Socratic Seminar

1. What are the essential parts of the model? Student driven discussion. Presence of a moderator. A common text/material/topic to focus on. Open ended questions of varying cognitive demand. 2. What are the identifiable lesson components? Choose a common written, visual, or audio reference. Plan open ended questions of varying cognitive demand. Introduce how the seminar is structured/works. Actual discussion Review and summarize the discussion. Evaluate discussion with students. 3. What are the benefits of using this model? Creates community of learners (collaborative learning). There isnt just one right answer. Student autonomy and ability to learn from one another/together. Easy to differentiate. Allows students to determine how they want to explore the topic. Enhances critical thinking. Students become more open to ideas they do not agree with. Furthers engagement and interaction with text. 4. Give example of when you would use this model? Literature. Historical texts. Situations where multiple interpretations would be likely. Media (video, film, music, advertising) Visuals 5. Considerations teachers should have Make sure students follow guidelines. Respect others thoughts, respectfully disagree. Avoid turning into debate Create a comfortable atmosphere. Ensure fair/even participation. Time frame. Anticipate where discussion could go, prepare leading/guiding questions. 6. How to differentiate model: Questions to be asked. Readings could be on the same topic but of varying difficulty for different learners. One model has fishbowl style, provides varying levels & types of participation. Giving students questions beforehand if they need additional time to prepare.

Vocabulary Acquisition Model

1. What are the essential parts of the model? Vocab acquisition Principle of system - There is a system governing vocabulary (ie words are related to each other in how theyre spelled and what they mean). Principle of incidence- Words are acquired by learners as they acquire precise ways of expressing what they have come to understand. Principle of conceptualizationThe learning of concepts and the vocabulary that labels those concepts happen in support of one another. 2. What are the identifiable lesson components? 1)Pretest knowledge of words critical to content 2)Elaborate on and discuss invented spellings and hypothesized meanings 3)Explore patterns of meaning 4)Read and study 5) Evaluate and postest 3. What are the benefits of using this model? This model builds on previous knowledge- the new information is always tied to the known which provides scaffolding for all students. It also bridges the gap between meaning and spelling and opens the door to conversations where students can make more connections between words. 4. Give a couple examples when you may use this model? 1)Units of measurement- focus on prefixes in units of measurement 2) Studying the historical development of words 3)Introducing new science concepts and vocabulary 5. What are some considerations teachers should have when using this model? Teachers should be careful about assuming students prior knowledge with suffixes and prefixes or certain base words. It is also important to make sure that students learn the content presented in the lesson and not just memorize vocabulary. 6. How could you differentiate this model (i.e. for ELLs, gifted learners, or students with special needs)? For ELLS and students with special needs, provide pictures to illustrate parts of words (either in meaning or how to say it). For ELLs, after the Spelling test, students could also receive a list of equivalent words in their native language so that they could make the connections to what they already know. For gifted students, have them go more in depth with the words being studied or have the complete tasks with the words that require higher order thinking skills.

Inquiry Model
1. What are the essential parts of the model? Problem for students to solve Students gather the data themselves Teacher provided information Evaluation or sharing of solutions/strategies 2. What are the identifiable lesson components? Step One: Teacher researches topic and selects problem Step Two: Problem and guiding process is introduced to the students. Step Three: Students gather data. Step Four: Students develop a theory. Step Five: Students explain and evaluate the the theory. 3. What are the benefits of using this model? Students can become experts of the topic Student agency Encourages students to be curious Activates deep processing and critical thinking 4. Give a couple examples when you may use this model? Science: roller coaster lesson (any scientific problem) Math: exploration of geometry (any math problem with multiple answers) 5. What are some considerations teachers should have when using this model? The teacher needs to be very knowledgable about the topic Strong classroom management system needs to be in place Clear expectations need to be given to students Grouping needs to be considered in advance Scaffolds need to be considered 6. How could you differentiate this model (i.e. for ELLs, gifted learners, or students with special needs)? Varying starting points (giving more or less information at the beginning of the lesson) Flexible grouping (students together possessing different strengths) Extensions available to students who may need them
Inquiry Based Models (To the tune of Suit & Tie by Justin Timberlake) Inquiry Based Models help students find Problems that teachers have in mind teachers find a topic to define getting data on a few things theory based discovery is what kids do then they explain and evaluate, too. kids are experts with agency, too. getting data on a few things

Concept Attainment
Shannon Egan, Gabrielle Saba, Elizabeth Hillgrove, Hannah Smith , Sarah Davis

1. What are the essential parts of the model? Students will understand and attain the given concept and connect it to previous knowledge. After the lesson students will be able to identify examples and non-examples. Students will also understand the relationship of the concept to other concepts (concept hierarchy). 2. What are the identifiable lesson components? 1. Select and define a concept through the concepts essential characteristics. 2. Develop positive and negative examples. 3. Review the concept attainment process with the class. 4. Present the examples. 5. Generate hypotheses and continue the hypothesis cycle. 6. Develop a concept label and definition. 7. Provide test examples to solidify the definition. 8. Discuss the process with the class. 3. What are the benefits of using this model? Students become experts through examples and nonexamples, allowing them to gain a firmer understanding of the concept or topic. 4. Give a couple examples when you may use this model? Shapes Vocabulary that can be supported with graphics Root words/prefixes/suffixes and definitions Measurement States of matter 5. What are some considerations teachers should have when using this model? It may be hard to think of a concept that is not too broad or too limiting to define. It should be more objective than subjective to allow for a clear nonexamples. 6. How could you differentiate this model (i.e. for ELLs, gifted learners, or students with special needs)? The kinesthetic sorting part of the develop positive and negative examples portion of this model provides some built-in differentiation for ELLs, students with special needs, and kinesthetic learners (all graphics). WIDA graphic, visual and sensory supports.