Inductive Model of Instruction

Inductive Model of Instruction:

This model is also known as guided discovery. I have found this model to be really effective because It encourages participation, which helps any activity to be more interesting.

During this Model the Teacher’s role is to provide examples that illustrate the content and then guide students’ efforts to find patterns in the information. Learners construct their own understanding (with careful guidance and questioning by teachers).

Steps of the Model:

1. Sensing the problem(providing examples)
2. Analyzing the situation. (Grouping)
3. Organizing the Information
4.Framing the Solution
5. Arriving at a rule

Example 1:

In my content are I would use this Model to teach the context of Doctrine and Covenants. I think I will make so much sense if my students could pull from the begging of the semester the main themes of the context of Doctrine and Covenants. 

Divide the class in groups.

1.  Pictures: New York, First vision, Persecution, Moab, Kirtland Ohio, Kirtland temple, Missouri, Far West, Haun's Mill, Independence, Liberty Jail, Extermination order, Nauvoo, Nauvoo temple, Carthage Jail,  Winter Quarters, Pioneers, Salt Lake city. 

2. Grouping, let student group the pictures with how they think they connect.

3. Find common themes within the class. I will use numbers to pair some pictures at the time to discuss possibles themes in the context of Doctrine and Covenants. 

4. We will organize the themes and the information will be rephrased and restructured into a "solution form". (Usually solution are formed in statement form which serves as a concluding solution to the problem.) In this case it would be main themes in the context of the Doctrine and Covenants. 

5.The formulated solution in the earlier step is to be converted or generalized into a rule or law. this will be done in the form of a statements. At the end we won't only put the pictures in a chronological order but we would define the main themes of the context. 

Example 2:

Towards the end of the Doctrine and Covenant year, we have a lesson in following the living prophets. I think this could be an awesome model to present this lesson, since we won't only learn the names of the propeths in the last dispensation but also we would learn the biggest impact that they have  into the church during their time in the presidency. (each prophet's legacy). I could even add pictures of the church growth in each one of the presidencies to expand knowledge. Mission at the time and temples. 

Divide the class in groups.

1.  Pictures: 

Joseph Smith,Brigham Young,   John Taylor, Wilford Woodruff, Lorenzo Snow,  Joseph F. Smith, Heber J. Grant, George Albert Smith, David O. McKay, Joseph Fielding Smith,  Harold B. Lee, Spencer W. Kimball, Ezra Taft Benson, Howard W. Hunter, Gordon B. Hinckley, Thomas S. Monson, Russell M. Nelson, LDS conference center, mission age change, temple announced in Russia, book of mormon translated to more than 100 languages, flood the earth with book of mormon, all worthy men to hold the priesthood, Church’s welfare program, bring temples to the Saints, every member of the Church should be a missionary, 

2. Grouping, let student group the pictures with how they think they connect.

3. Find common themes within the class. I will use numbers to pair some pictures at the time to discuss possibles themes between prophets.  

4. We will organize the themes and the information will be rephrased and restructured into a "solution form". (Usually solution are formed in statement form which serves as a concluding solution to the problem.) In this case it would be main legacies of propeths in this dispensation as well as the chronological order of their presidency. 

5.The formulated solution in the earlier step is to be converted or generalized into a rule or law. this will be done in the form of a statements. At the end we won't only put the pictures in a chronological order but we would define the main themes of their legacy. 

Problem Based Learning Model

Problem Based Learning Model:

This Model will for sure challenge my students to learn and apply knowledge with problem solving skills. Something I love about this teaching Model is that my  students will understand the recurring nature of solving real-world problems by using this  in class.

Steps of the Model 

1. Problem Identification 
2. Solution Design 
3. Solution Evaluation 
4. Implementation 

Example #1: 
I could use this Model when teaching doctrinal mastery "The restoration" (Doctrinal Mastery Topics). I would divide the class in groups before starting this lesson. 

Step one: I would Like to  start by posting a question to my students. If Paul taught the Ephesians that there is only “One Lord, one faith, one baptism” (Eph. 4:5). Why are there so many religions?

Step 2: I would provide them with the doctrinal mastery document topic 4, "The restoration" for them to prepare themselves to answer this question. In that document students will also find scriptures to help them design solution to the problem.

Step 3: I would jigsaw the groups for each one of them have the opportunity represent their original group design and present in their new groups their designs. Groups would openly ask questions and keep a discussion, finding ways to improve their designs. 

Step 4: Students go back to their original groups and update their original designs after receiving feedback. The groups will write a small easy directed to an investigator answering the question: 

"Why are there so many religions?" 

Example #2:

There is one lesson this year on the prophets succession. I could implement the problem based model during this lessons as well. 

Step one: I would Like to  start by posting a question to my students. How does the process of selecting a new President of The Church of Jesus Christ of Latter-day Saints differ from the way leaders might be chosen in other organizations? 

Step 2: I would provide in class a video where they can learn about the process succession. 

Step 3: Students will prepare in pairs to answer this question: How does the process of selecting a new President of The Church of Jesus Christ of Latter-day Saints differ from the way leaders might be chosen in other organizations?.  Students will need to answer the question to a reporter who is doing research in the LDS church. The reporter is also interested in knowing more about this process since the beginning of this dispensation. (After the martyr of Jospeh Smith). Students could expand their original design by studying  this document which they will have access during class in their .  Succession of the presidency after Joseph Smith

Step 4: Students will provide the answer to the question by presenting assigned peers their answers in a video format at the end of class. 

Role Play Model/ Simulation and Socratic Seminar

Role Play/Simulation Model of Instruction:

Because of my own experience with role-playing as a student, I would say that this model is totally successful in terms of how motivated students are, as well as the level of achievement. It is because of the positive experiences I have had as a student when role playing, that I have find the motivation as a teacher to incorporate this Model in my teaching. As a teacher, this type of exercise can be challenging, both in preparation and during the execution, but I have learned that if I follow the steps of this Model, the activity can be greatly rewarding. 

Model steps:

1. Define Objectives
2. Choose Context & Roles
3. Introducing the Exercise
4. Student Preparation/Research
5. The Role-Play
6. Concluding Discussion
7. Assessment

I can think of SO many ideas of how to implement this activity in a seminary classroom. Like literally, SO many. In fact, there is a Masters Thesis on this topic from BYU exclusively assessing Role-Play in LDS Seminaries that I found fascinating (if interested in reading it; Role-playing in Seminary).

1. First, of course the most typical example would be to have my students role play accounts from the scriptures by assigning them a specific passage from the scriptures. A good role play could be in Joseph Smith History, during the first unit of The Doctrine and Covenants. I believe that the context where Joseph was at the time of the first vision can be better understood if students feel that they would have to role-play Joseph. They can deeply connect with the reality surrounding the prophet as a young man. To incorporate technology in this example, I could show my class the latest videos of Joseph the Prophet of the restoration to give them examples of their role-playing (kind of like helping them to get into character).
2. Second, the students could be given a current life situation where they could apply doctrines and principles discussed during class. For example, if I just taught them the first unit of Doctrine and Covenants on the early life of the prophet Jospeh Smith, "Ask and you shall receive," I could give them a role play where two friends are together and one of them doesn't know how to receive answers to their prayers, the other could prepare to help his/her friend by sharing the experience of young Joseph Smith and some of the steps they can follow to receive revelation. I would ask them to record a video presentation with their peers assigned to this activity and present them in class as.
3. Third, the bast majority of my student eventually end up serving LDS missions. I, myself, served as an MTC instructor and I believe that Role Play Model in Seminary can have a huge impact in their mission experience since it can help them build confidence. I will set up real life situations of missionary work. Successful missionaries not only need to know how missionaries feel but even so more importantly they need to know how an investigator of the church feels. This type of role playing can help them experience both, the investigator and the missionary. We would use in class preach my gospel from the gospel library app and study before the activity chapter 10: "How to begin teaching."

I am excited to be looking for more opportunities throughout my different units of doctrine and covenants curriculum where I could incorporate this model. 

Socratic Seminar:

This model of instruction seeks to accomplish a deeper understanding about specific ideas and values in a text. During the seminar, students thoroughly question and examine principles related to a specific content, and formulate different points of view. Through participation students will develop analytical thinking skills, as well as expand their interpretation and listening abilities. 

Model Steps and lesson Idea

1. Choose the Text – Written, Visual, or Audio

• Joseph Smith—History 1:1–20.

2.             Plan and Cluster Several Questions of Varying Cognitive Demand 

·  What do you think it means to know your standing before God?

·  Why might it be important for us to know our standing before God?

·  What are some examples of sacred trusts the Lord has given us?

·  How can you gain a witness that Joseph Smith actually saw God the Father and Jesus Christ?

·  What are three ways you can follow the prophet today?

3.             Introduce the Model to the Students

Make sure that everyone participates and no one dominates.

Students should prepare for the discussion by annotating the text or taking notes. 

4.          Conduct the Discussion

Students should support their comments with evidence.

Only one student should speak at a time.

Students should sit in a circle so they are talking to each other.

5.                   Review and Summarize the Discussion

Take time at the end of the discussion for students to process the information (metacognition) or the benefits to the discussion are lost. 

Students evaluate the content of the discussion and determine the most important ideas. 

6.             Evaluate the Discussion

Students evaluate the process and their personal contributions. 

Did they cite reasons and evidence for comments?

Did they speak clearly and listen respectfully?

Did they avoid hostile exchanges?

Set goals for the next discussion. 

In this case the next discussion would be Joseph Smith—History 1:21–26,

I think a successful Socratic Seminar could be implemented even more in a flipped lesson so students could come better prepared to the discussion. 

Cooperative Learning Model

The General Cooperative Learning Model:

Organized and structured way to use small groups to enhance student learning and interdependence. Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts.

Steps to the Model

1. Introduce the Task

           

2. Name, teach, and practice targeted social skills

           

3. Implement the lesson and monitor student interactions

           

4. Summarize learning

5. Measure group and individual accountability

           

6. Assess learning

           

In my content setting I thought it might be a good idea to implement this model when studying the 9 topics of doctrinal mastery. Since I can group my students according to their ability (skill level) or understanding of the topics, I can be really strategic into who works with who. For example, if I categorize how familiar my students are with a particular doctrinal mastery topic I can group them into average students, below average students and above average student. This to ensure a successful activity and not one where some groups work and others don't do anything. Also, since one of the objectives of doctrinal mastery is to prepare and help our students to share and teach this doctrines this model works perfectly since one of the steps incorporates practice social skill, which in the case of doctrinal mastery it will be teaching and sharing. 

I could apply this model with the topic: "The Godhead"

• Introduce the Task:

There are three separate personages in the God head: God, the Eternal Father; His Son, Jesus Christ; and the Holy Ghost. The Father and the Son have tangible, glorified bodies of flesh and bone, and the Holy Ghost is a personage of spirit (D&C 130:22–23). They are one in purpose and are perfectly united in bringing to pass Heavenly Father’s plan of salvation.

• After that I would separate 3 main portions for them to study together and discuss:

God the Father,
The Supreme Being whom we worship. He is the Father of our spirits (Hebrews 12:9). He is perfect, has all power, and knows all things. He is also just, merciful, and kind. God loves each of His children perfectly, and all are alike unto Him (2 Nephi 26:33). His work and glory is to bring about the immortality and eternal life of man.
Related references: John 17:3; Mosiah 4:9; Moses 1:39

Jesus Christ, 
The First born of the Father in the spirit and is the Only Begotten of the Father in the flesh Under the Father’s direction, Jesus Christ created the heavens and the earth. He is Jehovah of the Old Testament and the Messiah of the New Testament.

Jesus Christ Jesus Christ does the will of the Father in all things. He lived a sinless life and atoned for the sins of all mankind (3 Nephi 11:10–11). His life is the perfect example of how we are to live       (3 Nephi 12:48). He was the first of Heavenly Father’s children to be resurrected. In our day, as in ancient times, He stands at the head of His Church. He will come again in power and glory and will reign on the earth during the Millennium (D&C 29:10–11). He will judge all mankind. 

Because Jesus Christ is our Savior and our Mediator with the Father, all prayers, blessings, and priesthood ordinances should be done in His name (3 Nephi 18:15, 20–21).

Related references: Isaiah 53:3–5; Luke 24:36–39; 1 Corinthians 15:20–22; Revelation 20:12; Alma 7:11–13; Alma 34:9–10; Helaman 5:12; Moroni 7:45, 47–48; D&C 1:30; D&C 6:36; D&C 18:10–11; D&C 19:16–19; D&C 76:22–24

The Holy Ghost, 

The Holy Ghost is the third member of the Godhead. He is a personage of spirit and does not have a body of flesh and bone. He is often referred to as the Spirit, the Holy Spirit, the Spirit of God, the Spirit of the Lord, and the Comforter. 

The Holy Ghost bears witness of the Father and the Son, reveals the truth of all things, and sanctifies those who repent and are baptized. Through the power of the Holy Ghost, we can receive spiritual gifts, which are blessings or abilities given by the Lord for our own benefit and to help us serve and bless others.

Related references: John 3:5; 1 Corinthians 2:5, 9–11; 2 Nephi 32:3; 2 Nephi 32:8–9; Mosiah 3:19; Mosiah 18:8–10; 3 Nephi 27:20; Moroni 7:45, 47–48; Moroni 10:4–5; D&C 8:2–3; D&C 130:22–23

• Summarize learning: Help students process what they learned regarding both the social skill and the academic content.

• Measure group and individual accountability: here I could implement peer- and self assessment

1. How do you think knowing the truth about the Godhead affects our relationship with the Father, the Son, and the Holy Ghost?
2. What sources can we go to in order to learn the truth about the members of the Godhead?

• Assess learning: Here is crucial to asses the individual and the group achievement. To do so I would have them complete a group project and an individual quiz.  

I would do this activity in their scripture library apps to incorporate technology. 

Another example could be implemented while teaching the doctrinal mastery topic: "Marriage and  family". I would follow the steps of the model but this time I would change the content. 

Concept Development Model

Rather than having teacher only recalling facts, the Concept Development Model makes teachers provide opportunities to deepen understanding of concepts and develop analytical thinking skills. 

This Model can help our students broader understanding of concepts and ideas.

A Concept Development lesson has five steps. Each of the steps builds upon the one before, adding a new level of complexity. Together, the steps create a natural stairway from facts to generalization. 

Step 1: List [Gather a list of about 25 items that can be placed together under one category.]

Step 2: Group and Label [Group and label the items from Step 1]

Step 3: Subsume [Cross-categorize items and/or create a hierarchy of ideas using the items and groups from Step 2.]

Step 4: Regroup  [Set aside groups and labels from Step 2, and create completely new groups using the items from Step 1]

 Step 5: Generalize [Make broad but relevant statements about the nature of the items on the list based on insights gathered during Steps 1-4.]

A Concept Development lesson typically lasts around 70-75 minutes:

Step                                     Time

List                                   5 Minutes

Group and Label       20-25 Minutes

Subsume                   10-15 Minutes

Regroup                    20-25 Minutes

Generalize                      15 Minutes

I think for my teaching content this can be a great idea for when teaching doctrinal mastery, specifically the Plan of Salvation.

List of words such as:

Agency; Atonement of Jesus Christ; Creation; Death Physical; Death Spiritual; Fall; God the Father; Gospel; Jesus Christ; Kingdoms of Glory; Resurrection, Second Coming; Millennium; Sickness; Physical bodies; Sickness; Judgment; Paradise; Spirit Prison; Veil; Heaven; Hell; Temptation.

Group or label:

pre-mortal life, mortal life, and life after death

Subsume:

Scriptures, quotes of general authorities.

Regroup:

Actions, Doctrine and principles of the gospel.

Generalize:

As you come to understand the plan, you find answers to questions asked by so many: Where did we come from? Why are we here? Where do we go after this life?

This example from the Concept Development Model, I could apply to every single one of the 9 topics of doctrinal mastery. Another good example to use this model could be by studying Doctrinal Mastery  passages. 

Doctrinal Mastery Passages. 

List:

1. Joseph Smith—History 1:15–20. In the First Vision, God called Joseph Smith to be a prophet.

2. D&C 1:30. The only true and living church
3. D&C 1:37–38. The voice of the Lord and His servants is the same. 

4. D&C 6:36. Look unto Christ in every thought.
5. D&C 8:2–3. The Holy Ghost speaks to our minds and hearts.
6. D&C 13:1. Keys of the Aaronic Priesthood
7. D&C 18:10–11. The worth of souls is great.
8. D&C 18:15–16. Joy in bringing souls to Jesus Christ
9. D&C 19:16–19. The Savior su ered for our sins so we could repent.

10. D&C 21:4–6. As we receive the prophet’s word in patience and faith, God will disperse the powers of darkness.

11. D&C 29:10–11. Christ will come again with power and glory.
12. D&C 42:11. The Lord’s representatives must be called by one who has authority.

13. D&C 49:15–17. Marriage between a man and a woman is ordained of God. 

14. D&C 58:42–43. To repent we must confess and forsake sin.
15. D&C 64:9–11. We are required to forgive all people.
16. D&C 76:22–24. Jesus Christ lives and is the Creator of worlds.
17. D&C 82:10. The Lord is bound when we do what He says.
18. D&C 84:20–22. The power of godliness is manifest in priesthood ordinances.

19. D&C 88:118. Seek learning by study and faith.
20. D&C 89:18–21. Blessings of the Word of Wisdom
21. D&C 107:8. The authority of the Melchizedek Priesthood
22. D&C 121:36, 41–42. Priesthood power depends on one’s righteousness. 

23. D&C 130:22–23. The Father and Son have bodies of esh and bone.
24. D&C 131:1–4. The new and everlasting covenant of marriage
25. D&C 135:3. Joseph Smith labored for our salvation.

Group:

By context when revelation was received.

Subsume:

We could study here in the heading of the sections who received it.

Regroup:

By topic or doctrine.

Generalize:

Mastering the doctrine of the gospel of Jesus Christ and the scripture passages in which that doctrine is taught.

In this activity I could incorporate the doctrinal mastery app to group by topic or by searching the context of the sections. It would be a great opportunity to also practice using the app and encourage its use to master the passages of doctrinal mastery.