Inductive

1. I can use the Inductive model in my Accounting class to teach reports. I will explain to students that we will be learning about the different reports in Accounting. I will then show students an example of each type of report (these examples will be scanned in and displayed on my website). I will then ask students to make a list of similarities, differences, and any connections they can make regarding the reports. Students will compile their list of similarities and differences on Padlet. To finish up, I will explain the uses and creation process for each report. In our next lesson, we will learn to create the reports.
2. In Web Development, I can use this model to teach visual design principles. I will explain to students the definition of visual design. I will then explain that we will be looking for examples of good design. I will show students examples and nonexamples of good use of visual design principles. As we are going through the examples, students will be compiling a list of good design principles on AnswerGarden. Students will then be asked to search the Internet for their own example and nonexample of good visual design principles. They will present their examples to their peers for discussion. Students will refer to their list of good design principles while creating their own websites.
3. In Computer Technology 2, I can use this model for teaching the proper uses of PowerPoint. I will give students an example of a good PowerPoint presentation and a bad PowerPoint presentation. Students will create a list of features they see on each presentation. We will list those features using Padlet. Students will demonstrate their understanding of good use of PowerPoint by creating their own presentation. The presentation will be posted online for their peers to view.

Problem-Based

1. In Computer Technology 2, I can use this learning model while teaching "IF Statements." After, teaching students how to create and use an IF statement, I will present the students with a problem to solve. The problem will be request that students create a grade book for their teacher. The grade book needs to include a column that calculates a letter grade using an IF Statement. Students will work in groups of 2 or 3 to plan out their function on paper first. Once they have a plan, they will get into Excel and put their plan to use. Finally, they will evaluate the effectiveness of their function.
2. In Computer Programming, I can use this model to have students create a program that will calculate change. I will present the scenario to the students. They will be split into groups of 2-3 to create a solution to the problem. They will then create their program. Finally, they will evaluate their program's effectiveness.
3. In Accounting, this could be a useful model when learning about a chart of accounts. I can give the students a problem when they need to identify the necessary accounts for a business and create the chart of accounts for the business. They will be split into groups of 2-3. In those groups they will evaluate the problem, come up with a solution, then create their chart of accounts in the program of their choosing. They will present their chart of accounts to the class. As a class we will evaluate the effectiveness of each groups chart of accounts.

Inquiry

I really like this model because it has encouraged me to explore WebQuests! Here are a few ways I plan to use this model in my classes:

1. In Accounting, I will use this model for career exploration. I will propose the question/problem of "Which Accounting career interests you?" I will ask students to make some hypotheses about their chosen career. Next I will guide them to some sites to research their chosen career. They will be searching for answers to the same questions I asked them to hypothesize. Students will summarize their findings in the form of a presentation. Their presentation will also include a personal reflection.
2. In Computer Technology 2, I can use this model for choosing which program to use for a given project. Specifically when to use Excel vs. Access. I will have students hypothesize regarding when they would use each program. Then I will guide them to locations that provide benefits and uses of each program. They will then compare their research to their hypotheses. Their findings will be reported in the form of a brochure. Their brochure will also include a personal reflection.
3. Finally, I can use this in my Computer Programming classes. I will give my students a situation in which they need to create a computer program that will meet the requests of a client. They will meet together in groups to hypothesize regarding the best way to program the solution. I will then refer them to a few discussion boards that give suggestions for solutions to the problem. They will analyze whether their solution was a good one. They will create the program implementing a chosen solution.

Socratic Seminar

1. I will use the Socratic Seminar method when talking about embezzlement in accounting. I will send my students home with the assignment to read the following article: "The Rise and Fall of Enron." I will let the students know the goals associated with reading this article. I want them to come prepared to discuss what occurred in this scandal. I will also send them with a list of questions I want them to come prepared to discuss. The next class period, I will facilitate a Socratic Seminar. I will start by explaining the rules of our discussion. Then I will ask the first question. I really like the idea of having "speaking tokens" so that each student is able to make a contribution to the conversation. At the end of the discussion, I will have students write a blog post that summarizes the discussion we had during class. I will also have students fill out a short self-evaluation regarding their participation in the Socratic Seminar.
   
2. I will use the Socratic Seminar method when talking about stock fraud. I will send my students home with the assignment to read the following article: "2 Top Tyco Executives Charged with $600 Million Fraud Scheme." I will create an online Discussion Board in Canvas for students to use to respond to a short list of questions. I will not allow students to view other students responses until they have posted their own response to the question. Students will also be required to respond to 5 posts by other students. There will be rules that are set regarding appropriate behavior in an online discussion board. I will evaluate students based on their contributions to the discussion board. After reading through their peers' posts, students will summarize the discussions through an online blog.
   
3. I will use the Socratic Seminar method when talking to students about cell phone use. I will ask the students to research the pros and cons of cell phone use within the classroom. They need to come prepared to argue both sides. We will then split into groups of 4 students. Students will draw straws to see who is presenting pro and con. Students will participate in a small group debate. They must provide references for all of their arguments, they cannot use their own personal opinions during the debate. At the end of the debate, students will post in a blog the pros and the cons for using cell phones in the classroom. They will then be able to post their own opinion as well. Students will be assessed based on their preparation before the debate as well as their participation in the debate.

Cooperative Learning Model

I can use the Jigsaw model as a review before the state test. I will split the students into home groups of 8. Each group will consist of an expert that will be assigned one of the steps of the accounting cycle. The experts for each step of the cycle will meet with the other experts of the same step. They will work together to collect all of the information pertaining to their step of the accounting cycle. They will be responsible for creating a worksheet for each student to fill out as well as a visual aide to be used to teach their step of the cycle to their home group. They can use the technology of their choice to present the information to their home group. This should take 2 days of class time. A third day of class will be spent teaching their step of the accounting cycle to the members of their home group. After all experts have presented within their home groups, a final assessment will be given via Canvas. An average score for each home group will be calculated. Each member of the home group with the highest average will receive 10 "Reynaud Bucks" to be submitted at the end of the term for extra credit points.

I think the Graffiti model would be a fun way to work through ethical scenarios in Accounting. I will prepare for class by posting 7 ethical scenarios around the classroom. I will provide a large piece of butcher paper under each ethical scenario. The class will be split into 7 teams. Each team will start at one of the ethical scenarios. They will come up with a solution to the scenario and write it on the butcher paper. When they are finished, they will cover their answer so that it will not be visible to the other teams. After each team has had time to respond to their scenario, all groups will rotate clockwise around the room. They will then repeat the process for the next ethical situation. This will continue until each group has been able to respond to every ethical scenario. Once the groups are back to their first ethical scenario, they will uncover all of the responses that have been recorded. They will then present a summary of all of the responses that were received for their scenario. They will need to create a word cloud to summarize the opinions of the other groups. These word clouds will be used as a part of their presentation.

In Programming, I can use the General Cooperative Learning model when students are creating a program. I will split the class into teams of 2. I will introduce the problem that needs to be solved with a program. I will then introduce to the students the social skill that we will be focusing on for the activity. For this type of activity, we will be focusing on "Giving and Receiving Constructive Feedback." Students will be placed into roles of "Navigator" and "Driver." The job of the "Navigator" is to tell the "Driver" what information they should key into the code editor. The job of the "Driver" is to key in whatever the "Navigator" asks them to. After a 5 minute interval, students will be asked to switch roles. This process will continue for the entire class period. At the end of the period, each team should have a working program. My job will be to observe the interaction between team members to make sure all are participating appropriately and exercising good use of giving and receiving feedback.

Concept Attainment

1. I can use this model in my Accounting class when introducing the concept of Permanent vs. Temporary Accounts. I will provide my students with two accounts to begin with. One of these accounts will be a permanent account, the other will be a temporary account. I will place the permanent account under the example list and the temporary account under the non-example list. Next I will pull out another permanent and temporary account and have the students help me repeat the process. Now I will continue to present accounts and have the students dictate which list the accounts will go in. After we have categorized each of the accounts, I will ask the students to post to a discussion board their hypothesis for what the accounts have in common. After they have posted, we will go through the posts together as a class and come up with the correct categorization. Next we will go through the requirements of both permanent accounts and temporary accounts. As an assessment, students will be asked to create a graphic that lists both temporary and permanent accounts, examples of each, and characteristics of each.
2. I can use this model in my Programming class when introducing the concept of Constants vs. Variable. I will begin by providing my students with two examples (freezing point, current temperature). I will place freezing point under the example list, and current temperature under the non-example list. I will then present them with another example (perfect GPA, first student's GPA). The students will help me decide which category these belong in. I will then present them with the remaining items to be categorized and they will guide me through the placement of each one. Once they are all placed. I will ask them to split into groups of 2 or 3 to come up with a hypothesis regarding the concept that is being taught. They will post their hypothesis on a discussion board. As a class, we will look through everyone's hypotheses and come up with one hypothesis that correctly identifies the concept. We will then make a list of all of the criteria of a constant. As a final assessment, I will have students write a blog that contains an explanation/definition of a constant, the criteria that must be met to be called a constant, and a list of 10 things that would be defined as constants in a program.
3. For my third example, I am going to steal one from the book that I thought was great. I have to teach my students how to assess the credibility of websites, and I love the way this is presented in the book. I will create a page in Canvas that shows a table consisting of two columns headed with the words "Examples" and "Non-Examples." In each column, I will have a selection of websites. The examples column will have websites such as "The White House Web Page" and "The Weather Channel's Web Page." In the non-examples column I will include "The Onion" and "The Daily News." Students will be asked to review the websites one by one--paying attention to the characteristics that the examples have in common with one another and that are not characteristics shared by the non-examples. Students will then be asked to hypothesis regarding the concept I am trying to teach them. I will create a worksheet for them to list the commonalities and their hypothesis. Students will split into groups of 2 or 3 to come up with a common hypothesis. I will make sure all students understand the correct hypothesis prior to the next step. As an assessment, students will be asked to make their own list of credible and non-credible internet sites. They will also provide a definition of a credible site along with a list of criteria for credibility. Students will submit this list via a blog.

Vocabulary Acquisition

This method feels challenging to me simply because my courses are so skill based. After reading the chapter I feel a little bit better about it and maybe even a little excited to experiment with a few things.

1. I love the example on ethics! I actually have to teach ethics in all of my classes, so I would like to do a modified version of this example. The first class I might attempt this on is Accounting. In each Accounting unit, we talk about an ethical situation. I would like to use the Vocabulary Acquisition method as an introduction to these ethical situations. To begin with, I will create a discussion board in Canvas that each student will post their definition of ethics. We will then go through all of the posts to examine everyone's interpretation. Next, we will have a discussion about antonyms and synonyms of the word ethics. Next, students will be divided into pairs and given an ethical situation from one of our units. They will be asked to review the ethical situation and come up with a solution to the dilemma. As a final assessment, the students will use technology of their choosing to present their solution to the rest of the class.
2. I have done a lot with Accounting in my plans thus far. Now I want to try something for Programming. I am super excited about using Vocabulary Acquisition in this class. I am planning to use this method to teach sorting. First, I will have the students define the word sort as it pertains to Programming. This is a simple word which does not require too much explanation. After we know what basic sort means, I will use the Vocabulary Acquisition model as we delve into the different types of sorting algorithms. The types of sorts we will define include Quick Sort, Merge Sort, Selection Sort, Bubble Sort, Insertion Sort, and Shell Sort. I will create a discussion board where students will submit their guesses as to the definition of each of these. Then I will split students into groups of 2-3 to talk about their definitions. I will ask them to narrow down their definitions to the best one from their group. As homework for the evening, they will be asked to look up the etymology of each term and fill out an organizer. They will also be asked to watch videos of the Hungarian Folk Dancers demonstrate each of these sorts. (Videos are found on YouTube. I will have them posted in my Canvas account.) As an assessment, I will have the students, in groups of 2-3, create their own video which explains the difference between sorts, and also illustrating one of the types of sorts (to be assigned by me).
3. I will also try this again in Programming to address the concept of searching. I will ask the students to record themselves explaining the difference between linear and binary searching. They will post their video in Canvas. Next, they will talk with a group of 3 students and share their ideas regarding searching. They will come to consensus regarding who's definition they feel is most accurate. Those will be shared with the rest of the class. Next, I will have my students look up the origin and etymology of linear and binary. After they have looked these up, I will asked them to watch a Linear Search and Binary Search video by  CS50 on YouTube. As a final assessment, I will have them give at least one example of when a linear search is most appropriate and when a binary search is most appropriate. They will also have to list the requirements of the data before each type of search can be completed. This information will be compiled into an infographic and submitted to Canvas.