Welcome to the 10th Edition of Models of Teaching!        

Get ready to make friends with Models of Teaching, whether you are using it in university courses, school district initiatives, professional development generated by a group or organization, or you and a colleague have decided to study as individuals or together.

            Let’s begin by talking about the nature of the book. The content introduces a range of ways to teach that have been studied and tested and are learnable within a reasonable period of time. Each are illustrated with scenarios – enactments of the model in action with students. As you read a chapter, imagine yourself teaching – using the illustrated behaviors.

After introducing the origins of models in Chapter 1, we address building a community of learners–illustrated in Chapter 2 with young students–because each time you open a new model to your students you are helping them learn how to learn. Importantly, getting students to think and investigate together increases their capacity. Look again at the dedication, where a wonderful educator from 100 years ago makes that point beautifully.

Four models–learning inductively, learning through investigations, concept attainment, and the picture word inductive model–are placed early in the book because they form a base on which models introduced later can build.

You might begin by browsing the annotated table of contents. It is designed to be a study guide. Consider whether you want to begin with a more familiar model or one that is relatively new to you. Whatever your role and goals, we hope the materials in this accompanying website will be useful.

            Now, let’s consider some of the items on this website. www.modelsofteaching.org has been designed to provide additional support as you learn or expand your use of a variety of models of teaching.

In the “Guides and Resources” section you will find a drop-down menu that provides a list of potentially useful items:

• a set of PowerPoint slides for each chapter. For some chapters, the slides simply present a brief introduction to the major ideas in the chapter; in other chapters, the slides provide additional content, examples, and questions to consider.
• videotaped demonstrations of lessons with students from kindergarten through secondary school. (Some of the videos are “old”; however, the moves of the model of teaching being demonstrated are durable and applicable whether with kindergarten students or high school seniors. Note: We have not included a demonstration video for every model in the text.)
• peer coaching and planning guides for ten of the models of teaching: Inductive Thinking, Concept Attainment, Cooperative Learning Organization, the Picture Word Inductive Model, Synectics, Memorization, Advance Organizer, Role Playing, Explicit Strategy Instruction, and Inquiry Training.
• a copy of the “References and Related Sources” from the 10th edition of Models of Teaching to make your web searches for additional information a little easier.
• a brief description of a program for struggling readers, sometimes referred to in the text as “Read to Succeed” (R2S) and sometimes as “Second Chance.”
• several sections that provide links to additional resources.

In the “PWIM Photos” section, you will find a selection of photographs teachers have used in many PWIM units. Feel free to enlarge and use any of them that fit your curriculum units or other purposes.

Whether in a university or a school setting, we suggest that you find a partner to work with if possible. As we practice using models, we find that discussing the experience provides support–generating personal and social warmth that helps sustain our inquiry. (See Chapter 20.) If you are currently teaching, a coaching partner does not have to teach in the same grade or the same subject. Peer coaching partners might decide to work together simply because they get along comfortably.

Wishing you a productive and joyous inquiry into models of teaching!