Inductive Model

The Inductive Model of teaching “is an active, engaging model of instruction that encourages students’ development of critical-thinking skills as they explore and learn concepts in the academic content areas and the facts associated with these concepts” (Teaching Models, p. 186).  To simplify, it is like funneling and channeling the concept from broad to narrow.  To start out the teacher gives many examples and by the end the students have crystalized the concept by the process of elimination and through reason.

I plan to use this model when introducing my students to the first prophet in the Book of Mormon, Lehi.  I will start by showing many paintings of prophets from the Old Testament and have them look for similarities.  Students will begin to narrow down from the pictures what exactly a prophet does.  I will then use Lehi’s specific example in 1 Nephi 1:18-20 and show that Lehi is just like other prophets that came before him.  Prophets teach, warn, denounce sin, and testify of Christ.

Once students can clearly see this doctrine (concept) I will invite them to take home a copy of “The Living Christ” and “The Family: A Proclamation to the World” to see how prophets today are doing exactly what Lehi and the prophets before him did–teach, warn, denounce sin, and testify of Christ.  This model strengthens critical thinking skills and provides deeper understanding.

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Inquiry Model


How many pounds does an airplane weigh?  What is the capitol of Turkey?  Who was the 6th President of the United States?  We all have questions and inquiries–some important and some not so much.  We live in a world where immediate answers are readily available.  The inquiry model of teaching doesn’t mean you invite students to ask “Siri” their questions but rather to collaborate and work together to find out the answer themselves.  It is an empowering technique that, if employed and delivered appropriately, empowers students to walk away having worked for an answer, not just an ordinary answer from google but a uniquely individual answer based upon the learning that took place in the classroom.

This model is described in “Teaching Models” as: “a model that builds on natural curiosity to provide students the opportunity to learn a systematic approach that leads to discovery and deeper understanding of the world and the processes involved in comprehending it” (pg. 244).  It seems that in the religious realm there are an infinite array of questions that I am asked as a seminary teacher.  Students love to ask questions but many times they are unwilling to do what it takes to get an answer.  They seem to want me, as their teacher, to have all the answers.  While I am knowledgeable regarding the doctrine and practices that does not mean that I can prescribe a formula as easy as a math teacher can (i.e. 2+2=4).  Religion is more about the individual and God rather than the individual and a teacher.

With that said, I believe that spiritual questions deserve spiritual answers and that varies from person to person.  This model is engaging to youth because there are many questions that can be asked.  As the teacher my job is the help them find answers for themselves, not just give a generic response.  President Eyring has stated, and I believe it fits nicely with this model of teaching, ““To ask and to answer questions is at the heart of all learning and all teaching” (“The Lord Will Multiply the Harvest”, Feb. 6, 1998).

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Direct Instruction Model


Let’s not beat around the bush!  To be direct, the direct instruction model is quite direct.  Okay, enough play on words.  This is a common model I use while teaching seminary.  This model is sometimes referred to in the simple terms of “I do it.  We do it.  You do it.” or the “model, lead, test” method (Teaching Models: Designing Models for 21st Century Learners, Kilbane, Milman, p. 87).  This model helps students learn skills and understanding through examples and practice.   The focus starts with the teacher but ends with focus on the student.

In the seminary sphere, I employ this model for lessons dealing with family history, gospel library, and doctrinal mastery.  I will focus on the gospel library application that many L.D.S. teenagers are well aware of.  At the beginning of the year I will bring my apple TV to class and I will project the image on my iPad onto the projector.  I walk the students through all the features of the app, which include but are not limited to: tagging, highlighting, annotating, linking, and sharing scriptures.  I then let them practice in groups with requirements to use each feature at least once.  At the end of class I will allow students to connect to the apple TV and show the class how they highlighted and annotated a certain verse.

The benefit of executing this model is that it is interactive and hands on.  I ask students if they learned something new in class and they all seem to raise their hands.  It is not a “one model fits all” solution but it does have its place in education and I believe always will, even with the advent and veneration of technology.  In fact, in seminary it seems to be that when I use technology I am often using this method.

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Should WSU Become A Smoke-Free Campus? Yes Please!

What say ye?  Should WSU illimate smoking and the use of tabacco?  I believe that they should.  This subject has been a concern for students for many years, and now it has come to the attention of the administration. 

There is currrently a law in the state of Utah that plainly states that smoking is not allowing within 25 feet of a public building.  Secondhand smoke is harmful and the majority of WSU students are sick of inhaling the polluted air.  Below there is a picture published by the American Cancer Society.

Smoking is very glamorous? ? NO!  It isn’t.  There was a debate about students opinons on Thursday the 10th.  Administration is in the process of resolving the issue.  Whether that means building designated smoking areas on campus or completely banning it.   Whatever the final decision is, I am glad that awareness has been raised and that students can voice there opinion and actually see results.  WSU takes care of their students and does there best to keep everyone happy.  Below there is another great picture that represents my feelings.

The majority of smokers want to quit.  Smoking is a personal decision, but for a college that promotes and teaches higher education I would argue that smoking should be banned.

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Move Along to Weber State

As many of you may know I was basically born in the wilderness and raised with wildcats! Aka, Weber State Wildcats. hahaah. don’t laugh too hard I have more jokes coming!  I have another sweet video I found on youtube 🙂  Check it out….

Come to Weber 🙂

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WSU Ballers II

Well as you probably know I am basically in love with Weber State Basketball.  I looked up Weber State on Youtube and this SICK clip came up… About two weeks ago WSU defeated Colorado by making a half court shot at the buzzer.  Here is the clip!

Well… what did ya think? Do you see why I call them WSU BALLERS?  Go Weber.  Come to the games.  You wont be dissapointed I promise!

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Weber State Ballers!

Ever since I was a “young warthog” (Lion King quote) I have always enjoyed attending WSU Basketball games!  Our family would often buy season tickets and cheer way loud!  Well, this season is the first season of attending games that I have been an actual student.  Last Saturday there was a huge high school recruitment activity that invited all high school students to come and watch the game, eat dinner, and enjoy a movie.  It was a huge success and I’d like to thank all those who came. 

Weber State defeated their opponents by twenty points!  Here are some pictures of that night…..

Go Weber! If anyone has any questions about WSU I’d be happy to help out  🙂

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