Rent 9780205288618 | Instruction : A Models Approach | Gunter, Mary Alice; Estes, Thomas H.; Schwab, Jan @knetbooks.com

Summary Table of Contents

The third edition of Instruction continues its research-based discussion of the models of teaching using a user-friendly, step-by-step format. Classroom examples and end-of-book case studies illustrate key points and are drawn from a variety of grade levels and classroom experiences. Unlike other texts that focus on models, Instruction provides an easy-to-follow format explaining over one dozen models for classroom teaching. The models are placed in a classroom setting to further enhance students' understanding of the concepts behind each model.

Preface

Part One Planning for Instruction

(58)

Chapter 1 Describing Educational Goals: The Learner, Society, and the Subject Matter

(21)

... MORE

Setting Goals

(7)

The Needs of Learners

(6)

Societal Needs

(1)

Subject Matter Content

(1)

National, State, and Local Standards

(6)

Developing a Rationale

(6)

Examples of Course Rationales

(4)

Matching Rationales to Learning Environments

(2)

Summary

(1)

Web Resources

(1)

Notes

(2)

Chapter 2 Determining Learning Outcomes and Evaluation Strategies: Cognitive, Affective, and Psychomotor Objectives

(18)

Defining Objectives

(2)

Drafting Objectives

(1)

Types of Objectives

(8)

Cognitive Objectives

(5)

Affective Objectives

(1)

Psychomotor Objectives

(2)

Determining Evaluation Strategies

(5)

Evaluating Cognitive Objectives

(1)

Evaluating Affective Objectives

(1)

Evaluating Psychomotor Objectives

(2)

Summary

(1)

Web Resources

(1)

Notes

(2)

Chapter 3 Organizing Content: Course, Unit, and Lesson Design

(15)

Analyzing Content

(1)

Facts

(1)

Concepts

(1)

Generalizations

(1)

Ordering Content

(1)

Principle One

(1)

Principle Two

(1)

Unit Design

(5)

Scope

(1)

Focus

(1)

Sequence

(2)

Developing Lesson Plans

(5)

Deductive and Inductive Organization

(1)

Advance Organizers

(3)

Objectives for Lessons

(1)

Sample Outline for Lesson Planning

(1)

Summary

(1)

Web Resources

(1)

Notes

(1)

Summary of Part One

(2)

Part Two Matching Objectives to Instruction: A Models Approach

(258)

Chapter 4 The Direct Instruction Model: Teaching Basic Skills, Facts, and Knowledge

(20)

Steps in the Direct Instruction Model

(10)

Step 1--Review Previously Learned Material

(1)

Step 2--State Objectives for the Lesson

(1)

Step 3--Present New Material

(4)

Step 4--Guide Practice with Corrective Feedback

(3)

Step 5--Assign Independent Practice with Corrective Feedback

(1)

Step 6--Review Periodically with Corrective Feedback If Necessary

(1)

Summary of Steps in the Direct Instruction Model

(1)

Basis for the Direct Instruction Model

(4)

Concepts of Training Behavior

(2)

Basic Principles of Conditioning Behavior

(1)

Scenario

(2)

Summary

(1)

Notes

(2)

Chapter 5 The Concept Attainment Model: Defining Concepts Inductively

(16)

Steps in the Concept Attainment Model

(6)

Step 1--Select and Define a Concept

(1)

Step 2--Select the Attributes

(1)

Step 3--Develop Positive and Negative Examples

(1)

Step 4--Introduce the Process to the Students

(1)

Step 5--Present the Examples and List the Attributes

(2)

Step 6--Develop a Concept Definition

(1)

Step 7--Give Additional Examples

(1)

Step 8--Discuss the Process with the Class

(1)

Step 9--Evaluate

(1)

Summary of Steps in the Concept Attainment Model

(1)

Variations on the Concept Attainment Model

(2)

Basis for the Concept Attainment Model

(2)

Scenario

(3)

Summary

100

(1)

Notes

100

(1)

Chapter 6 The Concept Development Model: Analyzing the Relationships between Parts of a Concept

101

(21)

Understanding Concepts

101

(3)

What Is Concept Development?

101

(1)

What Is a Concept?

102

(1)

Concept Development Mirrors Our Natural Thought Processes

103

(1)

Steps in the Concept Development Model

104

(7)

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

105

(2)

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

107

(1)

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

107

(1)

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

108

(2)

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

110

(1)

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

110

(1)

Summary of Steps in the Concept Development Model

111

(1)

Basis for the Concept Development Model

112

(4)

Conceptual Thinking Is Learned

113

(1)

Concepts Are Creative Ways of Structuring Reality

114

(1)

Concepts Are the Building Blocks of Patterns

115

(1)

Scenario

116

(2)

Step 1

116

(1)

Step 2 and 3

117

(1)

Step 4

117

(1)

Step 5

117

(1)

Step 6

118

(1)

Benefits of Using the Concept Development Model

118

(3)

Summary

121

(1)

Notes

121

(1)

Chapter 7 The Suchman Inquiry Model: Teaching Problem Solving through Discovery and Questioning

122

(16)

Steps in the Suchman Inquiry Model

123

(4)

Step 1--Select a Problem and Conduct Research

123

(2)

Step 2--Introduce the Process and Present the Problem

125

(1)

Step 3--Gather Data

125

(1)

Step 4--Develop a Theory and Verify

126

(1)

Step 5--State the Rules and Explain the Theory

127

(1)

Step 6--Analyze the Process

127

(1)

Step 7--Evaluate

127

(1)

Summary of Steps in the Suchman Inquiry Model

127

(2)

Basis for the Suchman Inquiry Model

129

(2)

Scenario

131

(5)

Summary

136

(1)

Notes

136

(2)

Chapter 8 Synectics: Developing Creative Thinking and Problem Solving

138

(23)

Version One: Making the Familiar Strange

140

(1)

Steps in Synectics: Making the Familiar Strange

140

(4)

Step 1--Describe the Topic

140

(1)

Step 2--Create Direct Analogies

141

(1)

Step 3--Describe Personal Analogies

141

(1)

Step 4--Identify Compressed Conflicts

142

(1)

Step 5--Create a New Direct Analogy

142

(1)

Step 6--Reexamine the Original Topic

143

(1)

Step 7--Evaluate

143

(1)

Summary of Steps in Making the Familiar Strange

144

(1)

Version Two: Making the Strange Familiar

145

(1)

Steps in Synectics: Making the Strange Familiar

145

(2)

Step 1--Provide Information

146

(1)

Step 2--Present the Analogy

146

(1)

Step 3--Use Personal Analogy to Create Compressed Conflicts

146

(1)

Step 4--Compare the Compressed Conflict with the Subject

146

(1)

Step 5--Identify Differences

146

(1)

Step 6--Reexamine the Original Subject

147

(1)

Step 7--Create New Direct Analogies

147

(1)

Step 8--Evaluate

147

(1)

Summary of Steps in Making the Strange Familiar

147

(1)

Version Three: The Synectics Excursion

148

(1)

Steps in the Synectics Excursion

148

(3)

Step 1--Present the Problem

149

(1)

Step 2--Provide Expert Information

149

(1)

Step 3--Question Obvious Solutions and Purge

149

(1)

Step 4--Generate Individual Problem Statements

149

(1)

Step 5--Choose One Problem Statement for Focus

149

(1)

Step 6--Question through the Use of Analogies

150

(1)

Step 7--Force Analogies to Fit the Problem

150

(1)

Step 8--Determine a Solution from a New Viewpoint

151

(1)

Step 9--Evaluate

151

(1)

Summary of Steps in the Synectics Excursion

151

(1)

Basis for Synectics

152

(2)

Scenario for Making the Familiar Strange

154

(5)

Step 1--Describe the Topic

154

(1)

Step 2--Create Direct Analogies

155

(1)

Step 3--Describe Personal Analogies

155

(1)

Step 4--Identify Compressed Conflicts

156

(1)

Step 5--Create a New Direct Analogy

156

(1)

Step 6--Reexamine the Original Topic

157

(1)

Step 7--Evaluate

158

(1)

Summary

159

(1)

Notes

160

(1)

Chapter 9 The Cause and Effect Model: Influencing Events by Analyzing Causality

161

(18)

Steps in the Cause and Effect Model

162

(1)

The Steps in More Detail

163

(6)

Step 1--Choose the Data or Topic to Be Analyzed

165

(1)

Step 2--Ask for Causes and Support for Those Causes

166

(1)

Step 3--Ask for Effects and Support

166

(1)

Step 4--Ask for Prior Causes and Support

166

(1)

Step 5--Ask for Subsequent Effects and Support

166

(1)

Step 6--Ask for Conclusions

167

(1)

Step 7--Ask for Generalizations

168

(1)

Step 8--Evaluate Students' Performances

168

(1)

Summary of Steps in the Cause and Effect Model

169

(1)

Comments on Conducting the Model

169

(4)

Variations of the Cause and Effect Model

173

(1)

Basis for the Cause and Effect Model

174

(1)

Scenario

175

(2)

Summary

177

(1)

Notes

178

(1)

Chapter 10 The Classroom Discussion Model: Conducting Classroom Discussions Based on the Preparation of Factual, Interpretive, and Evaluative Questions

179

(28)

Steps in the Classroom Discussion Model

180

(15)

Step 1--Read the Material and Prepare the Questions

181

(5)

Step 2--Plan and Cluster the Questions

186

(4)

Step 3--Introduce the Model to the Students

190

(1)

Step 4--Conduct the Discussion

191

(1)

Step 5--Review the Process and Summarize the Students' Observations

192

(1)

Step 6--(Optional) Evaluate the Discussion

193

(2)

Summary of Steps in the Classroom Discussion Model

195

(1)

Basis for the Classroom Discussion Model

195

(3)

Scenario

198

(7)

Summary

205

(1)

Notes

205

(2)

Chapter 11 The Vocabulary Acquisition Model: Learning the Spellings and Meanings of Words

207

(21)

Steps in the Vocabulary Acquisition Model

210

(7)

Step 1--Pretest Knowledge of Words Critical to Content

210

(1)

Step 2--Elaborate upon and Discuss Invented Spellings and Hypothesized Meanings

210

(3)

Step 3--Explore Patterns of Meaning

213

(2)

Step 4--Read and Study

215

(1)

Step 5--Evaluate and Posttest

216

(1)

Summary of Steps in the Vocabulary Acquisition Model

217

(1)

Basis for the Vocabulary Acquisition Model

217

(4)

Instructional Resources and Tools for Vocabulary Acquisition

221

(4)

A Basic Dictionary

222

(1)

Etymological Reference Sources

222

(2)

Phrases, Sayings, and Expressions

224

(1)

In General

224

(1)

Scenario

225

(2)

Summary

227

(1)

Note

227

(1)

Chapter 12 The Resolution of Conflict Model: Reaching Solutions through Shared Perspectives

228

(17)

Choosing a Conflict

228

(1)

Steps in the Conflict Resolution Model

229

(1)

The Steps in More Detail

230

(3)

Step 1--List All 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 Alternative 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

233

(1)

Step 8--Evaluate

233

(1)

Summary of Steps in the Resolution of Conflict Model

233

(2)

Basis of the Resolution of Conflict Model

235

(2)

High School Scenario

237

(4)

Elementary School Scenario

241

(2)

Summary

243

(1)

Notes

244

(1)

Chapter 13 The Values Development Model: Mining the Curriculum for Ethical and Social Values

245

(18)

Steps in the Values Development Model

248

(7)

Step 1--Identify the Theme of What Is to Be Taught

248

(1)

Step 2--Specify the "Big Question" in What Is to Be Taught

249

(1)

Step 3--Select Supplemental Resources on the Topic of Study

250

(2)

Step 4--Explore Interdisciplinary Connections to the Topic

252

(2)

Step 5--Teach the Lesson in Ways That Entice Students into Caring about What They Are Learning

254

(1)

Summary of Steps in the Values Development Model

255

(1)

Basis for the Values Development Model

256

(1)

Scenario

257

(5)

Summary

262

(1)

Web Resources

262

(1)

Notes

262

(1)

Chapter 14 Cooperative Learning Models: Improving Student Achievement Using Small Groups

263

(23)

Model One: The Jigsaw Model

266

(1)

Steps in the Jigsaw Model

266

(5)

Step 1--Introduce Jigsaw

267

(1)

Step 2--Assign Heterogeneously Grouped Students to Study Teams

267

(2)

Step 3--Assemble Expert Groups to Study Material

269

(1)

Step 4--Experts Teach Their Study Teams

270

(1)

Step 5--Evaluate and Provide Team Recognition

270

(1)

Summary of Steps in the Jigsaw Model

271

(1)

Model Two: The Role Playing Model

271

(1)

Steps in the Role Playing Model

272

(3)

Step 1--Choose an Interesting Situation

272

(1)

Step 2--Select the Teams

273

(1)

Step 3--Assign the Problem and Explain the Task

273

(1)

Step 4--Teams Prepare the Role Play and Select the Players

273

(1)

Step 5--Assign Tasks to the Observers

274

(1)

Step 6--Teams Present Their Role Plays

274

(1)

Step 7--Teams Return to Their Groups to Discuss the Role Playing Experience

274

(1)

Step 8--Class Discussion

274

(1)

Step 9--Evaluate

275

(1)

Summary of the Steps in the Role Playing Model

275

(1)

Additional Models

275

(1)

The Team Interview Model

276

(1)

Step 1--Assign Students to Teams

276

(1)

Step 2--Instruct Team Members

276

(1)

Step 3--Conduct Interviews

276

(1)

Step 4--Continue Interviews

276

(1)

Step 5--Debrief

276

(1)

The Graffiti Model

277

(2)

Step 1--Prepare Graffiti Questions

277

(1)

Step 2--Distribute Materials

277

(1)

Step 3--Answer Questions

277

(1)

Step 4--Exchange Questions

278

(1)

Step 5--Return to Original Question

278

(1)

Step 6--Share Information

278

(1)

The Think, Pair, Share Model

279

(2)

Step 1--Teacher Poses a Question

279

(1)

Step 2--Students Think Individually

280

(1)

Step 3--Each Student Discusses His or Her Answer with a Fellow Student

280

(1)

Step 4--Students Share Their Answers with the Whole Class

280

(1)

Pointers for Using Cooperative Learning Teams Effectively

281

(1)

Basis for the Models

281

(1)

Scenario

282

(2)

Summary

284

(1)

Notes

284

(2)

Chapter 15 Models for Memory: Techniques for Improving the Recall of Information

286

(29)

Conditions That Affect Memory

287

(1)

Model One: The Link Model

288

(1)

Steps in the Link Model

289

(2)

Step 1--Select the Items

289

(1)

Step 2--Organize the Material

289

(1)

Step 3--Prepare the Associations

290

(1)

Step 4--Explain the Process and Present the Associations to the Class

290

(1)

Step 5--Practice Developing Associations

290

(1)

Step 6--Evaluate

290

(1)

Variations on the Link Model

291

(1)

Summary of Steps in the Link Model

292

(1)

Model Two: The Loci Model

293

(1)

Steps in the Loci Model

294

(2)

Step 1--Select Appropriate Material

294

(1)

Step 2--Outline the Material to Be Recalled

294

(1)

Step 3--Identify the Location to Serve as a Reference

295

(1)

Step 4--Relate the Items to the Places within the Location

295

(1)

Step 5--Practice

295

(1)

Step 6--Evaluate

295

(1)

Summary of Steps in the Loci Model

296

(1)

Model Three: The Memory through Motion Model

296

(1)

Steps in the Memory through Motion Model

297

(3)

Step 1--Select a Passage

297

(1)

Step 2--Prepare a Chart

297

(1)

Step 3--Select the Key Words and Motions

298

(1)

Step 4--Introduce the Material

298

(1)

Step 5--Present the Motions to the Class

298

(1)

Step 6--Have Groups Complete the Motions for the Remainder of the Material

299

(1)

Step 7--Have Groups Present the Motions

299

(1)

Step 8--Practice

299

(1)

Step 9--Evaluate

299

(1)

Variations on the Memory through Motion Model

300

(1)

Summary of Steps in the Memory through Motion Model

300

(1)

Model Four: The Names and Faces Memory Model

301

(1)

Steps in the Names and Faces Model

301

(2)

Step 1--Select Pictures of Interesting Faces

301

(1)

Step 2--Assign a Picture to Each Student

302

(1)

Step 3--Students Introduce Their Picture Faces

302

(1)

Step 4--Students Select Distinctive Features

302

(1)

Step 5--Students Associate the Name with the Feature

302

(1)

Step 6--Review the Names and Practice

303

(1)

Step 7--Evaluate

303

(1)

Variations on the Names and Faces Model

303

(1)

Summary of Steps in the Names and Faces Model

304

(1)

Basis for the Memory Models

305

(5)

Conditions for Memories

308

(2)

Scenario

310

(3)

Summary

313

(1)

Web Resources

313

(1)

Notes

313

(2)

Summary of Part Two

315

(2)

Part Three Putting It All Together: Matching Objectives to Instructional Models

317

(62)

Chapter 16 A Kindergarten Case Study

319

(11)

Miss Abbott's Plan

321

(2)

Unit: Lines That Draw Us Together

323

(3)

Opening Activity--Drawing in the Students

323

(1)

Lesson One: Practicing the "Line-Up"

324

(1)

Lesson Two: Defining a Line

324

(1)

Lesson Three: Refining the Concept of Line

325

(1)

Activity: The Line Game

326

(1)

Notes on Lessons One and Two

326

(3)

Epilogue

329

(1)

Summary

329

(1)

Chapter 17 A Middle School Case Study

330

(11)

The Mumford Plan

333

(2)

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

335

(5)

Lesson One: Toward a Perspective on Point of View

336

(1)

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

337

(2)

Lesson Three: Relating Point of View to Perspective

339

(1)

Epilogue

340

(1)

Summary

340

(1)

Note

340

(1)

Chapter 18 A High School Case Study

341

(12)

Mr. Samuels's Plan

342

(5)

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

347

(3)

Sample Lesson Five: Ambition and the Power of Suggestion

347

(3)

Epilogue

350

(2)

Summary

352

(1)

Note

352

(1)

Chapter 19 The Wisdom of Practice: Creating a Positive Learning Environment

353

(24)

Good Teachers Are in Charge of Their Classrooms

354

(2)

Good Teachers Create a Pleasant Physical Environment for Learning

356

(2)

Displays

356

(1)

Physical Environment

357

(1)

Announcements

357

(1)

Seating

358

(1)

Good Teachers Manage Human Relations Effectively

358

(3)

They See Discipline as a Human Relations Problem

359

(1)

They Utilize Models for Discipline

360

(1)

They Know Their Students

360

(1)

Good Teachers Engage Learners in the Process of Their Own Learning

361

(2)

Good Teachers Teach Up

363

(4)

They Recognize the Pygmalion Effect

363

(2)

They Capitalize on What Students Know

365

(1)

They Celebrate Differences among Students

366

(1)

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

366

(1)

They Recognize Achievement and Minimize the Importance of Error

366

(1)

Good Teachers Are Good Learners

367

(2)

They Serve as a Model for Learning

367

(1)

They Recognize the Importance of Professional Knowledge

368

(1)

They Act as Researchers

368

(1)

Good Teachers Develop Instructional Objectives with Learners

369

(1)

They Vest Students with an Interest in Learning

369

(1)

They Develop Guides to Planning Instruction

369

(1)

Good Teachers Find Out Why a Plan Is Not Working

370

(1)

Good Teachers Strive to Make Their Teaching Interesting

371

(1)

Good Teachers Give Learners Access to Information and Opportunity to Practice

371

(1)

Good Teachers Teach for Two Kinds of Knowledge

372

(1)

Summary

373

(1)

Notes

373

(4)

Summary of Part Three

377

(2)

Index

379

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