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Strategies and Models for Teachers: Teaching Content and Thinking Skills

ISBN: 9780205308088 | 0205308082
Edition: 5th
Format: Hardcover
Publisher: Allyn & Bacon
Pub. Date: 1/1/2006

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SummaryTable of Contents
This K-12 teaching methods text opens each chapter with case studies illustrating the model in actual classroom practice and translates cognitive principles of learning into teaching strategies.As in past editions, the fourth edition of Strategies for Teachers continues to focus on instruction, using a models approach, linking prescriptive teaching strategies to specific content and thinking goals. This edition is composed of two main parts: the first two chapters outline advances in effective teaching and the teaching of thinking. The remaining chapters offer detailed coverage of the individual models, including suggestions for modifications that make them adaptable to a variety of teaching-learning situations. The text focuses on active learning, the use of research, psychology and experience, and emphasizes the teacher's central role in the learning process. New chapters on social interaction models and problem-based learning explain and illustrate applications of these models in classrooms. The practicality of this text is one of its key selling points, promising to make the fourth edition as vital a tool for instructors and students as the previous editions have been.
Prefacevii
Cognitive Learning and Models of Teaching
1(21)
Learning: A Cognitive Perspective
2(9)
... MORE
Research and the Teacher's Role in Learning
11(3)
The Need for Instructional Alternatives
14(2)
The Models Approach to Teaching
16(1)
Cognitive Learning Goals
16(1)
Cognitive Skills in the Classroom
17(5)
Essential Teaching Skills and the Teaching of Thinking
22(36)
Essential Teaching Skills: The Foundation for Teaching Effectiveness
29(16)
Beyond Effective Teaching: Teaching for Thinking and Understanding
45(2)
Critical Thinking
47(11)
Social Interaction Models
58(47)
The Groupwork Model
60(4)
The Cooperative-Learning Model
64(28)
Discussions
92(8)
Increasing Motivation with Social Interaction Models
100(5)
The Inductive Model: A Constructivist View of Learning
105(42)
The Inductive Model: An Overview
113(3)
Goals for the Inductive Model
116(6)
Planning Lessons with the Inductive Model
122(4)
Implementing Lessons Using the Inductive Model
126(8)
The Inductive Model: Emphasis on Thinking and Understanding
134(1)
Using the Inductive Model to Increase Learner Motivation
135(1)
Flexibility in the Inductive Model
136(4)
Assessing Student Learning
140(7)
The Concept-Attainment Model
147(32)
The Concept-Attainment Model: An Overview
156(2)
Goals for the Concept-Attainment Model
158(1)
Planning Lessons with the Concept-Attainment Model
159(3)
Implementing Lessons Using the Concept-Attainment Model
162(6)
Implementing Concept-Attainment Activities: Modifications
168(3)
Assessing Student Outcomes of Concept-Attainment Activities
171(8)
The Integrative Model: Teaching Organized Bodies of Knowledge
179(47)
The Integrative Model: An Overview
190(3)
Goals for the Integrative Model
193(2)
Planing Lessons with the Integrative Model
195(3)
Implementing Lessons Using the Integrative Model
198(9)
Increasing Learner Motivation with the Integrative Model
207(1)
Modifications of the Integrative Model
208(10)
Assessing Integrative Model Activities
218(8)
Problem-Based Learning Models
226(43)
Problem-Based Learning Models: An Overview
229(2)
The Problem-Solving Model
231(9)
The Inquiry Model
240(12)
Using Technology to Support Problem-Based Learning
252(2)
Increasing Motivation in Problem-Based Learning
254(2)
Assessing Learning in Problem-Based Learning
256(13)
The Direct-Instruction Model
269(28)
The Direct-Instruction Model: An Overview
275(1)
The Direct-Instruction Model: Theoretical Perspectives
276(3)
Planning Lessons with the Direct-Instruction Model
279(3)
Implementing Lessons Using the Direct-Instruction Model
282(5)
The Direct-Instruction Model: Variations
287(4)
Assessing Student Understanding
291(6)
The Lecture-Discussion Model
297(34)
The Lecture-Discussion Model: An Overview
303(1)
The Lecture-Discussion Model: Theoretical Perspectives
303(5)
Planning for Lecture Discussions
308(6)
Implementing Lecture-Discussion Lessons
314(6)
Variations of the Model
320(4)
Assessing Lecture-Discussion Lessons
324(7)
Adapting Instruction to Improve Effectiveness
331(16)
Teaching Models: Adaptations
338(4)
Teaching Expertise: Beyond Instructional Models
342(5)
Exercise Feedback347(14)
References361(8)
Glossary369(4)
Index373

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