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