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Models of Teaching
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Models of Teaching
Connecting Student Learning With Standards



April 2007 | 504 pages | SAGE Publications, Inc
ôModels of Teaching is a great asset for beginning teachers as they integrate their pre-service training with the standards-based curricula in schools.ö ùAmany Saleh, Arkansas State University ôThis is a practical text that focuses on current practices in education and demonstrates how various models of teaching can address national standards.ö ùMarsha Zenanko, Jacksonville State University ôModels of Teaching provides excellent case studies that will enable students to æseeÆ models of teaching in practice in the classroom.ö ùMargaret M. Ferrara, University of Nevada, Reno Models of Teaching: Connecting Student Learning With Standards features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. DellÆOlio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how the models can incorporate state content standards and benchmarks, as well as technology standards. This book provides students with a theoretical and practical understanding of how to use models of teaching to both meet and exceed the growing expectations for research-based instructional practices and student achievement. Key Features:Shows how each model looks and sounds in classrooms at all levels: Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections.Offers detailed descriptions of the phases of each model: Each model is accompanied by a detailed chart and discussion of the steps of the model. Applies technology standards and performance indicators: Each chapter addresses how the particular model can be implemented to meet technology standards and performance indicators.Connects philosophies of curriculum and instruction: This book connects each model to a philosophy of curriculum and instruction that undergirds that model so teachers understand both how to teach and why. Promotes student interaction with the text: Exercises at the end of each chapter provide the opportunity for beginning teachers to work directly with core curricula from their own state, and/or local school district curricula. High Quality Ancillary Package! Web-based Student Study SiteùThe interactive study site provides practice tests, flash cards, a lesson plan template, suggested assignments, links to state content and technology standards, field experience guides, and much more. InstructorsÆ Resource CDùThis helpful CD for instructors offers PowerPoint slides, an electronic test bank, Web resources, a teaching guide for the case studies, lesson plan template instructions, and much more.Intended Audience:This is an excellent core textbook for advanced undergraduate and graduate students studying Elementary and/or Secondary Teaching Methods in the field of Education.Talk to the authors! Jeanine DellÆOlio: jdellolio@hope.edu Tony Donk: donk@hope.edu
 
PREFACE
 
PART I. WHAT WE TEACH AND WHY
 
1. Working with Standards and Benchmarks
Introduction

 
Addressing the question, “What will I teach?”

 
The standards-based reform movement

 
State and Local Standards

 
National Professional Organizations

 
Conclusion

 
 
2. Philosophies of Curriculum and Instruction
Introduction

 
Academic Rationalism

 
Cognitive Processing

 
Curriculum as Technology

 
Self-Actualization

 
Social Reconstructionism

 
Conclusion

 
 
3. The Role of Assessment
Introduction

 
Summative Assessments

 
Formative Assessment

 
Assessment and Issues of Quality

 
Facilitating Student Self-Assessment

 
Conclusion

 
 
PART II. THE MODELS OF TEACHING
 
4. Direct Instruction
Introduction

 
Case Study 4.1: 3rd Grade Abbreviations in Addresses

 
Case Study 4.1: Post-Lesson Reflection

 
The Stages of Direct Instruction

 
Case Study 4.2: Middle School – Improper Fractions and Mixed Numbers

 
Case Study 4.2: Post-Lesson Reflection

 
A Brief History and Background of Direct Instruction

 
Technology and Direct Instruction

 
Direct Instruction, Content Standards, and Benchmarks

 
Why Choose Direct Instruction?

 
Conclusion

 
Putting it Together

 
 
5. Concept Attainment
Introduction

 
Case Study 5.1: Second Grade Science

 
Post-Lesson Reflection

 
Stages of Concept Attainment

 
Case Study 5.2: Fifth Grade Math

 
Case Study 5.2 Post-Lesson Reflection

 
A Brief History and Background of Concept Attainment

 
Concept Attainment and Technology

 
Concept Attainment, Content Standards, and Benchmarks

 
Why Choose Concept Attainment?

 
Conclusion

 
Putting It Together

 
 
6. The Inductive Model
Introduction

 
Case Study 6.1: First and Second Grade Multiage Social Studies

 
Case Study 6.1: Post-Lesson Reflection

 
The Stages of the Inductive Model

 
Case Study 6.2: Fifth Grade Social Studies

 
Case Study 6.2: Post-Lesson Reflection

 
A Brief History and Background of the Inductive Model

 
Technology and the Inductive Model

 
The Inductive Model, Content Standards, and Benchmarks

 
Why Choose the Inductive Model?

 
Conclusion

 
Putting It Together

 
 
7. Reciprocal Teaching (RT)
Introduction

 
Case Study 7.1: Fifth Grade Reading

 
Case Study 7.1 Post-Lesson Reflection

 
The Stages of Reciprocal Teaching

 
Case Study 7.2: High School Government

 
Case Study 7.2: Post-Lesson Reflection

 
A Brief History and Background of Reciprocal Teaching

 
Technology and Reciprocal Teaching

 
Reciprocal Teaching, Content Standards and Benchmarks

 
Why Choose Reciprocal Teaching?

 
Conclusion

 
Putting it Together

 
 
8. Question-Answer Relationship (QAR)
Introduction

 
Case Study 8.1: Third Grade Language Arts

 
Case Study 8.1 Post-Lesson Reflection

 
The Stages of QAR

 
Case Study 8.2: Middle School Science

 
Case Study 8.2: Post-Lesson Reflection

 
A Brief History and Background of QAR

 
Technology and QAR

 
QAR, Content Standards and Benchmarks

 
Why Chose QAR?

 
Summary

 
Putting it Together

 
 
9. Jigsaw
Introduction

 
Case Study 9.1 High School Social Studies

 
Case Study 9.1 Post-Lesson Reflection

 
Stages of the Jigsaw Model

 
Case Study 9.2 Sixth Grade On-Line Research – A Jigsaw Modification

 
Case Study 9.2 Post Lesson Reflection

 
Additional Cooperative Learning Structures

 
A Brief History and Background of Jigsaw

 
Technology and Jigsaw

 
Jigsaw, Content Standards, and Benchmarks

 
Why Choose Jigsaw?

 
Summary

 
Putting It Together

 
 
10. Role Playing
Introduction

 
Case Study 10.1 Middle School Anger on the Playing Fields

 
Case Study 10.1 Post-Lesson Reflection

 
Themes in Role Playing for Social Studies and Literature

 
Case Study 10.2 Fourth Grade The Tattle Tale Problem

 
Case Study 10.2 Post Lesson Reflection

 
A Brief History and Background of Role Playing

 
Technology and Role Playing

 
Role Playing, Content Standards, and Benchmarks

 
Why Choose Role Playing?

 
Summary

 
Putting It Together

 
 
11. Inquiry-Based Learning
Introduction

 
Case Study 11.1: Middle School Science

 
Case Study 11.1: Post-Lesson Reflection

 
Structuring Inquiry-Based Learning Experiences

 
Case Study 11.2: Third Grade – Inquiry-Based Units

 
Case Study 11.2: Post-Lesson Reflection

 
A Brief History and Background of Inquiry-Based Learning

 
Technology and Inquiry-Based Learning

 
Inquiry-Based Learning, Content Standards, and Benchmarks

 
Why Choose Inquiry-Based Learning?

 
Summary

 
Putting It Together

 
 
12. Synectics
Introduction

 
Case Study 12.1: Middle School Writing

 
Case Study 12.1 Post-Lesson Reflection

 
The Stages/Structure of Synectics

 
Case Study 12.2: High School Science

 
Case Study 12.2: Post-Lesson Reflection

 
A Brief History and Background of Synectics

 
Technology and Synectics

 
Synectics, Content Standards and Benchmarks

 
Why Chose Synectics?

 
Summary

 
Putting it Together

 
 
13. Advance Organizers
Introduction

 
Case Study 13.1: High School Science

 
Case Study 13.1 Post-Lesson Reflection

 
The Stages of Advance Organizers

 
Case Study 13.2: Fifth Grade Social Studies

 
Case Study 13.2: Post-Lesson Reflection

 
A Brief History and Background of Advance Organizers

 
Technology and Advance Organizers

 
Advance Organizers, Content Standards and Benchmarks

 
Why Chose Advance Organizers?

 
Summary

 
Putting it Together

 
 
PART III. DEVELOPING CURRICULUM THAT ADDRESSES CONTENT STANDARDS
 
14. Developing Original Instructional Units Based on Standards, Benchmarks, and Grade Level Expectations
Introduction

 
What Is Curriculum? What Is Instruction?

 
State and District Content

 
Emphasizing the Relevance of the Curriculum

 
Diversity in Your Classroom

 
Sequencing Instructional Units

 
Unit Organization

 
Choosing Models of Teaching

 
Modifying Instruction for Students with Special Needs

 
Personnel

 
Resources

 
Assessment and Evaluation of Student Learning

 
Assessing and Evaluating Teacher Effectiveness

 
Student-Centered Rationales for Curricular and Instructional Decisions

 
Modifying Curriculum

 
Summary

 
 
APPENDIX
 
GLOSSARY

“The models approach provides a way of connecting theory and practice in ways that other approaches do not. Some of the texts that I have used discuss theory separately from application, and it's always a challenge for students to grasp the connection and figure out how they could use the knowledge in practice. I have seen the models approach used with a graduate level course in instructional technology that I used years back. It's good to see that applied to an undergrad course. I have ongoing concerns about starting with technology. I would much rather focus on the teaching and then figure out the technology. Using a models approach has the potential to give students a stronger conceptual base into which they can think about technology.”

Kedmon Hungwe
Michigan Tech University

"It is a good textbook for teacher-educators as well as for teachers who are facing evolutionary changes in the pedagogy of classroom instruction and how this classroom instruction could be supplemented by ICT—web-based student study site...This publication is a good case for useful contemporary reference."

V.P. Garg
Journal of Educational Planning and Administration
Journal of Educational Planning and Administration

Great overview of general models of teaching

Dr Audra Parker
Elementary Education, George Mason University
March 25, 2015

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