Morrison Teaching Model PDF

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Pedagogy Configuration Descriptions

Morrison Academy has determined that the following research-supported pedagogy provides a good variety of teaching methodologies and strategies that are useful in the classroom. It is the school’s expectation that teachers will be knowledgeable and competent in appropriately utilizing the following pedagogy.

Direct Instruction

Direct instruction is probably the most commonly used teaching model. Direct instruction refers to a teaching model where the student is highly engaged in the learning, but the teacher maintains most of the control over the pacing and goals of instruction. There are a number of variables that the teacher manipulates in order to promote learning. These variables include:

• The teacher controls instructional goals that are at the correct level of difficulty for the student’s ability level

• The teacher sets the pace of the lesson

• Goals are clear

• The amount of time allocated for instruction is adequate

• Instruction is continuous

• Lesson content is covered thoroughly

• Students’ learning is monitored during a presentation, during guided practice, and sometimes during independent practice

• Feedback is provided to students in a timely fashion and the feedback is in relation to the desired learning The goal of Direct Instruction is to achieve the learning objective by leading students through carefully developed tasks, which will promote the desired learning.

Project Method

The Project Method seeks to focus all instruction into a series of projects or into a single major project.

The goals of instruction are accomplished through the project(s). This allows for a more student-directed learning process. Theory, knowledge, practice, and application are all integrated into one package. The Project Method provides the opportunity for the integration of skills across multiple disciplines.

Learning and refining time management skills is also an outcome of the Project Method. A good project will take into consideration the following concerns

: • Does the project adequately meet the desired objective?

• Does the project fit students’ abilities and interests?

• Does the project allow for experimentation and creativity?

• Does the project integrate theory and practice?

• Is the project practical in the sense that equipment and materials are readily available?

• Does the project place the responsibility for the project on the learner? Students may need to be taught additional skills in order to complete the project.

The description of the project must be well articulated to students.

Students must understand the learning objectives of the project, what equipment and materials will be needed to complete the project, what needs to be done in order to complete the project, how to keep records for documenting progress, and how will the project be assessed.

Cooperative Learning

 Cooperative Learning grew out of social psychology. The focus was on changing from a competitive reward structure, i.e. the bell curve, to an interpersonal reward structure, based on cooperation.

Cooperative Learning is a “classroom technique in which students work on learning activities in small groups and receive rewards or recognition based on their group’s performance.”

Besides the reward structure, Cooperative Learning also impacts the task structure of the learning environment.

The task structure may vary in relation to grouping, i.e. it may be either homogeneous or heterogeneous in nature.

Tasks are usually individually prescribed as opposed to giving one task to the whole group. Students within a group may or may not be allowed to help one another.

Language English
No. of Pages4
PDF Size0.3 MB

Morrison Teaching Model Book PDF Free Download

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