OBJECTIVE 2:
Explain why instructional
alternatives are necessary and
how strategies for teachers and
models of teaching are related.
(Eggen and Kauchak, 2012)
Katie Kirmer
There are multiple reasons for
teachers to have instructional
alternatives available for them to
utilize.





Cognitive Domains
Teacher personalities
Student personalities
Gardener’s Multiple Intelligences
Bloom’s Taxonomy
(Eggen and Kauchak, 2012)
INSTRUCTIONAL ALTERNATIVES

COGNITIVE DOMAINS

Every individual has these four cognitive domains
which characterize how the individual thinks.

Cognitive Domain: Knowledge and Intellectual skills

Affective Domain: Attitudes and Motivation related to
everyday values

Psychomotor Domain: Performance skills

Interpersonal Domain: Social interaction skills
(Eggen and Kauchak, 2012)
GARDNER’S MULTIPLE INTELLIGENCES

Research has shown that individuals have strengths which are
classified by Gardner’s 8 multiple intelligences. Depending on
these strengths the individual prefers to learn in specific ways
which is more appealing to their personality and strengths.
(English Acquisition,
BLOOM’S TAXONOMY

Bloom’s taxonomy provides teachers with a list of verbs to help set
goals for student learning and to help challenge students. The
taxonomy is on a spectrum which spans from remember (simple
processing) to create (complex processing).
(Sophie, 2011)

Teaching models are thought of as
‘blueprints’ for teaching and the
strategies are the smaller elements
that are combined to get the whole
experience.
(Eggen and Kauchak, 2012)
STRATEGIES FOR TEACHERS

Teaching models are specific
approaches with specific
characteristics.
AND MODELS OF TEACHING

Teaching strategies are general
approaches applied to all content
areas.
EXAMPLES OF TEACHING
STRATEGIES
Questioning
 Reviewing
 Modeling
 Providing Feedback
 Small group discussions
 Drawing
 Scavenger hunt
 Worksheets
 Debates
 Graphic organizers
 Writing

(Eggen and Kauchak, 2012)
CHARACTERISTICS OF TEACHING
MODELS



Goals: Develops critical thinking skills and
understanding on content.
Phases: Provides stages to help reach the goal.
Foundation: The practices are supported by
education theory and development research.
(Eggen and Kauchak, 2012)
WORKS CITED
Eggen, P. and Kauchak, D. a. (2012). Strategies
and Models for Teachers. (K. Canton, Ed.)
Boston, MA: Pearson education, Inc.
 English Acquisition. (2012, May 30). (CarlyBlog,
Producer) Retrieved June 6, 2012, from
http://forenglishteachers.com/?p=99
 Sophie, C. (2011, December 7). Bloom’s
Taxonomy and the classroom with Bloom’s
Taxonomy. (wordpress.com) Retrieved June 6,
2012, from
http://coldsophie.wordpress.com/2011/12/02/bloo
ms-taxonomy-and-the-classroom-with-bloomstaxonomy/
