Rent 9780205508860 | Instruction : A Models Approach | Gunter, Mary Alice; Estes, Thomas H.; Mintz, Susan L. @knetbooks.com

Summary Table of Contents

This classroom-ready resource makes instructional models clear and relevant for readers by placing them within a standards-based and instructionally aligned process. Based on current research and best practice, the more than one dozen models provided in this text are closely linked to the preparation of objectives, differentiation practices, and assessment options.The chapters follow a consistent, user-friendly format, and most chapters focus on a single model, broken down into steps, and followed by variations of the model, differentiation pos... MOREsibilities, assessment options, scenarios, and a summary. The chapters on cooperative learning and problem-centered inquiry contain several models. Three case studies-one each for kindergarten, middle school, and high school-provide extended understanding of matching objectives to instructional models (Part III).In this new 5th edition, new chapters on Planning for Instruction offer detailed information about state standards, instructional alignment among objectives, assessment and instruction, and strategies for planning and aligning instruction. The chapters on Direct Instruction, Problem-Centered Inquiry Models, and the Socratic Seminar Model have been heavily revised. Entirely new chapters on Eggen and Kauchak's Integrative Model and Supporting Strategies for Instructional Models include information on scaffolding, information recall strategies, nonlinguistic representations, identifying similarities and differences, think-pair-shares, summarizing, and reciprocal teaching. Differentiation Possibilities and Assessment Options are included with each instructional model.

Instruction: A Models Approach, 5/E Mary A. Gunter, University of Virginia Thomas H. Estes, University of Virginia Susan L. Mintz, University of Virginia ISBN: 0205508863 "I have found this text to be very helpful in its presentation of the strategies and the processes involvedhellip; I am a particular fan of the Cooperative Learning Models." -Carolynn Reynolds, California State University at Chico Now in its fifth edition, Instruction: A Models Approach identifies and explains more than a dozen instructional models, placing them within a process that is instructionally aligned and based on standards. Drawn from current research and the most effective practices, the models are closely linked to the preparation of objectives, differentiation practices, and assessment options. The user-friendly text is a valued resource among K-12 and preservice teachers. New features to this edition include: Chapters on Planning for Instruction that offer information about state standards, instructional alignment among objectives, assessment, and instruction, as well as strategies for planning and aligning instruction. Heavily revised chapters on Direct Instruction, Problem-Centered Inquiry Models, and the Socratic Seminar Model. New chapters on Eggen and Kauchakrs"s Integrative Model and Supporting Strategies for Instructional Models that include information on scaffolding, information recall strategies, nonlinguistic representations, identifying similarities and differences, thing-pair-shares, summarizing, and reciprocal teaching.

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PART ONE Planning for Instruction

(61)

Educational Goals and Standards

(20)

How Learning Happens

(3)

Special Student Characteristics

(1)

The Needs of Learners

(6)

Acceptance and Safety

(1)

Choice

(1)

High Expectations and Appropriate Challenge

(1)

Opportunity to Connect the New to the Known

(1)

Meaningful Engagement

(1)

Clarity

(1)

Time to Reflect

(1)

Evaluation That Tests What Was Taught

(1)

The Needs of Society

(7)

Learning Standards

(3)

Moving from Standards to Instruction

(4)

Summary

(1)

Web Resources

(1)

Notes

(2)

Organizing Content

(19)

Content

(8)

School Curriculum

(3)

Analyzing Content

(4)

Ordering Content

(1)

Instructional Planning

(5)

Scope

(1)

Focus

(1)

Sequence

(1)

Chunking Instruction

(2)

Developing Lesson Plans

(3)

Lesson Plan Elements

(1)

Deductive and Inductive Organization

(2)

Summary

(1)

Web Resources

(1)

Notes

(2)

Instructional Objectives, Assessment, and Instruction

(20)

Purpose of Instructional Objectives

(2)

Formats for Instructional Objectives

(10)

Students Will Know Instructional Objectives

(3)

Students Will Understand Instructional Objectives

(2)

Students Will Be Able to Instructional Objectives

(5)

Instructional Alignment

(2)

Assessing Instructional Objectives

(2)

Formative Assessments

(1)

Summative Assessments

(1)

Summary

(1)

Web Resources

(1)

Notes

(2)

Summary for Part One

(1)

PART TWO Matching Objectives to Instruction: A Models Approach

(234)

The Direct Instruction Model: Teaching Basic Skills, Facts, and Knowledge

(19)

Basis for the Direct Instruction Model

(1)

Big DI and the Direct Instruction Model

(1)

Steps in the Direct Instructional Model

(11)

Step 1: Review Previously Learned Material

(1)

Step 2: State Objectives for the Lesson

(1)

Step 3: Present New Material

(3)

Step 4: Guide Practice, Assess Performance, and Provide Corrective Feedback

(3)

Step 5: Assign Independent Practice, Assess Performance, and Provide Corrective Feedback

(2)

Step 6: Review Periodically, Offering Corrective Feedback If Necessary

(1)

Summary of Steps in the Direct Instruction Model

(1)

Matching Objectives and Assessments to Direct Instruction

(3)

Differentiation Possibilities

(1)

Assessment Options

(1)

Scenario

(1)

Summary

(1)

Web Resources

(1)

Notes

(2)

The Concept Attainment Model: Defining Concepts Inductively

(16)

What Is a Concept?

(1)

Basis for the Concept Attainment Model

(1)

Steps in the Concept Attainment Model

(7)

Step 1: Select and Define a Concept and Select the Attributes

(1)

Step 2: Develop Positive and Negative Examples

(1)

Step 3: Introduce the Process to the Students

(1)

Step 4: Present the Examples and List the Attributes

(2)

Step 5: Develop a Concept Definition

(1)

Step 6: Give Additional Test Examples

(1)

Step 7: Discuss the Process with the Class

(1)

Step 8: Evaluate

(1)

Summary of Steps in the Concept Attainment Model

(1)

Variations on the Concept Attainment Model

(2)

Differentiation Possibilities

100

(1)

Assessment Options

101

(1)

Scenario

101

(1)

Summary

102

(1)

Web Resources

103

(1)

Notes

103

(1)

The Concept Development Model: Analyzing the Relationships between Parts of a Concept

104

(20)

Understanding Concepts

104

(2)

What Is Concept Development?

105

(1)

Concept Development Mirrors Our Natural Thought Processes

105

(1)

Basis for the Concept Development Model

106

(3)

Conceptual Thinking Is Learned

107

(1)

Concepts Are Creative Ways of Structuring Reality

108

(1)

Concepts Are the Building Blocks of Patterns

108

(1)

Steps in the Concept Development Model

109

(8)

Step 1: List as Many Items as Possible That Are Associated with the Subject

110

(2)

Step 2: Group the Items Because They Are Alike in Some Way

112

(1)

Step 3: Label the Groups by Defining the Reasons for Grouping

112

(1)

Step 4: Regroup or Subsume Individual Items or Whole Groups under Other Groups

113

(1)

Step 5: Synthesize the Information by Summarizing the Data and Forming Generalizations

114

(1)

Step 6: Evaluate Students' Progress by Assessing Their Ability to Generate a Wide Variety of Items and to Group Those Items Flexibly

115

(1)

Summary of Steps in the Concept Development Model

116

(1)

Differentiation Opportunities

117

(1)

Assessment Options

117

(1)

Scenario

117

(2)

Benefits of Using the Concept Development Model

119

(3)

Summary

122

(1)

Web Resources

122

(1)

Notes

122

(2)

Problem-Centered Inquiry Models: Teaching Problem Solving through Discovery and Questioning

124

(22)

Basis for the Inquiry Approach to Instruction

125

(2)

Model One: The Suchman Inquiry Model

127

(5)

Steps in the Suchman Inquiry Model

127

(1)

Step 1: Select a Problem and Conduct Research

127

(1)

Step 2: Introduce the Process and Present the Problem

128

(1)

Step 3: Gather Data

129

(1)

Step 4: Develop a Theory and Verify

129

(1)

Step 5: Explain the Theory and State the Rules Associated with It

130

(1)

Step 6: Analyze the Process

130

(1)

Step 7: Evaluate

130

(1)

Summary of Steps in the Suchman Inquiry Model

130

(2)

Model Two: The WebQuest Model of Inquiry

132

(3)

Steps 1: The Teacher Selects a Problem and Conducts Preliminary Research

132

(2)

Step 2: Present the Problem in the WebQuest Template

134

(1)

Step 3: Students Gather Data and Information to Solve the Problem

135

(1)

Step 4: Students Develop and Verify Their Solution

135

(1)

Model Three: Problem-Based Learning

135

(5)

Steps in the Problem-Based Learning Model

136

(1)

Step 1: Explore the Problem

137

(1)

Step 2: Use the Inquiry Chart to Map Learning

137

(1)

Step 3: Share Different Solutions

138

(1)

Step 4: Take Action

138

(2)

Scenario

140

(2)

Differentiation Opportunities

142

(1)

Assessment Options

143

(1)

Summary

143

(1)

Web Resources

144

(1)

Notes

145

(1)

The Synectics Model: Developing Creative Thinking and Problem Solving

146

(23)

Basis for Synectics

148

(2)

Version One: Making the Familiar Strange

150

(4)

Steps in Synectics: Making the Familiar Strange

150

(1)

Step 1: Describe the Topic

150

(1)

Step 2: Create Direct Analogies

150

(1)

Step 3: Describe Personal Analogies

151

(1)

Step 4: Identify Compressed Conflicts

152

(1)

Step 5: Create a New Direct Analogy

152

(1)

Step 6: Reexamine the Original Topic

152

(1)

Step 7: Evaluate

153

(1)

Summary of Steps in Making the Familiar Strange

153

(1)

Version Two: Making the Strange Familiar

154

(3)

Steps in Synectics: Making the Strange Familiar

154

(1)

Step 1: Provide Information

155

(1)

Step 2: Present the Analogy

155

(1)

Step 3: Use Personal Analogy to Create Compressed Conflicts

155

(1)

Step 4: Compare the Compressed Conflict with the Subject

155

(1)

Step 5: Identify Differences

155

(1)

Step 6: Reexamine the Original Subject

155

(1)

Step 7: Create New Direct Analogies

156

(1)

Step 8: Evaluate

156

(1)

Summary of Steps in Making the Strange Familiar

156

(1)

Version Three: The Synectics Excursion

157

(3)

Steps in the Synectics Excursion

157

(1)

Step 1: Present the Problem

157

(1)

Step 2: Provide Expert Information

157

(1)

Step 3: Question Obvious Solutions and Purge

157

(1)

Step 4: Generate Individual Problem Statements

158

(1)

Step 5: Choose One Problem Statement for Focus

158

(1)

Step 6: Question through the Use of Analogies

158

(1)

Step 7: Force Analogies to Fit the Problem

159

(1)

Step 8: Determine a Solution from a New Viewpoint

159

(1)

Step 9: Evaluate

159

(1)

Summary of Steps in the Synectics Excursion

159

(1)

Differentiation Possibilities

160

(2)

Assessment Options

162

(1)

Scenario for Making the Familiar Strange

162

(5)

Step 1: Describe the Topic

162

(1)

Step 2: Create Direct Analogies

163

(1)

Step 3: Describe Personal Analogies

163

(1)

Step 4: Identify Compressed Conflicts

164

(1)

Step 5: Create a New Direct Analogy

164

(1)

Step 6: Reexamine the Original Topic

165

(1)

Step 7: Evaluate

166

(1)

Summary

167

(1)

Web Resources

167

(1)

Notes

167

(2)

The Cause-and-Effect Model: Influencing Events by Analyzing Causality

169

(19)

Basis for the Cause-and-Effect Model

170

(3)

Steps in the Cause-and-Effect Model

173

(1)

Practice Sheet

173

(1)

The Steps in More Detail

173

(5)

Step 1: Choose the Data or Topic, Action, or Problem to Be Analyzed

176

(1)

Step 2: Ask for Causes and Support for Those Causes

176

(1)

Step 3: Ask for Effects and Support

176

(1)

Step 4: Ask for Prior Causes and Support

176

(1)

Step 5: Ask for Subsequent Effects and Support

176

(1)

Step 6: Ask for Conclusions

177

(1)

Step 7: Ask for Generalizations

178

(1)

Step 8: Evaluate Students' Performances

178

(1)

Summary of Steps in the Cause-and-Effect Model

178

(1)

Comments on Conducting the Model

179

(2)

Variations on the Cause-and-Effect Model

181

(1)

Differentiation Possibilities

182

(1)

Assessment Options

183

(1)

Scenario

183

(2)

Summary

185

(1)

Web Resources

186

(1)

Notes

186

(2)

The Socratic Seminar Model: Analyzing Text

188

(17)

Basis for the Socratic Seminar Model

191

(1)

Questioning

192

(1)

Examples of Question Types

193

(2)

Revised Taxonomy Question Examples

194

(1)

Steps in the Socratic Seminar Model

195

(7)

Step 1: Choose the Text---Written, Visual, or Audio

195

(1)

Step 2: Plan and Cluster Several Questions of Varying Cognitive Demand

196

(1)

Step 3: Introduce the Model to the Students

196

(2)

Step 4: Conduct the Discussion

198

(1)

Step 5: Review and Summarize the Discussion

199

(1)

Step 6: Evaluate the Discussion with the Students Based on Previously Stated Criteria

199

(2)

Summary of Steps in the Socratic Seminar Model

201

(1)

Differentiation Opportunities

202

(1)

Assessment Options

202

(1)

Summary

202

(1)

Web Resources

203

(1)

Notes

203

(2)

The Vocabulary Acquisition Model: Learning the Spellings and Meanings of Words

205

(21)

Basis for the Vocabulary Acquisition Model

207

(4)

Steps in the Vocabulary Acquisition Model

211

(7)

Step 1: Pretest Knowledge of Words Critical to Content

211

(1)

Step 2: Elaborate on and Discuss Invented Spellings and Hypothesized Meanings

211

(2)

Step 3: Explore Patterns of Meaning

213

(3)

Step 4: Read and Study

216

(1)

Step 5: Evaluate and Posttest

216

(1)

Summary of Steps in the Vocabulary Acquisition Model

217

(1)

Differentiation Possibilities

218

(2)

Assessment Options

220

(1)

Scenario

221

(1)

Summary

222

(1)

Essential Resources for Language Study

223

(1)

Web Resources

223

(2)

Notes

225

(1)

The Resolution-of-Conflict Model: Reaching Solutions through Shared Perspectives

226

(18)

Conflicts

227

(1)

Basis for the Resolution-of-Conflict Model

228

(2)

Steps in the Conflict-Resolution Model

230

(1)

The Steps in More Detail

230

(4)

Step 1: List All the Facts Pertinent to the Conflict

231

(1)

Step 2: Identify the Reasons for the Actions, the Feelings of the Participants, and the Reasons for Those Feelings

231

(1)

Step 3: Propose Solutions and Review Their Possible Effects

231

(1)

Step 4: Decide on the Best Resolution and Hypothesize What the Consequences Would Be

232

(1)

Step 5: Discuss Similar Situations

232

(1)

Step 6: Evaluate the Decision and Look for Alternative Solutions

232

(1)

Step 7: Arrive at Generalizations

232

(1)

Step 8: Evaluate

233

(1)

Summary of Steps in the Resolution-of-Conflict Model

233

(1)

Differentiation Opportunities

234

(1)

Assessment Options

235

(1)

High School Scenario

236

(3)

Elementary School Scenario

239

(2)

Summary

241

(1)

Web Resources

242

(1)

Notes

242

(2)

Eggen and Kauchak's Integrative Model: Generalizing from Data

244

(18)

Basis for Eggen and Kauchak's Integrative Model

246

(1)

Steps in the Eggen and Kauchak Integrative Model

247

(1)

Planning for the Eggen and Kauchak Integrative Model

247

(3)

The Steps in More Detail

250

(2)

Step 1: Describe, Compare, and Search for Patterns in a Data Set

250

(1)

Step 2: Explain the Identified Similarities and Differences

250

(1)

Step 3: Hypothesize What Would Happen under Different Conditions

251

(1)

Step 4: Make Broad Generalizations about the Topic and the Discussion

251

(1)

An Elementary Integrative Example

252

(2)

Summary of Steps in the Eggen and Kauchak Integrative Model

254

(2)

Differentiation Opportunities

256

(1)

Assessment Options

256

(1)

Scenario

256

(4)

Summary

260

(1)

Web Resources

260

(1)

Notes

260

(2)

Cooperative Learning Models: Improving Student Learning Using Small Groups

262

(20)

Cooperative Learning Explained

263

(2)

Basis of Cooperative Learning Models

265

(2)

Cooperative Learning Model: The Template

267

(1)

Planning Steps

267

(1)

Implementation Steps

267

(1)

Summary of Cooperative Learning Template Model Steps

268

(1)

Specific Cooperative Models

268

(1)

The Graffiti Model

269

(2)

Step 1: Prepare the Graffiti Questions and Group Number and Composition

269

(1)

Step 2: Distribute Materials

269

(1)

Step 3: Group Answers Questions

270

(1)

Step 4: Exchange Questions

270

(1)

Step 5: Return to the Original Question, Summarize, and Make Generalizations

270

(1)

Step 6: Share Information

270

(1)

Step 7: Evaluate the Group Process

270

(1)

Summary of Graffiti Model Steps

270

(1)

The Jigsaw Model

271

(3)

Step 1: Introduce the Jigsaw

271

(1)

Step 2: Assign Heterogeneously Grouped Students to Expert and Learning Groups and Review Behavior Norms

272

(1)

Step 3: Explain the Task and Assemble Expert Groups

273

(1)

Step 4: Allow Expert Groups to Process Information

273

(1)

Step 5: Experts Teach in Their Learning Group

273

(1)

Step 6: Hold Individuals Accountable

274

(1)

Step 7: Evaluate the Jigsaw Process

274

(1)

Summary of Jigsaw Model Steps

274

(1)

Academic Controversy

274

(3)

Step 1: Students Prepare Their Positions

276

(1)

Step 2: Students Present and Advocate Their Positions

276

(1)

Step 3: Open Discussion and Rebuttals

276

(1)

Step 4: Reverse Positions

276

(1)

Step 5: Synthesize and Integrate the Best Evidence into a Joint Position

276

(1)

Step 6: Present the Group Synthesis

277

(1)

Step 7: Group Processing of the Controversy and Participation of Members

277

(1)

Summary of Academic Controversy Steps

277

(1)

Differentiation Opportunities

277

(1)

Assessment Options

278

(1)

Scenario

278

(1)

Summary

279

(1)

Web Resources

279

(1)

Notes

280

(2)

Supporting Strategies: Using Instructional Strategies with Instructional Models

282

(14)

Scaffolding

283

(1)

Information Recall Strategies

284

(2)

The Link Strategy

285

(1)

The Loci Strategy

285

(1)

Memory through Motion Strategy

286

(1)

Nonlinguistic Representations

286

(3)

Graphic Organizers

287

(1)

Physical Models

287

(1)

Mental Pictures

288

(1)

Drawing Pictures

288

(1)

Kinesthetic Activities

289

(1)

Think, Pair, Share Strategies

289

(1)

Identifying Similarities and Differences

290

(1)

Summarizing

291

(2)

Reciprocal Teaching

293

(1)

Summary

293

(1)

Web Resources

294

(1)

Notes

295

(1)

PART THREE Putting It All Together: Matching Objectives to Instructional Models

296

(53)

A Kindergarten Case Study

299

(10)

Miss Abbott's Plan

301

(2)

Unit: Lines That Draw Us Together

303

(3)

Opening Activity---Drawing in the Students

303

(1)

Lesson One: Practicing the ``Line-Up''

303

(1)

Lesson Two: Defining a Line

304

(1)

Lesson Three: Refining the Concept of Line

305

(1)

Activity: The Line Game

305

(1)

Notes on Lessons One, Two, and Three

306

(1)

Epilogue

307

(1)

Summary

308

(1)

A Middle School Case Study

309

(10)

The Mumford Plan

312

(2)

Unit: Perspective---It All Depends on Where You Were When

314

(4)

Lesson One: Toward a Perspective on Point of View

315

(1)

Lesson Two: Perception---It Depends on Where You Are Coming From

316

(1)

Lesson Three: Relating Perception and Perspective

317

(1)

Epilogue

318

(1)

Summary

318

(1)

Note

318

(1)

A High School Case Study

319

(11)

Mr. Samuels's Plan

320

(5)

Unit: Macbeth---A Study in Ambition Turned to Avarice

325

(2)

Sample Lesson Five: Ambition and the Power of Suggestion

325

(2)

Epilogue

327

(2)

Summary

329

(1)

Note

329

(1)

The Wisdom of Practice: Creating a Positive Learning Environment

330

(19)

Good Teachers Are in Charge of Their Classrooms

331

(1)

Good Teachers Create a Pleasant Physical Environment for Learning

332

(2)

Relationship to Student Learning

333

(1)

Furniture Arrangement/Seating

333

(1)

Climate Control

333

(1)

Equipment and Displays

334

(1)

Good Teachers Manage Human Relations Effectively

334

(1)

Good Teachers Engage Learners in the Process of Their Own Learning

335

(2)

Good Teachers Teach Up

337

(4)

They Recognize the Pygmalion Effect

337

(2)

They Capitalize on What Students Know

339

(11)

They Celebrate Differences among Students

350

They Realize That There is More Than One Right Answer to Important Questions

340

(1)

They Recognize Achievement and Minimize the Importance of Error

340

(1)

Good Teachers Are Good Learners

341

(2)

They Serve as a Model for Learning

341

(1)

They Recognize the Importance of Professional Knowledge

341

(1)

They Act as Researchers

342

(1)

Good Teachers Develop Instructional Objectives with Learners

343

(1)

They Vest Students with an Interest in Learning

343

(1)

They Provide Students with Quality Feedback

343

(1)

Good Teachers Find Out Why a Plan Is Not Working

343

(1)

Good Teachers Strive to Make Their Teaching Engaging

344

(1)

Good Teachers Give Learners Access to Information and Opportunity to Practice

344

(1)

Good Teachers Teach for Two Kinds of Knowledge

345

(1)

Summary

346

(1)

Web Resources

346

(1)

Notes

347

(2)

Summary for Part Three

349

(2)

Index

351

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