Birth Date: 1916
Death Date: 1994
Place of Birth: Canada
Nationality: American
Ethnicity: Native American
Gender: Female
Occupations: educator
Madeline Hunter was one of two daughters born to Alexander Cheek, grandson of a Cherokee Indian. He had been orphaned at eight years old and had to drop out of school to work. Eventually he became a barber and, as a result of hard effort and intelligence, owned shops all over the United States and Canada. Her mother, Anna Keis, was the daughter of a Bohemian nobleman and a peasant woman.
Madeline's family originally lived in Canada where she was born. Her father was an avid hunter who liked Canada because "the duck hunting was better there." As Madeline was a "sickly" child, the family ultimately moved to California to avoid the terrible Canadian winters in Saskatchewan . Although they returned to Canada from May to October for many years, most of her schooling was in California.
Madeline Hunter developed the Instructional Theory into Practice teaching model. It is a direct instruction program that was implemented in thousands of schools throughout the United States. Hunter identified seven components for teaching: (1) knowledge of human growth and development; (2) content; (3) classroom management; (4) materials; (5) planning; (6) human relations; (7) instructional skills.
She believed that teachers were foremost teaching decisons makers. That each teacher makes thousands of decisions each day. All of the decisions a teacher makes can be put into one of three categories; (1) what you are going to teach - content category; (2) what the students are going to learn and let you know that they've learned it - learning behavior category; (3) what you as the teacher will do facilitate and escalate that learning - teaching behavior category.
Retrieved from " http://en.wikipedia.org/wiki/Madeline_Cheek_Hunter "
From http://www.humboldt.edu/~tha1/hunter-eei.html
Behavioral Objective format:
Students will demonstrate their [knowledge, understanding, skill, etc.] of/to
[concept, skill, etc.] by [activity performed to meet the lesson objective]
according to [standard].
Example: Each student will demonstrate achievement of the skill of addition
of whole numbers by adding columns of figures with paper and pencil accurately
nine out of ten times individually in class.
Four step instructional process
Motivation "TRICKS"
Ways of monitoring
Questioning Guidelines
Retention, Reinforcement
Creating Directions
Giving Directions
The Madeline Hunter "Seven Step" lesson design may be used for more than just direct instruction in the behavioral mode. It can be used as a shell for any instructional lesson or unit.
One use in an inquiry mode suggested by Dr. Hunter appeared in Educational Leadership , December-January 1990-91, pp. 79-80: " Anticipatory set and objective: Let's review the procedure in making slides because today you'll be making your own slides to be used in developing a hypothesis to explain_________ and support your conclusions.... Objective: Today your group will work with magnets to see how many generalizations you can develop and support... Input : Remember what you've learned about modifying only one variable at a time, observing results carefully and checking whether or not the data supportyour hypothesis. Your information today will be derived from your own observations while you experiment with these materials.... (Input can come from observation, experimentation, computers, films, videos, books, etc., not just from teachers.) Modeling : Observe what I do, and be ready to state whether my conclusions are valid or invalid, and why.... Checking for understanding: Look at your data to determine and be ready tostate which could be used either to support or refute yourhypothesis.... Guided or monitored practice : I'll becirculating among your lab groups. Signal me if you have questions or need assistance.... Independent practice :Identify a question that you have about___________. Then designand conduct an experiment (alone/ group) that would answer your question...."
Not each of the "seven steps" need be in every lesson nor should every lesson be based on the seven steps; however, the seven steps make a good check list of elements in planning a lesson. The instructional purpose and the best way to involve the learnerare the guides for what to choose in planning a lesson.
Barak Rosenshine, in a presentation to the Association for Supervision
and Curriculum Development, Spring 1990, reported on recent research
on direct instruction. Direct instruction (as addressed
by Rosenshine) applies to skills, not to the teaching of content.
Most of the research on teaching effectiveness has been on the teaching
of well-structured skills: how to add, how to focus a microscope. His new
work addresses research on how effective teachers teach less-structured
skills: how to summarize, how to take notes, how to ask appropriate questions,
etc. Other continua that are similar/parallel to well structured-less
structured are: explicit-implicit, algorithm-heuristic, and concrete-abstract.
The strategies he has recently reported provide scaffolds for learning the less-structured skills. They:
All of these apply to the teaching of well-structured skills as well but they are specifically indicated for the teaching of less structured skills: things for which discrete procedural steps are hard to identify. They are less relevant to the teaching of content because prior/background knowledge is key to the teaching of content.
Learning takes place in the zone of proximal development [ZPD] where the student's development is advanced enough for the pupil to learn but will need help to get there.
A scaffold [outline, model, visual instruction plan (VIP), diagram, or figure that provides an image to hang ideas on] makes it easier for the learner to "get it" in developmental skills subjects where background knowledge is not key and so is not applicable for non-progressive content like social studies or literature. ZPD is not critical for most content in English or social studies but is more so in science or math. [Note: writing an essay, at least in the initial learning stages, is a less-structured skill that has steps that can be taught, e.g., start with an attention-grabber, then a topic sentence, then a statement followed by supporting information, then another statement with support, then a third statement with support, then a summary statement tying the three statements to the topic.]
Most things in math and science, especially skills, are taught in a context. For transfer to broader applicability it is necessary to decontextualize the learning. One way to do this is in guided practice by giving attention to decontextualizing the skill by providing lots of varied practice and spaced practice. [Ed.note: And to have students manipulate the ideas/skills, e.g., "Have you ever seen something like this down town?" or "How many ways can you think of to use this concept/skill?" or "Can you explain how you arrived at that answer" (metacognition).]
[Ed. note: It is likely that decontextualization of learning is the most important and least practiced function of teaching for latter application. The lack of transfer of knowledge/skills to "real life" is likely the main reason why graduates do so poorly on state-wide and national tests [even when they "know" the answers: the questions aren't asked in the context in which they were learned. It is important that we present and re-represent the material to be learned in as many different ways/contexts as we can...and at the higher levels of Bloom's Taxonomy of Educational Objectives. ]
Class:
Unit:
Teacher:Objectives Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are. What, specifically, should the student be able to do, understand, care about as a result of the teaching. informal. Bloom's Taxonomy of Educational Objectives which is shown below, gives an idea of the terms used in an instructional objective. See Robert Mager [library catalog] on behavioral objectives if writing specificity is required.
Standards The teacher needs to know what standards of performance are to be expected and when pupils will be held accountable forwhat is expected. The pupils should be informed about the standards of performance. Standards: an explanation of the type of lesson to be presented, procedures to be followed, and behavioral expectations related to it, what the students are expected to do, what knowledge or skills are to be demonstrated and in what manner.
Anticipatory Set Anticipatory set or Set Induction: sometimes called a "hook" to grab the student's attention: actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind.
- to focus student attention on the lesson.
- to create an organizing framework for the ideas, principles, or information that is to follow (c.f., the teaching strategy called "advance organizers").
- to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced.
Teaching: Input The teacher provides the information needed for students to gain the knowledge or skill through lecture, film, tape, video, pictures, etc.
Teaching: Modeling Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work. The critical aspects are explained through labeling, categorizing, comparing, etc. Students are taken to the application level (problem-solving, comparison, summarizing, etc.).
Teaching: Checking for Understanding Determination of whether students have "got it" before proceeding. It is essential that students practice doing it right so the teacher must know that students understand before proceeding to practice. If there is any doubt that the class has not understood, the concept/skill should be retaught before practice begins.
Questioning strategies: asking questions that go beyond mere recall to probe for the higher levels of understanding...to ensure memory network binding and transfer. Bloom's Taxonomy of Educational Objectives provides a structure for questioning that is hierarchical and cumulative. It provides guidance to the teacher in structuring questions at the level of proximal development, i.e., a level at which the pupil is prepared to cope. Questions progress from the lowest to the highest of the six levels of the cognitive domain of the Taxonomy of Educational Objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation.
Guided Practice An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision. The teacher moves around the room to determine the level of mastery and to provide individual remediation as needed.
Closure Those actions or statements by a teacher that are designed to bring a lessor presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. "Any questions? No. OK, let's move on" is not closure. Closure is used:
- to cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson,
- to help organize student learning,
- to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc.,
- to reinforce the major points to be learned...to help establish the network of thought relationships that provide a number of possibilities for cues for retrieval. Closure is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole, and ensuring their utility in application by securing them in the student's conceptual network.
Independent Practice Once pupils have mastered the content or skill, it is time to provide for reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten. It may be home work or group or individual work in class. It can be utilized as an element in a subsequent project. It should provide for decontextualization: enough different contexts so that the skill/concept may be applied to any relevant situation...not only the context in which it was originally learned. The failure to do this is responsible for most student failure to be able to apply something learned.
Materials List materials needed.
Duration Type the amount of time needed to complete this lesson.