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Discussion Model

Helping students understand organized bodies of knowledge.

Theory and Planning

This model is based on schema theory,
which Piaget focuses on.
Identify Topic: Must be an organized
body of k nowledge, o ur book discusses
the conflict between the British a nd
French because it touches o n geography,
taxes, and independence. The teacher
must choose a topic that encompasses
smaller connected topics.
Specify Learning Objectives: The
learning objective must be either facts,
concepts, generalizations, or procedural
Structure Content: Choose a n organizer,
be it a table/chart/hierarchic organizer
to demonstrate the relationships
between ideas clearly
Prep Lesson Intro: the teacher must
attract a nd maintain student attention.
Advance organizers are written or verbal
statements given a t the beginning of a
lesson to link pre-existing k nowledge to
the concepts a bout to be taught, and
they are k ey to introducing a lesson in
this model. A concrete example is a must
and if the students have no background
knowledge a n analogy is v ery effective.

Review and Introduction: Present
the advance organizer, remind
students of the k nowledge they
already have that will be key to
understanding this lesson
Presentation: Take no more than a
few minutes to present information
to develop background k nowledge,
students a ttention spans are tiny
Comprehension Monitoring:
Informal a ssessment through teacher
questioning, question/write,
providing examples, think-pair-share,
voting and choral r esponse, to gauge
student attentiveness a nd
comprehension/deep processing of
info. Particularly important in
classrooms with
culturally/linguistically diverse
students that may struggle with this
model more than other students.
Integration: As you check for
comprehension of the new
information, link it back, integrate it
with, the old info, continue to do so
until youre done presenting new
Closure: Summarize, preferably have
students summarize, the lesson a nd
get a clear summary that the next
lesson can launch off of

Riley Jennings
EDC 311

Is about

Assessment and

This model is easily
modified to teach a
concept or generalization
by presenting a d efinition
or statement of a
generalization and then
backing up that
information with
examples. When planning
for a concept lecture, the
structuring of content
needs to b e far more
example loaded. In
implementation the
presentation phase is just
a definition or s tatement
and the comprehension
monitoring and
integration are combined.
This is also a great model
to incorporate technology
because the internet can
be used for research to
increase background

Assessment: Assessment
when using this model n eeds
to include not just the
specific topics, but especially
the relationships b etween
them. A way to do this
would b e giving them a b lank
hierarchic graphic organizer
and a list of words/topics and
ask the students to organize

Motivation: Integrating
group work into the lesson is
a great way to keep students
motivated and a ttentive
when using this lesson
because it is h eavily based in
discussion. Just keeping the
students involved and using
interactive learning activities
is a great way to keep the
students motivated as well.

So What??
This model is super important for history teachers and any teachers trying to get their students to make connections in the topics that they cover, the
modified version for a concept would b e great for a calculus teacher trying to relate limits to d erivatives to anti-d erivatives to integrals.