Personal Models
Strategy Description
Strategy Description
Strategy Template
Student Examples
Strategy Rubric
Comparing Models
Resources
Joyce and Weil have delineated four families: Information Processing, Social , Personal and Behavioral. Within each family they present several models. The information processing family is the largest family with at least 7 models. The personal family has only two models. One (nondirective) has phases similar to the models that we encountered in the Information Processing Models, however it is not a model that one really plans for, one waits for the circumstances to arise and then brings it into play spontaneously. The second example in this section, Concepts of Self, is a general approach and does not even have phases or a particular approach.
One might assume that Personal Models might be one of the strongest families of strategies because of the American Culture. For years, people have come to the United States "to become what you want to be" , to enjoy "the land of opportunity." There is a world view of Americans as "rugged individualists". We want students to become unique human beings with their own strengths and characteristics. As a culture, we have a tendency to resist "cookie cutter" , assembly-line tactics and outcomes. We want people to have a strong sense of themselves and to develop in ways that build upon each person's strengths and interests.
In the past, this area of study has been called "affective education":
AFFECT: Feelings or emotional aspect of learning
- satisfaction of needs
- motivation of behavior (the "why" of behavior)
Educational theory and research have focused on:
- maintenance and enhancement of self- esteem including anxiety and achievement motivation
- motives for exploratory behaviorincluding curiosity; the need to know and understand
- social motives including the need for praise, recognition and attention
If we were to brainstorm topics that deal with individualism, creativity and mental and emotional health many might come to mind:
- self-concept,
- self-esteem,
- character development,
- moral reasoning,
- values education,
- altruistism (community projects),
- learning styles,
- multiple intelligences,
- emotional intelligence
- resiliency,
Questions:
How is this topic defined? What are its components?
What is the difference between learning topics/skills and teaching these topics/skills?
Are there strategies and/or models for these topics?
What makes a model a model? What phases should be included? Are these "single" models or "meta" or "mega" models? What is the syntax, social system, principles of reaction and support system?
Why are some of these not included in Joyce and Weil? (What rationale might we provide to persuade them to include these models in future editions?)
Assignment:
First using the Internet, investigate your chosen topic. You may eventually go to other resources (counselor at your school, library, a book on your shelf that you have been meaning to look at!)
Decide whether or not it could/should be included in the personal models. Why or why not?
What might its phases or steps be?
Be prepared to discuss your topic in a "grand conversation". During this grand conversation your group will let other people in the class know about your topic. Someone will volunteer for the first part of the discussion in the grand conversation. As the first topic unfolds you will probably see similarities and differences between your topic and other people's topics--- a grand conversation will ensue as we make comments about this. As the grand conversation continues, the other topics will unfold. At the end we will, as a group try to decide if the personal family is well represented in its present form or if we would like to nominate other models.
Include some references (websites, books, articles) for colleagues who may be interested in investigating the topic further. You will be asked to put these in an attachment document via email with some summary comments about your topic and the grand conversation.
EdTe 226
April, 2001