Paul has worked in higher education for thirty-eight years. He is a consultant for public schools and colleges in his university service area and has provided support to teachers in twelve different states. Paul has also worked with teachers in international schools in twenty-three countries, including Africa, South Asia, the Middle East, Central America, South America, and Europe. He has published several articles in national journals, is the co-author or co-editor of six other books, and presents regularly at national and international

conferences.

Paul is strongly committed to public education. His wife is a middle school teacher in a public school, and his two children are graduates of public schools and state universities.

DON KAUCHAK

Don has taught and worked in schools and in higher education in nine different states for thirty-five years. He has published in a number of scholarly journals, including the Journal of Educational Research, Journal of Teacher Education, Teaching and Teacher Education, Phi Delta Kappan, and Educational Leadership. In addition to this text, he has co-authored or co-edited six other books on education. He has also been a principal investigator on federal and state grants examining teacher development and evaluation practices, and he presents regularly at the American Educational Research Association. He currently volunteer-tutors first-, second-, and third-graders in a local elementary school.

Don strongly believes in the contribution that public schools make to our democracy, and his two children benefited greatly from their experiences in state-supported K–12

schools and public institutions of higher education.

Teachers make a difference

The need for instructional alternatives

Learning and teaching in today’s world

Decision making and reflective practice

Chapter 2: Learning, Motivation, and Models of Teaching

The importance of classroom climate

Cognitive learning theory

Learner motivation

Chapter 3: Essential Teaching Strategies and the Teaching of Thinking

Planning for instruction: An essential teaching strategy

Learning activities: Implementing essential teaching strategies

Essential teaching strategies and the teaching of thinking

Chapter 4: Student-Student Interaction Strategies: Groupwork, Cooperative Learning, and Discussions

Features of effective groupwork and cooperative learning

Groupwork strategies

Cooperative learning strategies

Discussion strategies

Cooperative learning and discussions in different learning environments

Chapter 5: The Guided Discovery Model

Content taught with the Guided Discovery Model

Planning lessons with the Guided Discovery Model

Implementing lessons using the Guided Discovery Model

Adapting the Guided Discovery model in different learning environments

Assessing student learning

Chapter 6: The Concept Attainment Model

Learning objectives for the Concept Attainment Model

Planning lessons with the Concept Attainment Model

Implementing lessons using the Concept Attainment Model

Adapting the Concept Attainment Model in different learning environments

Assessing student learning in Concept Attainment activities

Chapter 7: The Integrative Model

Learning goals for the Integrative Model

Planning lessons with the Integrative Model

Implementing lessons using the Integrative Model

Adapting the Integrative Model in different learning environments

Assessing student learning when the Integrative Model is used

Chapter 8: Problem-based Learning

Planning Problem-based Learning lessons

Implementing Problem-based Learning lessons

Inquiry

Adapting problem-based instruction in different learning environments

Assessing learning in problem-based activities

Chapter 9: The Direct Instruction Model

Planning lessons with the Direct Instruction Model

Implementing lessons using the Direct Instruction Model

Adapting the Direct Instruction Model in Different Learning Environments

Assessing student understanding when using the Direct Instruction Model

Chapter 10: The Lecture-Discussion Model

Lectures and lecture-discussions

Planning lessons using the Lecture-Discussion Model

Implementing Lecture-Discussion Model

Adapting the Lecture-Discussion Model in different learning contexts

Assessing learning when using the Lecture-Discussion Model

Glossary

References

Index

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