Instruction: a models approach
Gespeichert in:
| Beteiligte Personen: | , , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 6. ed., internat. ed. |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020550824&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XXVII, 356 S. Ill. |
| ISBN: | 9780132136815 0132136813 |
Internformat
MARC
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| 100 | 1 | |a Estes, Thomas H. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Instruction |b a models approach |c Thomas H. Estes ; Susan L. Mintz ; Mary Alice Gunter |
| 250 | |a 6. ed., internat. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2011 | |
| 300 | |a XXVII, 356 S. |c Ill. | ||
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| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a Teaching | |
| 650 | 4 | |a Curriculum planning | |
| 650 | 4 | |a Classroom environment | |
| 650 | 4 | |a Group work in education | |
| 650 | 4 | |a Teachers / In-service training | |
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| 700 | 1 | |a Gunter, Mary Alice |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1819246096077029376 |
|---|---|
| adam_text | Contents
Preface
xxi
Me Planning for Instruction
1
Educational Standards
3
Chapter Objectives
3
How Learning Happens
4
Student Characteristics That Affect How Learning Happens
The Needs of Learners
9
Acceptance and Safety
9
Choice
10
High Expectations and Appropriate Challenge
10
Opportunity to Connect the New to the Known
11
Meaningful Engagement
11
Clarity
12
Time to Reflect
12
Aligned Assessments
13
The Needs of Society
13
Learning Standards
13
Moving from Standards to Instruction
15
Summary
17
Extensions
17
Organizing Content
18
Chapter Objectives
18
Content
19
School Curriculum
19
Analyzing Content
23
vi
Contents
J
Ordering Content
27
Strategy Alert: KWL
28
Instructional Planning
29
Scope
30
Focus
30
Sequence
31
Chunking Instruction
32
Developing Lesson Plans
33
Lesson Plan Elements
34
Deductive and Inductive Organization
35
Summary
35
Extensions
36
Instructional Objectives, Assessment,
and Instruction
37
Chapter Objectives
37
Purpose of Instructional Objectives
38
Formats for Instructional Objectives
42
Students Will Know Instructional Objectives
42
Students Will Understand Instructional Objectives
44
Students Will Be Able to Instructional Objectives
47
Moving from Standards to Objectives
49
Instructional Alignment
50
Assessing Instructional Objectives
52
Formative Assessments
53
Summative Assessments
54
Summary
54
Extensions
55
Summary for Part One
56
Contents
vii
Matching Objectives to Instruction:
A Models Approach
57
The Direct Instruction Model: Teaching Skills,
Facts, and Knowledge
62
Chapter Objectives
62
In the Elementary Classroom
62
In the Secondary Classroom
63
Basis for the Direct Instruction Model
65
Steps in the Direct Instruction Model
65
Step
1:
Review Previously Learned Material
66
Step
2:
State Objectives for the Lesson
67
Strategy Alert: Advance Organizers
67
Step
3:
Present New Material
68
Step
4:
Guide Practice, Assess Performance, and Provide
Corrective Feedback
70
Step
5:
Assign Independent Practice, Assess Performance, and Provide
Corrective Feedback
72
Strategy Alert: Scaffolding
73
Step
6:
Review Periodically, Offering Corrective Feedback If Necessary
74
Summary of Steps in the Direct Instruction Model
74
Evaluating Learning in the Direct Instruction Model
75
Assessment Alignment
75
Rubrics
76
Meeting Individual Needs in Direct Instruction
77
Flexible Grouping
77
Varying Questions
77
Benefits of the Direct Instruction Model
78
Elementary Grades Lesson
Direct Instruction: Rhyming with Mother Goose
78
Middle/Secondary Grades Lesson
Direct Instruction: Writing Haiku
80
Summary
81
Extensions
82
viii Contents
The Concept Attainment
Model:
Defining Concepts Inductively
83
Chapter Objectives
83
In the Elementary Classroom
83
In the Secondary Classroom
84
Basis for the Concept Attainment Model
86
Steps in the Concept Attainment Model
88
Step
1:
Select and Define a Concept through the Concept s Essential
Characteristics
88
Step
2:
Develop Positive and Negative Examples
89
Step
3:
Review the Concept Attainment Process with the Class
90
Step
4:
Present the Examples
90
Step
5:
Generate Hypotheses and Continue Example/Hypothesis Cycle
91
Strategy Alert: Generating and Testing Hypotheses
91
Step
6:
Develop a Concept Label and Definition
92
Step
7:
Provide Test Examples to Solidify the Definition
92
Step
8:
Discuss the Process with the Class
92
Summary of Steps in the Concept Attainment Model
92
Variations on the Concept Attainment Model
93
Evaluating Learning in the Concept Attainment Model
95
Meeting Individual Needs in the Concept Attainment Model
96
Benefits of the Concept Attainment Model
97
Elementary Grades Lesson
Concept Attainment: Hibernation
97
Middle/Secondary Grades Lesson
Concept Attainment: Metaphors
99
Summary
100
Extensions
101
The Concept Development Model: Analyzing the
Relationships between Parts of a Concept
102
Chapter Objectives
102
In the Elementary Classroom
102
In the Secondary Classroom
104
Contents ix
7
Basis
for the Concept Development Model
106
Conceptual Thinking Is Learned
108
Concepts Are Creative Ways of Structuring Reality
108
Concepts Are the Building Blocks of Patterns
109
Steps in the Concept Development Model
110
Step
1:
List as Many Items as Possible That Are Associated with
the Subject
110
Strategy Alert:
Brainstorming
111
Step
2:
Group the Items Because They Are Alike in Some Way
112
Step
3:
Label the Groups by Defining the Reasons for Grouping
112
Step
4:
Regroup or Subsume Individual Items or Whole Groups
under Other Groups
113
Step
5:
Synthesize the Information by Summarizing the Data
and Forming Generalizations
113
Summary of Steps in the Concept Development Model
114
Evaluating Learning in the Concept Development Model
115
Meeting Individual Needs in the Concept Development Model
115
Benefits of Using the Concept Development Model
116
Elementary Grades Lesson
Concept Development: Living and Nonliving Things
117
Middle/Secondary Grades Lesson
Concept Development: Grudge
118
Summary
119
Extensions
119
Problem-Centered Inquiry Models:
Teaching Problem Solving through
Discovery and Questioning
121
Chapter Objectives
121
In the Elementary Classroom
121
In the Secondary Classroom
122
Basis for the Inquiry Approach to Instruction
125
Problem-Centered Model One: The Suchman Inquiry Model
128
Step
1:
Select a Problem and Conduct Research
128
Step
2:
Introduce the Process and Present the Problem
129
Step
3:
Gather Data
130
Contents
s
Step
4:
Develop a Theory and Verify
130
Step
5:
Explain the Theory and State the Rules Associated with It
131
Step
6:
Analyze the Process
131
Step
7:
Evaluate
131
Summary of Steps in the Suchman Inquiry Model
132
Problem-Centered Model Two: The WebQuest Model of Inquiry
133
Step
1:
The Teacher Selects a Problem and Conducts
Preliminary Research
133
Step
2:
Present the Problem in the WebQuest Template
135
Step
3:
Students Gather Data and Information to Solve the Problem
136
Step
4:
Students Develop and Verify Their Solutions
136
Summary of Steps in the WebQuest Model of Inquiry
137
Problem-Centered Model Three: Problem-Based Inquiry Model
137
Step
1:
Explore the Problem
138
Strategy Alert: Identifying Similarities and Differences
139
Step
2:
Use the Inquiry Chart to Map Learning
139
Step
3:
Share Different Solutions
141
Step
4:
Take Action
141
Summary of Steps in the Problem-Based Inquiry Model
141
Evaluating Learning in the Problem-Centered Inquiry Models
142
Meeting Individual Needs in the Problem-Centered Inquiry Models
143
Benefits of Problem-Centered Inquiry Models
143
Elementary Grades Lesson
Problem-Centered Inquiry: Monarch Butterflies and Stewardship
144
Middle/Secondary Grades Lesson
Problem-Centered Inquiry: Toxins
145
Summary
146
Extensions
146
The Synectics Model: Developing Creative
Thinking and Problem Solving
148
Chapter Objectives
148
In the Elementary Classroom
148
In the Secondary Classroom
149
Basis for the Synectics Model
152
Contents xi
Version
One: Making the Familiar
Strange 154
Step
1:
Describe the Topic
154
Step
2:
Create Direct Analogies
155
Step
3:
Describe Personal Analogies
155
Step
4:
Identify Compressed Conflicts
156
Step
5:
Create a New Direct Analogy
157
Step
6:
Reexamine
the Original Topic
157
Summary of Steps in Making the Familiar Strange
157
Version Two: Making the Strange Familiar
158
Step
1:
Provide Information
158
Step
2:
Present the Analogy
158
Step
3:
Use Personal Analogy to Create Compressed Conflicts
159
Step
4:
Compare the Compressed Conflict with the Subject
159
Step
5:
Identify Differences
159
Step
6:
Reexamine
the Original Subject
159
Step
7:
Create New Direct Analogies
159
Summary of Steps in Making the Strange Familiar
160
Version Three: The Synectics Excursion
160
Step
1:
Present the Problem
160
Step
2:
Provide Expert Information
160
Step
3:
Question Obvious Solutions and Purge
161
Step
4:
Generate Individual Problem Statements
161
Step
5:
Choose One Problem Statement for Focus
161
Step
6:
Question through the Use of Analogies
161
Step
7:
Force Analogies to Fit the Problem
162
Step
8:
Determine a Solution from a New Viewpoint
162
Summary of Steps in the Synectics Excursion
163
Evaluating Learning in the Synectics Model
163
Meeting Individual Needs in the Synectics Model
164
Strategy Alert: Graphic Organizers
165
Benefits of the Synectics Model
166
Elementary Grades Lesson
Synectics Model: The Civil War
166
Middle/Secondary Grades Lesson
Synectics Model: Witches
167
Summary
168
Extensions
169
xii
Contents
The Cause-and-Effect Model: Influencing Events
by Analyzing Causality
170
Chapter Objectives
170
In the Elementary Classroom
170
In the Secondary Classroom
172
Basis for the Cause-and-Effect Model
173
Steps in the Cause-and-Effect Model
175
Step
1:
Choose the Data or Topic, Action, or Problem to Be Analyzed
175
Step
2:
Ask for Causes and Support for Those Causes
176
Strategy Alert: Flow Charts
176
Step
3:
Ask for Effects and Support
177
Step
4:
Ask for Prior Causes and Support
178
Step
5:
Ask for Subsequent Effects and Support
178
Step
6:
Ask for Conclusions
178
Step
7:
Ask for Generalizations
179
Summary of Steps in the Cause-and-Effect Model
180
Evaluating Learning in the Cause-and-Effect Model
180
Meeting Individual Needs in the Cause-and-Effect Model
181
Benefits of the Cause-and-Effect Model
182
Elementary Grades Lesson
Cause and Effect: Water Cycle, Blizzards, and The Long Winter
183
Secondary Grades Lesson
Cause and Effect: Hamlet and Claudius
184
Summary
185
Extensions
í
86
The
Socratic
Seminar Model: Analyzing Text
187
Chapter Objectives
187
In the Elementary Classroom
187
In the Secondary Classroom
189
Basis for the
Socratic
Seminar Model
190
Versions of the
Socratic
Seminar
191
Questioning
193
Contents xiii
Examples of Question Types
194
Remembering
194
Understanding
194
Applying
194
Analyzing
195
Evaluating
195
Creating
195
Steps in the
Socratic
Seminar Model
196
Step
1:
Choose the Text
—
Written, Visual, or Audio
196
Step
2:
Plan and Cluster Several Questions of Varying
Cognitive Demand
196
Step
3:
Introduce the Model to the Students
197
Step
4:
Conduct the Discussion
199
Step
5:
Review and Summarize the Discussion
199
Step
6:
Evaluate the Discussion with the Students Based on Previously
Stated Criteria
200
Strategy Alert: Reciprocal Teaching
202
Summary of Steps in the
Socratic
Seminar Model
203
Evaluating Learning in the
Socratic
Seminar Model
203
Meeting Individual Needs in the
Socratic
Seminar Model
204
Benefits of the
Socratic
Seminar Model
204
Elementary Grades Lesson
Socratic
Seminar: Old Henry, by Joan W. Bios
205
Middle/Secondary Grades Lesson
Socratic
Seminar: The War Prayer and Sullivan Ballou s Letter
to His Wife
206
Summary
208
Extensions
208
The Vocabulary Acquisition Model: Learning the
Spellings and Meanings of Words
209
Chapter Objectives
209
In the Elementary Classroom
209
In the Secondary Classroom
211
Basis for the Vocabulary Acquisition Model
212
The Spelling-Meaning Connection
212
xiv
Contents
Principles Underlying the Vocabulary Acquisition Model
214
How Vocabulary Is Acquired
217
Steps in the Vocabulary Acquisition Model
217
Step
1:
Pretest Knowledge of Words Critical to Content
217
Step
2:
Elaborate On and Discuss Invented Spellings and
Hypothesized Meanings
218
Strategy Alert: Think-Pair-Share
220
Step
3:
Explore Patterns of Meaning
220
Strategy Alert: Link
221
Step
4:
Read and Study
224
Step
5:
Evaluate and
Posttest
224
Summary of Steps in the Vocabulary Acquisition Model
225
Evaluating Learning in the Vocabulary Acquisition Model
226
Meeting Individual Needs in the Vocabulary Acquisition Model
226
Building Vocabulary through Classroom Conversation
227
Using Vocabulary to Tie the Curriculum Together
228
Instruction in the Most Basic Meaningful Parts of Words
228
Model Curiosity
229
Benefits of the Vocabulary Acquisition Model
231
Elementary Grades Lesson
Vocabulary Acquisition: Units of Measurement
231
Middle/Secondary Grades Lesson
Vocabulary Acquisition: The Middle Ages
232
Summary
233
Extensions
234
The
Integrative
Model: Generalizing
from Data
235
Chapter Objectives
235
In the Elementary Classroom
235
In the Secondary Classroom
237
Basis for the
Integrative
Model
241
Steps in the
Integrative
Model
242
Step
1:
Planning for the
Integrative
Model
242
Step
2:
Describe, Compare, and Search for Patterns in a Data Set
245
Step
3:
Explain the Identified Similarities and Differences
245
Contents xv
Step
4:
Hypothesize What Would Happen under Different Conditions
246
Step
5:
Make Broad Generalizations about the Topic and the Discussion
246
Strategy Alert: Summarizing
247
Summary of Steps in the
Integrative
Model
247
Evaluating Learning in the
Integrative
Model
249
Meeting Individual Needs in the
Integrative
Model
250
Strategy Alert: Cubing
251
Benefits of the
Integrative
Model
251
Elementary Grades Lesson
Integrative
Model: Fractions
252
Middle/Secondary Grades Lesson
Integrative
Model: Societal Changes Affecting Families
253
Summary
254
Extensions
255
Cooperative Learning Models: Improving Student
Learning Using Small Groups
256
Chapter Objectives
256
In the Elementary Classroom
256
In the Secondary Classroom
257
Basis of Cooperative Learning Models
258
Cooperative Learning Model: The Template
261
Planning Steps
262
Implementation Steps
262
Summary of Cooperative Learning Template Model Steps
263
Specific Cooperative Models
263
The Graffiti Model
263
Step
1:
Prepare the Graffiti Questions and Group Number
and Composition
264
Step
2:
Distribute Materials
264
Step
3:
Groups Answer Questions
264
Step
4:
Exchange Questions
265
Step
5:
Return to the Original Question, Summarize,
and Make Generalizations
265
Step
6:
Share Information
265
xvi
Contents
Step
7:
Evaluate the Group Process
265
Summary of Graffiti Model Steps
265
The Jigsaw Model
265
Step
1:
Introduce the Jigsaw
266
Step
2:
Assign Heterogeneously Grouped Students to Expert
and Learning Groups
266
Step
3:
Explain the Task and Assemble Expert Groups
268
Step
4:
Allow Expert Groups to Process Information
268
Step
5:
Experts Teach in Their Learning Group
268
Step
6:
Hold Individuals Accountable
268
Step
7:
Evaluate the Jigsaw Process
269
Summary of Jigsaw Model Steps
269
The Academic Controversy Model
269
Step
1:
Students Prepare Their Positions
270
Step
2:
Students Present and Advocate Their Positions
270
Step
3:
Open Discussion and Rebuttals
271
Step
4:
Reverse Positions
271
Step
5:
Synthesize and Integrate the Best Evidence into a Joint Position
271
Step
6:
Present the Group Synthesis
271
Step
7:
Group Processing of the Controversy and Participation
of Members
272
Summary of Academic Controversy Steps
272
The Student Teams-Achievement Division
(STAD)
Model
272
Step
1 :
Present a New Concept
273
Step
2:
Form Teams for Study and Practice
273
Step
3:
Test Students on Newly Learned Materials
273
Step
4:
Recognize Winning Teams
274
Summary of
STAD
Steps
274
Evaluating Learning in the Cooperative Learning Models
274
Meeting Individual Needs in the Cooperative Learning Models
275
Benefits of the Cooperative Learning Models
275
Elementary Grades Lesson
Cooperative Learning Jigsaw: Clouds
276
Middle/Secondary Grades Lesson
Cooperative Learning Graffiti: Formal and Informal Speech
277
Summary
2 78
Extensions
279
Summary for Fart Two
2 79
Í4
Contents xvii
Putting It All Together: Matching
ОојесШВЅ
to Instructional Models
281
A Kindergarten Case Study
283
Chapter Objectives
283
Miss Abbott s Plan
287
Unit: Lines That Draw Us Together
289
Opening Activity
—
Drawing in the Students
290
Lesson One: Practicing the Line-Up
290
Lesson Two: Defining a Line
291
Lesson Three: Refining the Concept of Line
292
Activity: The Line Game
293
Notes on Lessons One, Two, and Three
293
Epilogue
295
Summary
296
Extensions
296
A Middle School Case Study
297
Chapter Objectives
297
The Mumford Plan
302
Unit: Perspective
—
It All Depends on Where You Were When
304
Lesson One: Toward a Perspective on Point of View
305
Lesson Two: Perception
—
It Depends on Where You Are Coming From
306
Lesson Three: Relating Perception and Perspective
307
Epilogue
308
Summary
309
Extensions
309
A High School Case Study
311
Chapter Objectives
311
Mr. Samuels s Plan
313
xviii Contents
Unit:
Macbeth—
A Study in Ambition Turned to Avarice
318
Description of Six Lessons on Ambition and the Power of Suggestion
318
Epilogue
321
Summary
323
Extensions
323
The Wisdom of Practice: Creating a Positive
Learning Environment
325
Chapter Objectives
325
Good Teachers Are the Leaders of Their Classrooms
327
Good Teachers Create a Productive Physical Environment
for Learning
328
Relationship to Student Learning
328
Furniture Arrangement/Seating
329
Climate Control
329
Equipment and Displays
330
Good Teachers Manage Human Relations Effectively
330
Good Teachers Engage Learners in the Process of Their
Own Learning
331
Good Teachers Teach Up
332
They Recognize the Pygmalion Effect
332
They Capitalize on What Students Know
334
They Celebrate Differences among Students
334
They Realize That There is More Than One Right Answer
to Important Questions
335
They Provide Appropriate, Quality Feedback
335
Good Teachers Are Good Learners
335
They Serve as a Model for Learning
335
They Recognize the Importance of Professional Knowledge
336
They Act as Researchers
337
Good Teachers Develop Instructional Objectives with Learners
338
Good Teachers Find Out Why a Plan Is Not Working
338
Good Teachers Strive to Make Their Teaching Engaging
339
Contents xix
Good Teachers Give Learners Access to Information
and Opportunity to Practice
339
Good Teachers Teach for Two Kinds of Knowledge
340
Summary
341
Extensions
341
Summary for Part Three
342
References
343
Index
347
|
| any_adam_object | 1 |
| author | Estes, Thomas H. Mintz, Susan L. Gunter, Mary Alice |
| author_facet | Estes, Thomas H. Mintz, Susan L. Gunter, Mary Alice |
| author_role | aut aut aut |
| author_sort | Estes, Thomas H. |
| author_variant | t h e th the s l m sl slm m a g ma mag |
| building | Verbundindex |
| bvnumber | BV036631010 |
| classification_rvk | DP 1000 |
| ctrlnum | (OCoLC)705578923 (DE-599)BVBBV036631010 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
| dewey-search | 371.102 |
| dewey-sort | 3371.102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 6. ed., internat. ed. |
| format | Book |
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| id | DE-604.BV036631010 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-20T14:38:37Z |
| institution | BVB |
| isbn | 9780132136815 0132136813 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020550824 |
| oclc_num | 705578923 |
| open_access_boolean | |
| owner | DE-703 |
| owner_facet | DE-703 |
| physical | XXVII, 356 S. Ill. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
| record_format | marc |
| spellingShingle | Estes, Thomas H. Mintz, Susan L. Gunter, Mary Alice Instruction a models approach Teaching Curriculum planning Classroom environment Group work in education Teachers / In-service training Lehrer Unterricht (DE-588)4062005-0 gnd Didaktik (DE-588)4070463-4 gnd Lehrerfortbildung (DE-588)4035096-4 gnd Gruppenunterricht (DE-588)4022401-6 gnd Curriculumplanung (DE-588)4148410-1 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4070463-4 (DE-588)4035096-4 (DE-588)4022401-6 (DE-588)4148410-1 |
| title | Instruction a models approach |
| title_auth | Instruction a models approach |
| title_exact_search | Instruction a models approach |
| title_full | Instruction a models approach Thomas H. Estes ; Susan L. Mintz ; Mary Alice Gunter |
| title_fullStr | Instruction a models approach Thomas H. Estes ; Susan L. Mintz ; Mary Alice Gunter |
| title_full_unstemmed | Instruction a models approach Thomas H. Estes ; Susan L. Mintz ; Mary Alice Gunter |
| title_short | Instruction |
| title_sort | instruction a models approach |
| title_sub | a models approach |
| topic | Teaching Curriculum planning Classroom environment Group work in education Teachers / In-service training Lehrer Unterricht (DE-588)4062005-0 gnd Didaktik (DE-588)4070463-4 gnd Lehrerfortbildung (DE-588)4035096-4 gnd Gruppenunterricht (DE-588)4022401-6 gnd Curriculumplanung (DE-588)4148410-1 gnd |
| topic_facet | Teaching Curriculum planning Classroom environment Group work in education Teachers / In-service training Lehrer Unterricht Didaktik Lehrerfortbildung Gruppenunterricht Curriculumplanung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020550824&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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