Models of Teaching

Connecting Student Learning With Standards

Häftad, Engelska, 2007

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Beskrivning

"Models of Teaching is a great asset for beginning teachers as they integrate their pre-service training with the standards-based curricula in schools."

—Amany Saleh, Arkansas State University

"Rarely have I read a text from cover to cover...however, your text provided an abundance of effective teaching strategies in ways that better informed my own teaching...I was compelled to read through the entire test! Great job!"

—Carolyn Andrews, Student at University of Nevada, Reno

"This is a practical text that focuses on current practices in education and demonstrates how various models of teaching can address national standards."

—Marsha Zenanko, Jacksonville State University

"Models of Teaching provides excellent case studies that will enable students to 'see' models of teaching in practice in the classroom."

—Margaret M. Ferrara, University of Nevada, Reno

Models of Teaching: Connecting Student Learning With Standards features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. Dell'Olio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how the models can incorporate state content standards and benchmarks, as well as technology standards. This book provides students with a theoretical and practical understanding of how to use models of teaching to both meet and exceed the growing expectations for research-based instructional practices and student achievement.

Key Features

Shows how each model looks and sounds in classrooms at all levels: Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections.
Offers detailed descriptions of the phases of each model: Each model is accompanied by a detailed chart and discussion of the steps of the model.
Applies technology standards and performance indicators: Each chapter addresses how the particular model can be implemented to meet technology standards and performance indicators.
Connects philosophies of curriculum and instruction: This book connects each model to a philosophy of curriculum and instruction that undergirds that model so teachers understand both how to teach and why.
Promotes student interaction with the text: Exercises at the end of each chapter provide the opportunity for beginning teachers to work directly with core curricula from their own state, and/or local school district curricula.

Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections.

A High Quality Ancillary Package!

Instructors' Resource CD-ROM—This helpful CD-ROM offers PowerPoint slides, an electronic test bank, Web resources, a teaching guide for the case studies, lesson plan template instructions, and much more. Qualified instructors can request a copy by contacting SAGE Customer Care at 1-800-818-SAGE (7243) from 6am–5pm, PT.
Student Study Site — This study site provides practice tests, flash cards, a lesson plan template, suggested assignments, links to state content and technology standards, field experience guides, and much more.

Intended Audience: This is an excellent core textbook for advanced undergraduate and graduate students studying Elementary and/or Secondary Teaching Methods in the field of Education.

Produktinformation

Utgivningsdatum:2007-04-25
Mått:203 x 254 x 19 mm
Vikt:880 g
Format:Häftad
Språk:Engelska
Antal sidor:504
Upplaga:1
Förlag:SAGE Publications
ISBN:9781412918107

Utforska kategorier

Pedagogisk metodik inom Psykologi och pedagogik

Recensioner i media

“The models approach provides a way of connecting theory and practice in ways that other approaches do not. Some of the texts that I have used discuss theory separately from application, and it′s always a challenge for students to grasp the connection and figure out how they could use the knowledge in practice. I have seen the models approach used with a graduate level course in instructional technology that I used years back. It′s good to see that applied to an undergrad course. I have ongoing concerns about starting with technology. I would much rather focus on the teaching and then figure out the technology. Using a models approach has the potential to give students a stronger conceptual base into which they can think about technology.”

Innehållsförteckning

PREFACEPART I. WHAT WE TEACH AND WHY1. Working with Standards and BenchmarksIntroductionAddressing the question, “What will I teach?”The standards-based reform movementState and Local StandardsNational Professional OrganizationsConclusion2. Philosophies of Curriculum and InstructionIntroductionAcademic RationalismCognitive ProcessingCurriculum as TechnologySelf-ActualizationSocial ReconstructionismConclusion3. The Role of AssessmentIntroductionSummative AssessmentsFormative AssessmentAssessment and Issues of QualityFacilitating Student Self-AssessmentConclusionPART II. THE MODELS OF TEACHING4. Direct InstructionIntroductionCase Study 4.1: 3rd Grade Abbreviations in AddressesCase Study 4.1: Post-Lesson ReflectionThe Stages of Direct InstructionCase Study 4.2: Middle School – Improper Fractions and Mixed NumbersCase Study 4.2: Post-Lesson ReflectionA Brief History and Background of Direct InstructionTechnology and Direct InstructionDirect Instruction, Content Standards, and BenchmarksWhy Choose Direct Instruction?ConclusionPutting it Together5. Concept AttainmentIntroductionCase Study 5.1: Second Grade SciencePost-Lesson ReflectionStages of Concept AttainmentCase Study 5.2: Fifth Grade MathCase Study 5.2 Post-Lesson ReflectionA Brief History and Background of Concept AttainmentConcept Attainment and TechnologyConcept Attainment, Content Standards, and BenchmarksWhy Choose Concept Attainment?ConclusionPutting It Together6. The Inductive ModelIntroductionCase Study 6.1: First and Second Grade Multiage Social StudiesCase Study 6.1: Post-Lesson ReflectionThe Stages of the Inductive ModelCase Study 6.2: Fifth Grade Social StudiesCase Study 6.2: Post-Lesson ReflectionA Brief History and Background of the Inductive ModelTechnology and the Inductive ModelThe Inductive Model, Content Standards, and BenchmarksWhy Choose the Inductive Model?ConclusionPutting It Together7. Reciprocal Teaching (RT)IntroductionCase Study 7.1: Fifth Grade ReadingCase Study 7.1 Post-Lesson ReflectionThe Stages of Reciprocal TeachingCase Study 7.2: High School GovernmentCase Study 7.2: Post-Lesson ReflectionA Brief History and Background of Reciprocal TeachingTechnology and Reciprocal TeachingReciprocal Teaching, Content Standards and BenchmarksWhy Choose Reciprocal Teaching?ConclusionPutting it Together8. Question-Answer Relationship (QAR)IntroductionCase Study 8.1: Third Grade Language ArtsCase Study 8.1 Post-Lesson ReflectionThe Stages of QARCase Study 8.2: Middle School ScienceCase Study 8.2: Post-Lesson ReflectionA Brief History and Background of QARTechnology and QARQAR, Content Standards and BenchmarksWhy Chose QAR?SummaryPutting it Together9. JigsawIntroductionCase Study 9.1 High School Social StudiesCase Study 9.1 Post-Lesson ReflectionStages of the Jigsaw ModelCase Study 9.2 Sixth Grade On-Line Research – A Jigsaw ModificationCase Study 9.2 Post Lesson ReflectionAdditional Cooperative Learning StructuresA Brief History and Background of JigsawTechnology and JigsawJigsaw, Content Standards, and BenchmarksWhy Choose Jigsaw?SummaryPutting It Together10. Role PlayingIntroductionCase Study 10.1 Middle School Anger on the Playing FieldsCase Study 10.1 Post-Lesson ReflectionThemes in Role Playing for Social Studies and LiteratureCase Study 10.2 Fourth Grade The Tattle Tale ProblemCase Study 10.2 Post Lesson ReflectionA Brief History and Background of Role PlayingTechnology and Role PlayingRole Playing, Content Standards, and BenchmarksWhy Choose Role Playing?SummaryPutting It Together11. Inquiry-Based LearningIntroductionCase Study 11.1: Middle School ScienceCase Study 11.1: Post-Lesson ReflectionStructuring Inquiry-Based Learning ExperiencesCase Study 11.2: Third Grade – Inquiry-Based UnitsCase Study 11.2: Post-Lesson ReflectionA Brief History and Background of Inquiry-Based LearningTechnology and Inquiry-Based LearningInquiry-Based Learning, Content Standards, and BenchmarksWhy Choose Inquiry-Based Learning?SummaryPutting It Together12. SynecticsIntroductionCase Study 12.1: Middle School WritingCase Study 12.1 Post-Lesson ReflectionThe Stages/Structure of SynecticsCase Study 12.2: High School ScienceCase Study 12.2: Post-Lesson ReflectionA Brief History and Background of SynecticsTechnology and SynecticsSynectics, Content Standards and BenchmarksWhy Chose Synectics?SummaryPutting it Together13. Advance OrganizersIntroductionCase Study 13.1: High School ScienceCase Study 13.1 Post-Lesson ReflectionThe Stages of Advance OrganizersCase Study 13.2: Fifth Grade Social StudiesCase Study 13.2: Post-Lesson ReflectionA Brief History and Background of Advance OrganizersTechnology and Advance OrganizersAdvance Organizers, Content Standards and BenchmarksWhy Chose Advance Organizers?SummaryPutting it TogetherPART III. DEVELOPING CURRICULUM THAT ADDRESSES CONTENT STANDARDS14. Developing Original Instructional Units Based on Standards, Benchmarks, and Grade Level ExpectationsIntroductionWhat Is Curriculum? What Is Instruction?State and District ContentEmphasizing the Relevance of the CurriculumDiversity in Your ClassroomSequencing Instructional UnitsUnit OrganizationChoosing Models of TeachingModifying Instruction for Students with Special NeedsPersonnelResourcesAssessment and Evaluation of Student LearningAssessing and Evaluating Teacher EffectivenessStudent-Centered Rationales for Curricular and Instructional DecisionsModifying CurriculumSummaryAPPENDIXGLOSSARY