Nick Kron

Period 11-12

18 March 2020

Section 1.1 – Education Principles

2.1.2 – Compare educational models and explain how they impact the classroom

For teachers to be successful, they must first know different ways of teaching students as

well as understand each of their students learning styles. However, these methods of teaching,

also known as pedagogies, all have different benefits.

The chart below shows each pedagogy along with the educational theorists that indirectly

helped create them. It also shows multiple examples of how these would look in the classroom.

         

Student-Led Teacher-Led Response to Intervention Collaborate

       

     

         

Constructivism Behaviorism Social-Constructivism Social-Constructivism

Pedagogy

         

John Dewey Jean Piaget Benjamin Bloom Benjamin Bloom

Theorists
Benjamin Bloom B.F. Skinner Lev Vygotsky

  Socratic Seminars Modeling Inquiry-based and Stations (Centers)

experiential learning
Centers (Stations) Lectures Field Trips
Examples Concept mapping
Co-op learning Demonstration White Boards
Peer models
Peer Teachings Scaffolding Experiments
 Direct-Instruction Scaffolding Class-Discussion

         

Graphic Organizer Graphic Organizer Graphic Organizer 1.1.3 Graphic Organizer 1.1.4
Evidence 1.1.1 1.1.2

Student-led classrooms give more control to the students in their learning. From here,

they can learn independent problem-solving and build their self-esteem when they figure things

out for themselves. Teachers are also able to assess where students need help more and can

correctly help them. However, teachers lose the aspect of control in their classrooms and this can

cause students more likely to lose focus and not complete their assigned task (Pos-Neg, 1.1.5).

Teacher-led classrooms are the traditional classroom in which the focus of everybody is

on the teacher. Although class discipline is better and students feel more confident in the

information they are being given, some students will not be able to learn from lectures or direct

instruction (Pos-Neg, 1.1.5).

However, both RTI and Collaborative classrooms have virtually no negatives. Students

feel more included in the classrooms and in their learning, and they still acquire trustworthy

information from the teacher. Teachers still have control over their room, limiting the amount of

disciplinary issues and they can still correctly assess students on what they don’t understand yet

(Pos-Neg, 1.1.5).

In all, a teacher must still know how and when to use each of these pedagogies

effectively in order to benefit all of their students as well as themselves.