz/scientific-inquiry-and-inquiry-training/

 Walker, M. (2013). PWIM - Picture Word Inductive Model. Retrieved on November 13,

2014 from https://prezi.com/tquajwtg-kdw/pwim-picture-word-inductive-model/

 Wilson, L., O. (2014). The Second Principle. Retrieved on November 13, 2014 from

http://thesecondprinciple.com/teaching-essentials/models-teaching/

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APPENDIX 1

Original Lesson Plan

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APPENDIX 2

Modified Lesson Plan

Topic: Essay writing

Theme: Animals

Grade: 4

Duration: 70 minutes

Subject: English

Teaching Materials:

 Pictures
 White board
 Markers
 Worksheet

Lesson Objectives

By the end of this lesson, students will be able to:-

 Promote critical thinking skill

 Practice speaking skill
 Categorize the words with definition
 Practice vocabulary
 Make sentences and paragraphs individually
 Develop language skill
 Write a complete essay individually
 Develop a title for the essay individually

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Procedural Plan

INTRODUCTION

Set Induction (3 minutes)

 Enter the class
 Wait for a moment to get the attention of the learners
 Learners respond
 Greet the class
 Students greet back

MAIN BODY

Pre Activity (20minutes)

 Show a picture of animals feeding on plants and other animals
 Learners observe the picture
 Ask the students to identify what they see in the picture
 Students call out loud what they see in the picture
 Write the names on the board and label the parts by drawing a line from the
picture to the word
 While drawing a line read the word out loud with the spelling
 Likewise identify at least 20 labeling from the picture by making a picture word
chart
 Provide a personal picture of the photograph to the students
 Ask them to review the words from the picture word chart on the board and
label their picture
 Students carefully observe the teacher and respond

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Main Activity
Activity 1 (20 minutes)
 Teacher reads the words written on the board while students listen carefully
 Ask the students to make pairs
 Learners follow the instruction
 Ask the students to categorize the words in to groups (at least two groups)
 Let them identify the common attributes among the words and group them in
accordance with the newly identified concept
 Students read the words by referring to the chart if the word is not in their sight
vocabulary
 Ask the students to review the chart again
 Teacher and students add extra words to the chart with dictionary skills
 Discuss the answers with the students

Activity 2 (20 minutes)

 Review the picture again

 Provide worksheet with sentences that shares same ideas with the picture
 Ask the students to choose the most appropriate word from the picture word set
and complete the sentences
 Ask the students to categorize these sentences with the similar characteristics
 Make students develop a paragraph by adding the sentences of the same groups
 Allow enough time for the learners to use their high order thinking skill to create
a thesis statement or a topic sentences
 Ask them to develop an introduction and a conclusion
 Ask the students to write their essay

Post Activity (5 minutes)

 Ask the students to develop a title for the picture word chart
 Let students select the best title that is suitable for their essay

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CONCLUSION

Closure (2 minutes)

 Collect the books

 Mark their work and provide a written feedback

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APPENDIX 3

Worksheets and Teaching Materials

Worksheet

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Teaching Materials

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