Models of Teaching
ISBN: 9780205593453 | 0205593453
Edition: 8thFormat: Hardcover
Publisher: Pearson
Pub. Date: 3/4/2008
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With the current emphasis on standards-based education, teachers everywhere are searching for programs and practices that have the strongest positive effect on student achievement. Since its initial publication in 1972, Models of Teaching, now in its eighth edition, has been considered the classic text in the field. Rationale and research pair with real-world examples and applications to provide a strong foundation for new educators. The thoroughly documented research on the various models of teaching (and their subsequent positive effects on s... MORE
| Dedication | |
| Preface | |
| Foreword | |
| Frame of Reference | |
| We begin with the idea of giving students the tools that increase their capacity for learning | |
| The primary role of education is to increase student capacity for personal growth, social growth, and academic learning | |
| Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge o... MORE | |
| Beginning the Inquiry | |
| Creating Communities of Expert Learners | |
| On the whole, students are in schools and classes within those schools | |
| Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners | |
| We study how to build those learning communities | |
| Where Models of Teaching Come From | |
| Multiple Ways of Constructing Knowledge | |
| The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students | |
| Models have come from the ages and from teacher-researchers who have invented new ways of teaching | |
| Some of these are submitted to research and development and how teachers can learn to use them | |
| Those are the models that are included in this book | |
| Studying the Slowly-Growing Knowledge Base in Education | |
| A Basic Guide Through the Rhetorical Thickets | |
| We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession | |
| Here we examine what we have learned about how to design good instruction and effective curriculums | |
| And, we learn how to avoid some destructive practices | |
| Models of Teaching and Teaching Styles | |
| Three Sides of TeachingStyles, Models, and Diversity | |
| We are people and our personalities greatly affect the environments that our students experience | |
| And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society | |
| Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools | |
| The Information-Processing Family of Models | |
| How can we and our students best acquire information, organize it, and explain it? for thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information | |
| Here are several live ones | |
| Learning to Think Inductively | |
| Forming Concepts by Collecting and Organizing Information | |
| Human beings are born to build concepts | |
| The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed | |
| The inductive model builds on and enhances the inborn capacity of our students | |
| Attaining Concepts | |
| Sharpening Basic Thinking Skills | |
| Students can develop concepts | |
| They also can learn concepts developed by others | |
| Concept attainment teaches students how to learn and use concepts and develop and test hypotheses | |
| The Picture-Word Inductive Model | |
| Developing Literacy across the Curriculum | |
| Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners | |
| In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed | |
| Scientific Inquiry and Inquiry Training | |
| The Art of Making Inferences | |
| From th | |
| Table of Contents provided by Publisher. All Rights Reserved. |
