MODELS OF TEACHING PORTFOLIO

Submitted by

Kristin Williams
to
Dr. Wendy Frazier

In partial fulfillment of the requirements for

EDUC 6330:
Teaching Methodology for the Professional

August 27, 2016

Table of Contents

Purpose and Objective 4

Model 1: The Mnemonic 5
Lesson: Order of Operations 5-6
Model 2: The Picture Word Inductive 7
Lesson: Human Body 7-8
Model 3: The Synectics 9
Lesson: Graphing Data 9-11
Model 4: Using Advance Organizer to Design

12

Lesson: Shapes 12-14

Model 5: Memorization 15
Lesson: Keep Counting 15-17
Model 6: The Inquiry Training

18

Lesson: Human Body- Five Senses 18-20

Model 7: The Role-Play

21

Lesson: Violence 21-23

Model 8: The Direct Instruction 24
Lesson: Four Seasons 24-25
Model 9: The Explicit Instruction 26

Lesson: Fall Characters 26-27

Model 10: The Mastery Learning 28
Lesson: The 50 States of America 28-29

Purpose and Objective of Portfolio

EDUC 6330: Teaching Methodology for the Professional
Purpose: This portfolios purpose is to show and expand on various teaching models that have
been presented in our class in a lesson plan format with the intent to instruct elementary/middle
school students.
Objective: My objective for this portfolio is to show and expand on various teaching models in
my future role as an educator or administrator. The lesson plans shown below were designed for
use to gain experience in the field of curriculum and instruction. Rather than using the traditional
lesson plan outline, I have employed the syntax model presented in our text for each model
demonstrated. In addition, I have created various other teaching tools to be utilized in
conjunction with these lesson presentations. These lessons are also intended for educators and
administrators who want something different or creative for their respective class.

The Mnemonic Model

Topic: Order of Operations
Grade Level: 3rd
Subject: Math
Time Estimate: One 60 min. session
Unit: #7-Lesson 1 of 5

Goal(s): The students will understand the importance of symbols used to solve these
mathematical problems.
Objective(s):
Students will learn how to use the mnemonic model to solve mathematical problems based on
the order of operations.
TEKS:
115a.2
115b.1-5
Materials/Resources/Technology needs/Room set up
Smartboard, Projector, Handout(s), Computer Lab (Students), Website:
https://youtu.be/ZzeDWFhYv3E, BINGO cards, BINGO chips, BINGO problems
Instructional Procedures
Focusing Event:
TTW prompt students and ask, Does anyone know what the phrase Please Excuse My
Dear Aunt Sally means? TSW respond using previous knowledge of the information. TTW
elicit responses and TSW share as a whole class. TTW shows a quick video clip of the topic.
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TTW prompt Great, well today you all will learn how to use this phrase to play a game of
BINGO. I will use the phrase as stated before to explain the concept of order of operations.
Teaching/Learning Procedures:
TTW prompt students using the mnemonic model. TSW sit at individual desks as the
lesson goes on and TTW give handouts on what the assignment entails and overview the
assignment in detail step-by-step with the students.
Formative Check (ongoing or specific):
TTW observe the students understanding of concept and change any concerns.
Re-teaching (alternative used as needed):
Based on the information learned from this unit TSW be able to use this information on
any consecutive assignments.
Closure:
TSW show that they understand the concept by using the chips to play along in BINGO.
TSW color by number and will make a creative chart to help them remember the order of
operations.
Assessment/Summative Evaluation:
TSW will be assessed based on a teacher made assessment. TTW will give points for
individual participation through an observatory fashion.
Modifications/Notes
This lesson will be modified by the use of materials. Students will be provided with more
prompts. Prior to lesson, students will develop more vocabulary. The overall lesson length may
have to be extended. TSW explain what they learned about what they learned or like about
lesson.

The Picture Word Inductive Model

Topic: Human Body
Grade Level: Kindergarten
Subject: Physical Education
Time Estimate: One 60 min. session
Unit: Anatomy and Physiology

Goal(s): The student will understand the importance of their body parts and the functioning of
each.
Objective(s):
Students will learn how to name the human body using the PWIM model to create a visual
representation with the help of picture and vocabulary to guide them through the lesson.
TEKS:
116.42 a
116.42 b (2A)
Materials/Resources/Technology needs/Room set up
Smartboard, Projector, Handout(s), Computer Lab (Students), Website:
https://www.superteacherworksheets.com/human-body.html
Instructional Procedures
Focusing Event:
TTW prompt students and ask, Does anyone know the parts of their body?
TSW respond based registering the information. TTW elicit responses and TSW share as a whole
class. TTW shows an image of the human body. TTW prompt Great, well today you all will
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learn how the parts of the human body. I will use the PWIM to show students the different parts
of the human body while providing an example to stimuli responses.
Teaching/Learning Procedures:
TTW prompt using the picture word inductive model. TSW will sit in groups for lesson
and TTW give handout on what the assignment entails and overview the assignment in detail
step-by-step with the students. TTW have the students create a human body with art supplies.
Formative Check (ongoing or specific):
TTW observe the students understanding of concept and change any concerns.
Re-teaching (alternative used as needed):
Based on the information learned from this unit TSW be able to use this information on
any consecutive assignments.
Closure:
TSW will present findings as well show that they understand the concept. TSW will color
by number the parts of the body while retaining information from the lesson that was taught.
Assessment/Summative Evaluation:
TSW will be assessed based on a teacher made assessment. TTW will give points for
individual participation through an observatory fashion.
Modifications/Notes
This lesson will be modified by the use of materials. Students will be provided with more
prompts. Prior to lesson, students will develop more vocabulary. The overall lesson length may
have to be will be extended. TSW explain what they learned about what they learned or like
about lesson.

The Synectics Model

Topic: Graphing Data
Grade Level: 10th
Subject: Math
Time Estimate: One 60 minute session
Unit: Probabilistic and Statistical Reasoning

Goal(s): The student will understand the importance of statistical reasoning through the use of
data, numbers and graphs.
Objective(s):
Students will learn how to create a visual representation via graphing of education attainment
data, determine the best way to display the statistical data, and then will create a graph and table
of the results found.
TEKS:
111.43. 4A (ii)
111.47. C1 (d-f)
Materials/Resources/Technology needs/Room set up
Smartboard, Projector, Handout(s), Computer Lab (Students), Website:
https://nces.ed.gov/programs/digest/mobile/EducationalOutcomes_Educational_Attainment.aspx
Instructional Procedures
Focusing Event:
They are different ways to represent statistical data one being a graph. TTW prompt
students and ask, Does anyone know what a graph is or how it looks?
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TSW turn and talk about patterns in cooperative groups. TTW elicit responses and TSW share as
a whole class. TTW shows an image of a graph. TTW prompt Great, well today you all will
learn how to show data displayed using a graph. I will use a video tutorial of how to make a
graph, showing the different visual representation that can be used, and example of the finished
results of the data I used.
Teaching/Learning Procedures:
TTW prompt using the educational attainment data and asks students about education
TSW divide into groups per the teacher and TSW discuss why they think education is important.
TTW give handout on what the assignment entails and overview the assignment in detail stepby-step with the students. TTW have the students create a graph with provided data in their
groups. Then each group will present their findings to the class.
Formative Check (ongoing or specific):
TTW observe the students understanding of graphs, types of graphs, how to use tools to
graph the data. Throughout the lesson the students will be assessed using a student resource
worksheet.
Re-teaching (alternative used as needed):
Based on the information learned from this unit TSW be able to use this information on
any consecutive assignments. TSW will be asked to make a graphical representation to support
data they found.
Closure:
TSW will present findings as well show that they understand the concept. TSW write a
reflection on what a graph is and why education is important based on this sub-topic. TTW will
then prepare for next lesson with short introduction.

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Assessment/Summative Evaluation:
TSW will be assessed based on a teacher made assessment. TTW will give points for
group presentation and individually through a quiz format on the graphing aspect.
Modifications/Notes
This lesson will be modified by the use of materials. Students will be provided with data
that will need to be graph. Prior to lesson, students will develop skills to use a computer to graph
this data versus pencil and paper. The overall assignments length will be shortened. TSW explain
what they learned about probabilistic and statistical reasoning. Copies will be available if there
are computer technical issues.

11

Using Advance Organizer to Design Model

Topics: Shapes
Grade Level: Kindergarten
Subject: Math
Time Estimate: One 60 min. session
Unit: Shapes and Colors

Goal(s): The student will understand the different types of shapes and their specific categories.
This goal will be facilitated through the advance organizer to design model.
Objective(s):
Students will be instructed and walk through the different shapes and what they look like and
how to classify them.
TEKS: 111.2.b (6-7)

Materials/Resources/Technology needs/Room set up

Smartboard, Projector, Handout(s), Computer Lab (Students), each child will receive one of
these shapes made out of colored construction paper: yellow circle, blue square, red triangle,
green rectangle, purple star
Instructional Procedures
Focusing Event:
TTW prompt students and ask, Do you all know any names of shapes. Where do you all
see different shapes around their homes or outside? TTW also give examples of my own.
(Examples: lights on a traffic light, television sets, buildings, etc.). TSW respond based on the
12

given information provided. TTW elicit responses and TSW share as a whole class. TTW shows
an image of different shapes.
Teaching/Learning Procedures:
TTW prompt using Today we will be learning about 5 basic shapes- circles, squares,
triangles, rectangles, and stars. We see these different shapes every day, and it is very important
for us to recognize these shapes. We will be counting the sides and corners of each shape. By
doing this, we will be able to identify the shape name. After doing this we will paste the correct
shape in your chart organizer that you have in front of you.
Formative Check (ongoing or specific):
TTW observe the students understanding of concept and change any concerns. When I
finish my short discussion on shapes, I will then ask the class if they have any questions. I will
answer and explain any questions or confusion, and then do a short activity with the class. Each
student will have a laminated shape of a yellow circle, blue square, red triangle, green rectangle,
and purple star made of colored construction paper. I will then say the following: Class, I am
going to ask you questions about the shapes we learned about today. When you know what shape
I am describing, please hold your shapeup high in the air.
Re-teaching (alternative used as needed):
Based on the information learned from this unit TSW be able to use this information on
any consecutive assignments.
Closure:
TSW will review the shapes one last time by holding up the larger shapes to the entire
class and have them answer as a group what shape it is that I am holding up for them to see.

13

Assessment/Summative Evaluation:
TSW will be assessed based on a teacher made assessment. TTW will give points for
individual participation through an observatory fashion.
Modifications/Notes
This lesson will be modified by the use of materials. Students will be provided with more
prompts. Prior to lesson, students will develop more vocabulary. The overall lesson length may
have to be will be extended. TSW explain what they learned about what they learned or like
about lesson.

14

The Memorization Model

Topic: Keep Counting
Grade Level: 1st
Subject: Math
Time Estimate: One week session
Unit: Number Sense

Goal(s): The student will understand the importance of counting and numbers 0 through 100.
Objective(s):
The student is expected to describe the differences and comparisons of number sense as well as
the functions and properties of each of the number sense concepts.

TEKS:
111.43. 4A
111.47. C1
Materials/Resources/Technology needs/Room set up
Smartboard, Projector, Handout(s), Computer Lab (Students), Website: N/A
Instructional Procedures
Focusing Event:
TTW prompt students about numbers with the different concepts. TTW will ask questions ad
elicit responses and TSW share as a whole class. TTW shows an image of a number line. TTW
prompt Great, well today you all will learn about numbers and counting. I will use a video on
numbers and counting.

15

Teaching/Learning Procedures:
TTW prompt about how to create a number line with construction paper and other
materials. TTW give out handouts on what the assignment entails and overview the assignment
in detail step-by-step with the students. TTW have the students create a paper train as a
connection to the number line by helping their memorization. Then each student will present
their findings to the class.
Formative Check (ongoing or specific):
TTW observe the students understanding of numbers, counting, how to use cues to learn
their numbers from 0 through 100. Throughout the lesson the students will be assessed using a
student resource worksheet. TSW design a paper form train showing the missing values of each
based on the specific caboose.
Re-teaching (alternative used as needed):
Based on the information learned from this unit TSW be able to use this information on
any consecutive assignments.
Closure:
TSW will present their paper train to the class. TTW will then prepare for next lesson
with short introduction.
Assessment/Summative Evaluation:
TSW will be assessed based on a teacher made assessment. TTW will give points for
individual presentation and individually through a quiz format on the number sense and
counting.
Modifications/Notes

16

This lesson will be modified by the use of materials. Students will be provided with
example that will help show them what is being asked. The overall assignments length will be
shortened. TSW explain what they learned about number sense and counting. Copies will be
available if there are computer technical issues.

17

The Inquiry Training Model

Topic: Human Body: Five Senses
Grade Level: 1st
Subject: Science
Time Estimate: One 60 min. session
Unit: Anatomy and Physiology

Goal(s): The student will understand the importance of their five senses and the functioning of
each.
Objective(s):
Students will learn how to name the five senses using the inquiry model to create a visual
representation with the help of picture and vocabulary to guide them through the lesson.

TEKS:
116.42 a
116.42 b (2A)
Materials/Resources/Technology needs/Room set up
Smartboard, Projector, Handout(s), Computer Lab (Students), Website:
http://www.scholastic.com/teachers/lesson-plan/making-sense-our-senses
Instructional Procedures
Focusing Event:
TTW prompt students and ask, We have learn about the human body parts but today
learn about the five senses. Does anyone know what the five senses are?
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TSW respond based on the given information provided. TTW elicit responses and TSW share as
a whole class. TTW shows an image of the human body with the five senses. I will use the
inquiry to show and explain to students the five senses while providing an example to stimuli
responses.
Teaching/Learning Procedures:
TTW prompt using the inquiry training model. TSW will sit in groups for lesson and
TTW give handout on what the assignment entails and overview the assignment in detail stepby-step with the students. TTW have the students create a five senses poster with art supplies.
Formative Check (ongoing or specific):
TTW observe the students understanding of concept and change any concerns.
Re-teaching (alternative used as needed):
Based on the information learned from this unit TSW be able to use this information on
any consecutive assignments.
Closure:
TSW will present findings as well show that they understand the concept. TSW will
search and find the five senses on a worksheet while retaining information from the lesson that
was taught.
Assessment/Summative Evaluation:
TSW will be assessed based on a teacher made assessment. TTW will give points for
individual participation through an observatory fashion.
Modifications/Notes
This lesson will be modified by the use of materials. Students will be provided with more
prompts. Prior to lesson, students will develop more vocabulary. The overall lesson length may

19

have to be will be extended. TSW explain what they learned about what they learned or like
about lesson.

20

The Role-Play Model

Topics: Violence
Grade Level: 6th
Subject: Health
Time Estimate: One 60 min. session
Unit: 1 of 5

Goal(s): The student will understand the different types of peer pressure and the affects they can
have mentally, physically, and emotionally as an individual. This goal will be facilitated through
the role-play model of learning.
Objective(s):
Students will read and answer questions to treasure hunt on the different types of peer pressure
through role-playing.
TEKS:
115.22. b (5-7)
Materials/Resources/Technology needs/Room set up
Smartboard, Projector, Handout(s), Computer Lab (Students), Website: http://kewilliamshbu.weebly.com/treasure-hunt.html
Instructional Procedures
Focusing Event:
TTW prompt students and ask, Can someone name different types of violence or peer
pressure? Great! Well today we will discuss different types of peer pressure and Im going to
have you guys answer questions.

21

TSW respond based on the given information provided. TTW elicit responses and TSW share as
a whole class. TTW shows an image violence and peer pressure. I will use the direct model to
show and explain different examples to stimuli responses.
Teaching/Learning Procedures:
TTW prompt using the role-play model. TSW will sit in groups for lesson and TTW give
handout on what the assignment entails and overview the assignment in detail step-by-step with
the students. TTW have the students create a poster in response to one of the peer pressure from
the lesson.
Formative Check (ongoing or specific):
TTW observe the students understanding of concept and change any concerns.
Re-teaching (alternative used as needed):
Based on the information learned from this unit TSW be able to use this information on
any consecutive assignments.
Closure:
TSW will present findings as well show that they understand the concept. TSW will be
given an assignment from the lesson that was taught.
Assessment/Summative Evaluation:
TSW will be assessed based on a teacher made assessment to show that they are retaining
the information. TTW will give points for individual participation through an observatory
fashion.
Modifications/Notes
This lesson will be modified by the use of materials. Students will be provided with more
prompts. Prior to lesson, students will develop more vocabulary. The overall lesson length may

22

have to be will be extended. TSW explain what they learned about what they learned or like
about lesson.

23

The Direct Instruction Model

Topics: Four Seasons
Grade Level: 1st
Subject: Science
Time Estimate: One 60 min. session
Unit: 1

Goal(s): The student will identify the senses through learning about the season. This goal will be
facilitated through the direct instruction model.
Objective(s):
Students will read and answer questions about the different types of seasons through direct
instruction.
TEKS:
112.2 b (1-4)
Materials/Resources/Technology needs/Room set up
Smartboard, Projector, Handout(s), Computer Lab (Students), leaves, fruit, craft snow, flowers,
picture cards w/target words on it, worksheet, glue, scissors, pencils
Instructional Procedures
Focusing Event:
TTW prompt students and ask, Does anyone know what the five seasons are?
TSW respond based on the given information provided. TTW elicit responses and TSW share as
a whole class. TTW shows images of the five seasons. I will use the inquiry to show and explain
to students the five seasons while providing an example to stimuli responses.

24

Teaching/Learning Procedures:
TTW prompt using the direct instruction model. TSW will work as a class and TTW give
handout on what the assignment entails and overview the assignment in detail step-by-step with
the students.
Formative Check (ongoing or specific):
TTW observe the students understanding of concept and change any concerns.
Re-teaching (alternative used as needed):
Based on the information learned from this unit TSW be able to use this information on
any consecutive assignments.
Closure:
TSW will make been given assignment that requires them to identify the different
seasons using specific instructions. They will also search and find the four seasons on a
worksheet while retaining information from the lesson that was taught.
Assessment/Summative Evaluation:
TSW will be assessed based on a teacher made assessment. TTW will give points for
individual participation through an observatory fashion.
Modifications/Notes
This lesson will be modified by the use of materials. Students will be provided with more
prompts. Prior to lesson, students will develop more vocabulary. The overall lesson length may
have to be extended. TSW explain what they learned about what they learned or like about
lesson.

25

The Explicit Instruction Model

Topics: Fall Characters
Grade Level: 3rd
Subject: Art
Time Estimate: One 60 min. session
Unit: 2 of 4

Goal(s): The student will identify parts of scarecrow and learn some Halloween nouns. This goal
will be facilitated through the explicit instruction model of learning.
Objective(s):
Students will read and answer questions to on the different parts of a scarecrow through explicit
instruction.
TEKS:
117.111 a (1-3) b (1-2)
Materials/Resources/Technology needs/Room set up
Smartboard, Projector, Handout(s), Computer Lab (Students), picture cards w/target words on
it,pencils,glue,scissors,brown paper bags,pre-cut shapes, straw paper,worksheet,pictures cut out,
Guess Whoooo? play boards
Instructional Procedures
Focusing Event:
TTW prompt students and ask, We have learned about some fall characters already so
will continue to scarecrows. Does anyone know what a scarecrow is?
TSW respond based on the given information provided. TTW elicit responses and TSW share as
a whole class. TTW shows an image of a scarecrow to the class. I will use the explicit model to
show and explain to students the parts of a scarecrow.
26

Teaching/Learning Procedures:
TTW prompt using the explicit instruction model. TSW will sit in groups for lesson and
TTW give handout on what the assignment entails and overview the assignment in detail stepby-step with the students. TTW have the students create a scarecrow with art supplies.
Formative Check (ongoing or specific):
TTW observe the students understanding of concept and change any concerns.
Re-teaching (alternative used as needed):
Based on the information learned from this unit TSW be able to use this information on
any consecutive assignments.
Closure:
TSW will share their scarecrow with class and show that they understand the concept.
TSW will search and find the parts of scarecrow on a worksheet while retaining information
from the lesson that was taught.
Assessment/Summative Evaluation:
TSW will be assessed based on a teacher made assessment. TTW will give points for
individual participation through an observatory fashion.
Modifications/Notes
This lesson will be modified by the use of materials. Students will be provided with more
prompts. Prior to lesson, students will develop more vocabulary. The overall lesson length may
have to be will be extended. TSW explain what they learned about what they learned or like
about lesson.

27

The Mastery Learning Model

Topics: The 50 States of America
Grade Level: 2nd
Subject: History
Time Estimate: One 60 min. session
Unit: 2 of 4

Goal(s): The student will identify all the fifty states of America and their respective capitals.
This goal will be facilitated through the mastery learning model of learning.
Objective(s):
Students will read and answer questions about each state through mastery learning.
TEKS:
113.13 a.5
113.13 b. (5-6)
Materials/Resources/Technology needs/Room set up
Smartboard, Projector, Handout(s), Computer Lab (Students), picture cards w/target words on it,
pencils, worksheet
Instructional Procedures
Focusing Event:
TTW prompt students and ask, Can someone name state that is one of the 50 states?
TSW respond based on the given information provided. TTW elicit responses and TSW share as
a whole class. TTW shows a map on projector of United States of America. I will use the
mastery learning model to show and explain to students the different states and capitals in
America.
Teaching/Learning Procedures:
28

TTW prompt using the same from of direct instruction. TSW will sit in groups for lesson
and TTW give handout on what the assignment entails and overview the assignment in detail
step-by-step with the students. TTW have the students review map as notes are lectured.
Formative Check (ongoing or specific):
TTW observe the students understanding of concept and change any concerns.
Re-teaching (alternative used as needed):
Based on the information learned from this unit TSW be able to use this information on
any consecutive assignments.
Closure:
TSW will take test to determine that they understand the concept. TSW will grade and
give assessments back for those students that need additional help can be given additional
questions to answer to bring back to class to determine if their eligible to take the master test
Assessment/Summative Evaluation:
TSW will be assessed based on a teacher made assessment. TTW will give points for
individual participation through an observatory fashion. Grades will be average if the score is
greater than previous score.
Modifications/Notes
This lesson will be modified by the use of materials. Students will be provided with more
prompts. Prior to lesson, students will develop more vocabulary. The overall lesson length may
have to be will be extended. TSW explain what they learned about what they learned or like
about lesson.

29