This document provides an overview of models of teaching. It defines models of teaching as prescriptive strategies that guide planning and instruction, are supported by research, and provide a common framework for discussing instruction. Models of teaching are grouped into four families based on their purpose and outcomes: information processing, social, personal, and behavioral. Examples are given for each family. Benefits are described for both teachers and students, such as improving instructional quality, meeting diverse learning needs, and increasing learning rates. Caveats are discussed such as models not replacing expertise. The document concludes with questions for critical reflection.

1. Leveling the Playing Field:
Models of Teaching
Linda S. Behar-Horenstein, Ph.D.
Distinguished Teaching Scholar and Professor
Department of Educational Administration and Policy
University of Florida
Diane Archer-Banks, Ph.D.
Program Coordinator
UF Alliance
College of Education

2. Imagine the conversation
Classrooms where
teachers carefully
explained to students
what and how they
were going to teach and
told students exactly
what they wanted
students to be able to
do as a result of their
teaching-learning
interactions.

3. Imagine the sense of sharing
The feeling that you
were going to be
part of something
bigger than you.
The sense of
excitement of
learning something
new -- that you
could almost taste it.

4. Imagine
The feeling of
empowerment

5. Schools as places that students longed
to attend

6. Overview
Models of teaching
Benefits, limitations
Questions for critical reflection

8. What are Models of Teaching?
Prescriptive strategies to guide
planning and instruction
Supported by research basedevidence

9. Models of Teaching
Detailed overview of how to teach
Role of instructor
Type of classroom structure
Ways teacher supports student
efforts

10. What are Models of Teaching?
Provide common language to discuss
facets of instruction common across all
classrooms among administrators and
teachers.

11. What are Models of Teaching?
Conceptual frameworks grouped by
purpose and intended outcomes into 4
families.
Promote awareness about how
individuals and collective faculty teach.
Helps students learn how to learn.

12. What are Models of Teaching?
Eliminates differences due to gender,
race/ethnicity, socio-economic status.
Increases probability of learning
certain skills/knowledge.

13. FAMILIES OF TEACHING
MODELS

14. INFORMATION-PROCESSING
FAMILY
Enhances making sense of new
information.
Help students learn how to
construct knowledge.

15. Information-processing models: An
example
Fourth grade students seated around a center. Jack
Jones’, the teacher, lights a candle and places a jar with
6 inch circumference over the candle. The candle burns
out.
He repeats this exercise several times with jars of
varying circumference and places them over lighted
candles.
He tells students, “Now we are going to develop some
ideas about what just happened.”

16. SOCIAL FAMILY
Uses group inquiry and problem-solving
strategies.
Encourages assimilation and
understanding.
Relies on students’ personal and social
values.

17. Social models: An example
Janie Hrock’s 12th grade class begins with a
videotape of a court room scene. A mother is
fighting to prevent a father from having time
together with their 9 year old daughter. Parents
have joint custody.
As the case proceeds Ms. Hrock asks students to
document the “issues” and their “questions.”
Following the tape, the students describe issues,
defend positions and ask questions.

18. PERSONAL FAMILY
Emphasizes self-actualizing, selfawareness, directing destinies.
Exploration and reflection about
goals or future careers.

19. Personal models: An example
Terrace Banks’ 6th grade students enter
Language Arts classroom on first day of school.
As they take their seats, Banks tells students to
write about what they want to be when they
grow up and asks to them to explain why.
After about 30 minutes, students share essays
aloud. As students read, Banks asks them what
skills they think they will need to enter chosen
professions.

20. BEHAVIORAL FAMILY
Develop mastery in subject matter
or skills acquisition.
Seeks specific behavioral changes.
Measurable outcomes.

21. Behavioral models: An example
Lem McCoy’s 4th grade students
arrive to class and find a quiz on
their desks.
Students are given 100, 1 by 1 digit
multiplication problems. McCoy
tells them to complete as many
correctly in 5 minutes are they can.

22. Explicit use of teaching
models can accelerate rate
of learning, capacity and
facility in learning.

23. TEACHER BENEFITS
Improves the quality of instruction.
Systematic approach to planning for
instruction.

24. TEACHER BENEFITS
Facilitates awareness about students’
learning needs.
Assess impact of instruction.
Offers alternative ways of
representing content/skills.

25. TEACHER BENEFITS
Develop learning experiences
that yield successful outcomes.
Facilitates student engagement
in more meaningful ways.

26. STUDENT BENEFITS
Increases aptitude for learning and
retention.
Learn more rapidly.
Facilitates different kinds of
learning.

27. STUDENT BENEFITS
• Builds academic self-esteem.
• Acknowledges characteristics and
aptitudes.
• Promotes student awareness of
how they will be taught and what
changes are sought.

28. Caveats
Do not replace pedagogical expertise
– subject matter knowledge
– creativity
– interpersonal skills
No model is effective for everyone
Some methods increase or diminish desired
outcomes

29. WHY USE MODELS OF TEACHING?
Meet learning needs of heterogeneous
groups.
Varied outcomes, different levels of
sophistication.
Repertoire of approaches.

30. Questions for Critical Reflection
1.
What models do you use during
instruction?
2.
What other approaches do you
want to use?

31. References
Anusavice, S. H., & Behar-Horenstein, L. S. (2005). Looking into
classrooms:
Student achievement, student absenteeism, teacher efficacy, and teacher
Instruction of highly mobile students in specialized and traditional
school settings. Curriculum and Teaching 20, 15-39.
Behar-Horenstein, L. S., & Ganet-Sigel, J. G. (1999). The Art and Practice of
Dance/Movement Therapy. Needham Heights, MA: Pearson Publishing
Solutions. 209 pp.
Behar-Horenstein, L.S., & Seabert, D. M. (2005). Looking into
classrooms: Teachers' use of models of teaching.
Educational Practice and Theory 27(1), 49-66.

32. References
Joyce, B. & Calhoun, E. (996). Creating Learning
Experiences: The Role of Instructional Theory and
Research. Alexandria, VA: Association for Curriculum
Development and Supervision.
Joyce, B., Weil, M., & Calhoun, E. (2004). Models of
Teaching. 7th ed. Boston: Allyn & Bacon.

33. Dr. Linda Behar-Horenstein
Distinguished
Teaching Scholar
and Professor
University of Florida
Lsbhoren@ufl.edu
(352) 392-2391,
Ext. 299