| |
| |
| List of Tables | |
| |
| |
| List of Figures | |
| |
| |
| |
| Key Factors That Shape All Teaching | |
| |
| |
| A Paradigm Shift | |
| |
| |
| The Spectrum | |
| |
| |
| The Benefits of a Universal Theory | |
| |
| |
| |
| An Overview | |
| |
| |
| A Framework about Teaching and Learning | |
| |
| |
| An Overview of the Spectrum | |
| |
| |
| Six Premises of the Spectrum | |
| |
| |
| The O-T-L-O Relationships | |
| |
| |
| The Need for a Spectrum | |
| |
| |
| |
| The Anatomy of Any Teaching Style | |
| |
| |
| The Pre-Impact Set | |
| |
| |
| The Impact Set | |
| |
| |
| The Post-Impact Set | |
| |
| |
| |
| Feedback | |
| |
| |
| Four Feedback Categories | |
| |
| |
| Feedback Combinations | |
| |
| |
| Degree of Privacy During Feedback | |
| |
| |
| Summary of the Assets and Liabilities of Different Forms of Feedback | |
| |
| |
| |
| Cognition | |
| |
| |
| Cognition: The Premise | |
| |
| |
| A General Model for the Flow of Conscious Thinking | |
| |
| |
| Convergent and Divergent Thinking | |
| |
| |
| The Discovery Threshold | |
| |
| |
| The Role of Cognitive Operations | |
| |
| |
| Cognitive Operations and Verbal Behavior | |
| |
| |
| Creativity - A Different Viewpoint | |
| |
| |
| Cognition and Wait Time | |
| |
| |
| Designing the Subject Matter | |
| |
| |
| |
| The Command Style | |
| |
| |
| |
| The Objectives | |
| |
| |
| The Anatomy of this Style | |
| |
| |
| The Implementation of the Command Cycle | |
| |
| |
| Description of an Episode | |
| |
| |
| How to Implement the Command Style | |
| |
| |
| The Implications of this Style | |
| |
| |
| Subject Matter Considerations | |
| |
| |
| Style-Specific Comments | |
| |
| |
| Common Pitfalls to Avoid | |
| |
| |
| The Developmental Channels | |
| |
| |
| Images of the Command Style | |
| |
| |
| |
| The Practice Style | |
| |
| |
| |
| The Objectives | |
| |
| |
| The Anatomy of this Style | |
| |
| |
| The Implementation of this Style | |
| |
| |
| Description of an Episode | |
| |
| |
| How to Implement this Style | |
| |
| |
| The Implications of this Style | |
| |
| |
| Selecting and Designing the Subject Matter | |
| |
| |
| Style-Specific Comments | |
| |
| |
| The Developmental Channels | |
| |
| |
| Examples of Task Sheets for the Practice Style. | |
| |
| |
| |
| The Reciprocal Style | |
| |
| |
| |
| The Objectives | |
| |
| |
| The Anatomy of this Style | |
| |
| |
| The Implementation of the Reciprocal Style | |
| |
| |
| Description and Implementation of an Episode | |
| |
| |
| The Implications of this Style | |
| |
| |
| Selecting and Designing the Subject Matter and Criteria Sheet | |
| |
| |
| Style-Specific Comments | |
| |
| |
| The Developmental Channels | |
| |
| |
| Examples of Criteria Sheets | |
| |
| |
| |
| The Self-Check Style | |
| |
| |
| |
| The Objectives | |
| |
| |
| The Anatomy of the Style | |
| |
| |
| The Implementation of this Self-Check Style | |
| |
| |
| Description of an Episode | |
| |
| |
| How to Implement the Self-Check Style | |
| |
| |
| The Implications of this Style | |
| |
| |
| Selecting and Designing the Subject Matter and Criteria Sheet | |
| |
| |
| Style-Specific Comments | |
| |
| |
| The Developmental Channels | |
| |
| |
| Example of Task Sheet for Self-Check Style | |
| |
| |
| |
| The Inclusion Style | |
| |
| |
| |
| The Objectives | |
| |
| |
| The Concept of Inclusion | |
| |
| |
| The Anatomy of this Style | |
| |
| |
| The Implementation of this Inclusion Style | |
| |
| |
| How to Implement the Inclusion Style | |
| |
| |
| The Implications of this Style | |
| |
| |
| Selecting and Designing the Subject Matter | |
| |
| |
| Style-Specific Comments | |
| |
| |
| The Developmental Channels | |
| |
| |
| Examples of Individual Programs | |
| |
| |
| |
| Issues Common to All Styles | |
| |
| |
| Task Teaching, Learning Centers, and Station Teaching | |
| |
| |
| Organizational Options | |
| |
| |
| Implementing the Spectrum Theory | |
| |
| |
| The Lesson Plan | |
| |
| |
| Episodic Teaching | |
| |
| |
| Terminology | |
| |
| |
| |
| The Guided Discovery Style | |
| |
| |
| |
| The Objectives | |
| |
| |
| The Anatomy of this Style | |
| |
| |
| The Implementation of the Guided Discovery Style | |
| |
| |
| Description of an Episode | |
| |
| |
| How to Implement the Guided Discovery Style | |
| |
| |
| How to Implement the Guided Discovery Style | |
| |
| |
| The Implications of this Style | |
| |
| |
| Selecting and Designing the Subject Matter | |
| |
| |
| Style-Specific Comments | |
| |
| |
| The Developmental Channels | |
| |
| |
| Examples in Physical Education and Related Areas | |
| |
| |
| The Convergent Discovery Style | |