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Instructional Patterns
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Instructional Patterns
Strategies for Maximizing Student Learning



February 2006 | 416 pages | SAGE Publications, Inc
Instructional Patterns:á Strategies for Maximizing Student Learning examines instruction from the learnersÆ point of view by showing how instructional patterns can be used to maximize the potential for students to learn. This book explores the interactive patterns that exist in todayÆs classroom and demonstrates how teachers can facilitate the interactivity of these patterns to match their goals for student learning. These interactive patterns are reinforced through the incorporation of medical, cognitive, and behavioral neuroscience research.ááThis unique book will serve as a core text for undergraduate and graduate courses in K-12 General Teaching Methods, Middle School and Secondary Teaching Methods, Elementary Teaching Methods, or Instruction and Assessment.áááááááá Key FeaturesáGuides students in differentiating instructional practices to meet the needs of all students, as well as in the practical issues of instructioná Details interactive instructional patterns that include teacher centered patterns, teacher-student interactive patterns, and student-centered patterns.á InstructorÆs resources on CD contains PowerPoint® slides, test questions (includes Multiple Choice, Short Answer, and Essay format) and answers, lecture outlines, teaching activities, Web resources, and sample syllabi.áá Web-Based Student Study Siteáhttp:/www.sagepub.com/holt/ provides e-flashcards, links to standards from U.S. states, standards based project, Web resources, and access to full-text articles in SAGE journals related to the text.
 
Preface
 
PART I: FACTORS THAT INFLUENCE ALL INSTRUCTION
 
Chapter 1: Where We’ve Been, What We Know, and Where We’re Going
 
Chapter 2: Confluent Forces and Differentiated Instructional Practices
 
PART II: PRACTICAL ISSUES OF INSTRUCTION
 
Chapter 3: Developing the Lesson Methodology
 
Chapter 4: Classroom Organization and Management
 
Chapter 5: Classroom Assessment and Accountability
 
PART III: TEACHER-CENTERED PATTERNS
 
Chapter 6: Direct Instruction
 
Chapter 7: Mastery Learning
 
PART IV: TEACHER-STUDENT INTERACTIVE PATTERNS
 
Chapter 8: Cooperative Learning
 
Chapter 9: Role Play
 
PART V: STUDENT-CENTERED PATTERNS
 
Chapter 10: Nondirective Teaching
 
Chapter 11: Self-taught Instruction
 
PART VI: THINKING AND ORGANIZING THE CONTENT
 
Chapter 12: Thinking Patterns
 
Chapter 13: Memorization
 
Chapter 14: Attaining Concepts
 
Chapter 15: Inquiry

"The book is extremely practical, with 4 of 6 main parts directly related to teaching and learning. The "Learning Tenets" is chapters 6-15 are important supportive material for each strategy from the student's point of view, which is learning! these show how to maximize student potential and that's the emphasis in today's schools with today's students! I like the segments of Summary, Thought to Action, On Your Own, and, especially the Educator Biography which brings people to life for students, making what's being studied more meaningful."

Margie Theobald
Southeast Missouri State University
Secondary Education

"Dr. Holt, I'm thoroughly enjoying using your book to teach EDG 6236 this summer. I find the content to be extremely current and "in line" with what is going on in schools today. You've done an excellent job providing supplemental materials as well. I use the lecture outline every week. I've also used many of the test questions for the mid term.One of my students commented: "everyone enjoys this class so much.. we actually look forward to it." When I asked him why, he said, "the stuff we learn in here is actually useful and applicable to our jobs and our degree." I find that in large part, this is due to the content that is contained in your text. As a first time professor in this course, I rely heavily on the text and I feel fortunate to have such a great reference."

AnaLynn Jones
Seminole County PK Central Cluster

“I like the mix of theory and research background with thorough descriptions of classroom use (vignettes) and how-to’s.”

Teresa Secules
Piedmont College

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