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| Planning for Instruction | |
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| Educational Goals and Standards | |
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| How Learning Happens | |
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| Special Student Characteristics | |
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| The Needs of Learners | |
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| Acceptance and Safety | |
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| Choice | |
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| High Expectations and Appropriate Challenge | |
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| Opportunity to Connect the New to the Known | |
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| Meaningful Engagement | |
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| Clarity | |
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| Time to Reflect | |
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| Evaluation That Tests What Was Taught | |
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| The Needs of Society | |
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| Learning Standards | |
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| Moving from Standards to Instruction | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| Organizing Content | |
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| Content | |
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| School Curriculum | |
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| Analyzing Content | |
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| Ordering Content | |
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| Instructional Planning | |
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| Scope | |
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| Focus | |
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| Sequence | |
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| Chunking Instruction | |
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| Developing Lesson Plans | |
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| Lesson Plan Elements | |
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| Deductive and Inductive Organization | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| Instructional Objectives, Assessment, and Instruction | |
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| Purpose of Instructional Objectives | |
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| Formats for Instructional Objectives | |
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| Students Will Know Instructional Objectives | |
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| Students Will Understand Instructional Objectives | |
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| Students Will Be Able to Instructional Objectives | |
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| Instructional Alignment | |
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| Assessing Instructional Objectives | |
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| Formative Assessments | |
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| Summative Assessments | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| Summary for Part One | |
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| Matching Objectives to Instruction: A Models Approach | |
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| The Direct Instruction Model: Teaching Basic Skills, Facts, and Knowledge | |
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| Basis for the Direct Instruction Model | |
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| Big DI and the Direct Instruction Model | |
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| Steps in the Direct Instructional Model | |
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| Review Previously Learned Material | |
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| State Objectives for the Lesson | |
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| Present New Material | |
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| Guide Practice, Assess Performance, and Provide Corrective Feedback | |
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| Assign Independent Practice, Assess Performance, and Provide Corrective Feedback | |
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| Review Periodically, Offering Corrective Feedback If Necessary | |
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| Summary of Steps in the Direct Instruction Model | |
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| Matching Objectives and Assessments to Direct Instruction | |
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| Differentiation Possibilities | |
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| Assessment Options | |
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| Scenario | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| The Concept Attainment Model: Defining Concepts Inductively | |
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| What Is a Concept? | |
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| Basis for the Concept Attainment Model | |
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| Steps in the Concept Attainment Model | |
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| Select and Define a Concept and Select the Attributes | |
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| Develop Positive and Negative Examples | |
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| Introduce the Process to the Students | |
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| Present the Examples and List the Attributes | |
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| Develop a Concept Definition | |
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| Give Additional Test Examples | |
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| Discuss the Process with the Class | |
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| Evaluate | |
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| Summary of Steps in the Concept Attainment Model | |
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| Variations on the Concept Attainment Model | |
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| Differentiation Possibilities | |
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| Assessment Options | |
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| Scenario | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| The Concept Development Model: Analyzing the Relationships between Parts of a Concept | |
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| Understanding Concepts | |
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| What Is Concept Development? | |
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| Concept Development Mirrors Our Natural Thought Processes | |
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| Basis for the Concept Development Model | |
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| Conceptual Thinking Is Learned | |
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| Concepts Are Creative Ways of Structuring Reality | |
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| Concepts Are the Building Blocks of Patterns | |
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| Steps in the Concept Development Model | |
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| List as Many Items as Possible That Are Associated with the Subject | |
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| Group the Items Because They Are Alike in Some Way | |
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| Label the Groups by Defining the Reasons for Grouping | |
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| Regroup or Subsume Individual Items or Whole Groups under Other Groups | |
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| Synthesize the Information by Summarizing the Data and Forming Generalizations | |
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| Evaluate Students' Progress by Assessing Their Ability to Generate a Wide Variety of Items and to Group Those Items Flexibly | |
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| Summary of Steps in the Concept Development Model | |
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| Differentiation Opportunities | |
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| Assessment Options | |
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| Scenario | |
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| Benefits of Using the Concept Development Model | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| Problem-Centered Inquiry Models: Teaching Problem Solving through Discovery and Questioning | |
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| Basis for the Inquiry Approach to Instruction | |
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| The Suchman Inquiry Model | |
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| Steps in the Suchman Inquiry Model | |
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| Select a Problem and Conduct Research | |
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| Introduce the Process and Present the Problem | |
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| Gather Data | |
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| Develop a Theory and Verify | |
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| Explain the Theory and State the Rules Associated with It | |
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| Analyze the Process | |
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| Evaluate | |
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| Summary of Steps in the Suchman Inquiry Model | |
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| The WebQuest Model of Inquiry | |
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| Steps in the WebQuest Model of Inquiry | |
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| The Teacher Selects a Problem and Conducts Preliminary Research | |
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| Present the Problem in the WebQuest Template | |
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| Students Gather Data and Information to Solve the Problem | |
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| Students Develop and Verify Their Solution | |
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| Problem-Based Learning | |
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| Steps in the Problem-Based Learning Model | |
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| Explore the Problem | |
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| Use the Inquiry Chart to Map Learning | |
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| Share Different Solutions | |
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| Take Action | |
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| Scenario | |
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| Differentiation Opportunities | |
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| Assessment Options | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| The Synectics Model: Developing Creative Thinking and Problem Solving | |
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| Basis for Synectics | |
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| Making the Familiar Strange | |
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| Steps in Synectics: Making the Familiar Strange | |
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| Describe the Topic | |
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| Create Direct Analogies | |
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| Describe Personal Analogies | |
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| Identify Compressed Conflicts | |
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| Create a New Direct Analogy | |
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| Reexamine the Original Topic | |
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| Evaluate | |
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| Summary of Steps in Making the Familiar Strange | |
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| Making the Strange Familiar | |
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| Steps in Synectics: Making the Strange Familiar | |
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| Provide Information | |
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| Present the Analogy | |
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| Use Personal Analogy to Create Compressed Conflicts | |
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| Compare the Compressed Conflict with the Subject | |
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| Identify Differences | |
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| Reexamine the Original Subject | |
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| Create New Direct Analogies | |
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| Evaluate | |
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| Summary of Steps in Making the Strange Familiar | |
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| The Synectics Excursion | |
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| Steps in the Synectics Excursion | |
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| Present the Problem | |
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| Provide Expert Information | |
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| Question Obvious Solutions and Purge | |
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| Generate Individual Problem Statements | |
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| Choose One Problem Statement for Focus | |
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| Question through the Use of Analogies | |
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| Force Analogies to Fit the Problem | |
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| Determine a Solution from a New Viewpoint | |
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| Evaluate | |
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| Summary of Steps in the Synectics Excursion | |
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| Differentiation Possibilities | |
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| Assessment Options | |
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| Scenario for Making the Familiar Strange | |
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| Describe the Topic | |
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| Create Direct Analogies | |
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| Describe Personal Analogies | |
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| Identify Compressed Conflicts | |
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| Create a New Direct Analogy | |
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| Reexamine the Original Topic | |
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| Evaluate | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| The Cause-and-Effect Model: Influencing Events by Analyzing Causality | |
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| Basis for the Cause-and-Effect Model | |
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| Steps in the Cause-and-Effect Model | |
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| Practice Sheet | |
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| The Steps in More Detail | |
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| Choose the Data or Topic, Action, or Problem to Be Analyzed | |
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| Ask for Causes and Support for Those Causes | |
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| Ask for Effects and Support | |
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| Ask for Prior Causes and Support | |
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| Ask for Subsequent Effects and Support | |
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| Ask for Conclusions | |
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| Ask for Generalizations | |
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| Evaluate Students' Performances | |
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| Summary of Steps in the Cause-and-Effect Model | |
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| Comments on Conducting the Model | |
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| Variations on the Cause-and-Effect Model | |
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| Differentiation Possibilities | |
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| Assessment Options | |
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| Scenario | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| The Socratic Seminar Model: Analyzing Text | |
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| Basis for the Socratic Seminar Model | |
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| Questioning | |
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| Examples of Question Types | |
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| Revised Taxonomy Question Examples | |
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| Steps in the Socratic Seminar Model | |
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| Choose the Text-Written, Visual, or Audio | |
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| Plan and Cluster Several Questions of Varying Cognitive Demand | |
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| Introduce the Model to the Students | |
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| Conduct the Discussion | |
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| Review and Summarize the Discussion | |
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| Evaluate the Discussion with the Students Based on Previously Stated Criteria | |
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| Summary of Steps in the Socratic Seminar Model | |
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| Differentiation Opportunities | |
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| Assessment Options | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| The Vocabulary Acquisition Model: Learning the Spellings and Meanings of Words | |
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| Basis for the Vocabulary Acquisition Model | |
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| Steps in the Vocabulary Acquisition Model | |
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| Pretest Knowledge of Words Critical to Content | |
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| Elaborate on and Discuss Invented Spellings and Hypothesized Meanings | |
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| Explore Patterns of Meaning | |
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| Read and Study | |
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| Evaluate and Posttest | |
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| Summary of Steps in the Vocabulary Acquisition Model | |
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| Differentiation Possibilities | |
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| Assessment Options | |
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| Scenario | |
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| Summary | |
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| Essential Resources for Language Study | |
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| Web Resources | |
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| Notes | |
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| The Resolution-of-Conflict Model: Reaching Solutions through Shared Perspectives | |
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| Conflicts | |
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| Basis for the Resolution-of-Conflict Model | |
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| Steps in the Conflict-Resolution Model | |
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| The Steps in More Detail | |
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| List All the Facts Pertinent to the Conflict | |
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| Identify the Reasons for the Actions, the Feelings of the Participants, and the Reasons for Those Feelings | |
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| Propose Solutions and Review Their Possible Effects | |
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| Decide on the Best Resolution and Hypothesize What the Consequences Would Be | |
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| Discuss Similar Situations | |
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| Evaluate the Decision and Look for Alternative Solutions | |
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| Arrive at Generalizations | |
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| Evaluate | |
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| Summary of Steps in the Resolution-of-Conflict Model | |
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| Differentiation Opportunities | |
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| Assessment Options | |
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| High School Scenario | |
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| Elementary School Scenario | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| Eggen and Kauchak's Integrative Model: Generalizing from Data | |
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| Basis for Eggen and Kauchak's Integrative Model | |
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| Steps in the Eggen and Kauchak Integrative Model | |
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| Planning for the Eggen and Kauchak Integrative Model | |
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| The Steps in More Detail | |
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| Describe, Compare, and Search for Patterns in a Data Set | |
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| Explain the Identified Similarities and Differences | |
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| Hypothesize What Would Happen under Different Conditions | |
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| Make Broad Generalizations about the Topic and the Discussion | |
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| An Elementary Integrative Example | |
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| Summary of Steps in the Eggen and Kauchak Integrative Model | |
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| Differentiation Opportunities | |
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| Assessment Options | |
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| Scenario | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| Cooperative Learning Models: Improving Student Learning Using Small Groups | |
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| Cooperative Learning Explained | |
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| Basis of Cooperative Learning Models | |
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| Cooperative Learning Model: The Template | |
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| Planning Steps | |
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| Implementation Steps | |
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| Summary of Cooperative Learning Template Model Steps | |
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| Specific Cooperative Models | |
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| The Graffiti Model | |
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| Prepare the Graffiti Questions and Group Number and Composition | |
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| Distribute Materials | |
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| Group Answers Questions | |
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| Exchange Questions | |
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| Return to the Original Question, Summarize, and Make Generalizations | |
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| Share Information | |
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| Evaluate the Group Process | |
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| Summary of Graffiti Model Steps | |
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| The Jigsaw Model | |
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| Introduce the Jigsaw | |
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| Assign Heterogeneously Grouped Students to Expert and Learning Groups and Review Behavior Norms | |
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| Explain the Task and Assemble Expert Groups | |
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| Allow Expert Groups to Process Information | |
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| Experts Teach in Their Learning Group | |
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| Hold Individuals Accountable | |
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| Evaluate the Jigsaw Process | |
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| Summary of Jigsaw Model Steps | |
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| Academic Controversy | |
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| Students Prepare Their Positions | |
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| Students Present and Advocate Their Positions | |
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| Open Discussion and Rebuttals | |
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| Reverse Positions | |
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| Synthesize and Integrate the Best Evidence into a Joint Position | |
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| Present the Group Synthesis | |
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| Group Processing of the Controversy and Participation of Members | |
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| Summary of Academic Controversy Steps | |
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| Differentiation Opportunities | |
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| Assessment Options | |
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| Scenario | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| Supporting Strategies: Using Instructional Strategies with Instructional Models | |
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| Scaffolding | |
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| Information Recall Strategies | |
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| The Link Strategy | |
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| The Loci Strategy | |
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| Memory through Motion Strategy | |
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| Nonlinguistic Representations | |
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| Graphic Organizers | |
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| Physical Models | |
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| Mental Pictures | |
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| Drawing Pictures | |
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| Kinesthetic Activities | |
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| Think, Pair, Share Strategies | |
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| Identifying Similarities and Differences | |
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| Summarizing | |
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| Reciprocal Teaching | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| Putting It All Together: Matching Objectives to Instructional Models | |
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| A Kindergarten Case Study | |
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| Miss Abbott's Plan | |
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| Unit: Lines That Draw Us Together | |
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| Opening Activity-Drawing in the Students | |
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| Practicing the "Line-Up" | |
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| Defining a Line | |
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| Refining the Concept of Line | |
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| Activity: The Line Game | |
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| Notes on Lessons One, Two, and Three | |
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| Epilogue | |
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| Summary | |
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| A Middle School Case Study | |
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| The Mumford Plan | |
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| Unit: Perspective-It All Depends on Where You "Were When | |
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| Toward a Perspective on Point of View | |
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| Perception-It Depends on Where You Are Coming From | |
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| Relating Perception and Perspective | |
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| Epilogue | |
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| Summary | |
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| Note | |
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| A High School Case Study | |
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| Mr. Samuels's Plan | |
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| Unit: Macbeth-A Study in Ambition Turned to Avarice | |
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| Sample Lesson Five: Ambition and the Power of Suggestion | |
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| Epilogue | |
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| Summary | |
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| Note | |
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| The Wisdom of Practice: Creating a Positive Learning Environment | |
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| Good Teachers Are in Charge of Their Classrooms | |
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| Good Teachers Create a Pleasant Physical Environment for Learning | |
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| Relationship to Student Learning | |
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| Furniture Arrangement/Seating | |
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| Climate Control | |
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| Equipment and Displays | |
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| Good Teachers Manage Human Relations Effectively | |
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| Good Teachers Engage Learners in the Process of Their Own Learning | |
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| Good Teachers Teach Up | |
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| They Recognize the Pygmalion Effect | |
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| They Capitalize on What Students Know | |
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| They Celebrate Differences among Students | |
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| They Realize That There is More Than One Right Answer to Important Questions | |
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| They Recognize Achievement and Minimize the Importance of Error | |
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| Good Teachers Are Good Learners | |
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| They Serve as a Model for Learning | |
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| They Recognize the Importance of Professional Knowledge | |
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| They Act as Researchers | |
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| Good Teachers Develop Instructional Objectives with Learners | |
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| They Vest Students with an Interest in Learning | |
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| They Provide Students with Quality Feedback | |
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| Good Teachers Find Out Why a Plan Is Not Working | |
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| Good Teachers Strive to Make Their Teaching Engaging | |
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| Good Teachers Give Learners Access to Information and Opportunity to Practice | |
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| Good Teachers Teach for Two Kinds of Knowledge | |
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| Summary | |
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| Web Resources | |
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| Notes | |
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| Summary for Part Three | |
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| Index | |