Instruction: a models approach
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXVII, 356 S. Ill. |
| ISBN: | 9780137046737 |
Internformat
MARC
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| 245 | 1 | 0 | |a Instruction |b a models approach |c Thomas H. Estes ; Susan L. Mintz ; Mary Alice Gunter |
| 250 | |a 6. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2011 | |
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Datensatz im Suchindex
| _version_ | 1804143055782019072 |
|---|---|
| adam_text | 1 PREFAEE XXI PLANNING FOR INSTRUCTION 1 EDUCATIONAL STANDARDS 3 CHAPTER
OBJECTIVES 3 HOW LEARNING HAPPENS 4 STUDENT CHARACTERISTICS THAT AFFECT
HOW LEARNING HAPPENS 6 THE N EEDS OF LEARNERS 9 ACCEPTANCE AND SAFETY 9
CHOICE 10 HIGH EXPECTATIONS AND APPROPRIATE CHALLENGE 10 OPPORTUNITY TO
CONNECT THE NEW TO THE KNOWN 11 MEANINGFUL ENGAGEMENT 11 CLARITY 12 TIME
TO REFLECT 12 ALIGNED ASSESSMENTS 13 THE N EEDS OF SOCIETY 13 LEARNING
STANDARDS 13 MOVING FROM STANDARDS TO INSTRUCTION 15 SUMMARY 17
EXTENSIONS 1 7 2 ORGANIZING CONTENT CHAPTER OBJECTIVES 18 CONTENT 19
SCHOOL CURRICULUM 19 ANALYZING CONTENT 23 18 V VI CONTENTS ORDERING
CONTENT 27 STRATEGY ALERT: KWL 28 INSTRUCTIONAL PLANNING 29 SCOPE 30
FOCUS 30 SEQUENCE 31 CHUNKING INSTRUCTION 32 DEVELOPING LESSON PLANS 33
LESSON PLAN ELEMENTS 34 DEDUCTIVE AND INDUCTIVE ORGANIZATION 35 SUMMARY
35 EXTENSIONS 36 INSTRUCTIONAL OBJECTIVES, ASSESSMENT, AND INSTRUCTION
37 CHAPTER OBJECTIVES 37 PURPOSE OF INSTRUCTIONAL OBJECTIVES 38 FORMATS
FOR INSTRUCTIONAL OBJECTIVES 42 STUDENTS WILL KNOW INSTRUCTIONAL
OBJECTIVES 42 STUDENTS WILL UNDERSTAND INSTRUCTIONAL OBJECTIVES 44
STUDENTS WILL BE ABLE TO INSTRUCTIONAL OBJECTIVES 47 MOVING FROM
STANDARDS TO OBJECTIVES 49 INSTRUCTIONAL ALIGNMENT 50 ASSESSING
INSTRUCTIONAL OBJECTIVES 52 FORMATIVE ASSESSMENTS 53 SUMMATIVE
ASSESSMENTS 54 SUMMARY 54 EXTENSIONS 55 SUMMARY FOR PART ONE 56 MATCHING
OBJECTIVES TO INSTRUCTION: A MODELS APPROACH 57 VII THE DIRECT
INSTRUCTION MODEL: TEACHING SKILLS, FACTS, AND KNOWLEDGE 62 CHAPTER
OBJECTIVES 62 IN THE ELEMENTARY CLASSROOM 62 IN THE SECONDARY CLASSROOM
63 BASIS FOR THE DIRECT INSTRUCTION MODEL 65 STEPS IN THE DIRECT
INSTRUCTION MODEL 65 STEP 1: REVIEW PREVIOUSLY LEARNED MATERIAL 66 STEP
2: STATE OBJECTIVES FOR THE LESSON 67 STRATEGY ALERT: ADVANCE ORGANIZERS
67 STEP 3: PRESENT NEW MATERIAL 68 STEP 4: GUIDE PRACTICE, ASSESS
PERFORMANCE, AND PROVIDE CORRECTIVE FEEDBACK 70 STEP 5: ASSIGN
INDEPENDENT PRACTICE, ASSESS PERFORMANCE, AND PROVIDE CORRECTIVE
FEEDBACK 72 STRATEGY ALERT: SCAFFOLDING 73 STEP 6: REVIEW PERIODICALLY,
OFFERING CORRECTIVE FEEDBACK IF NECESSARY 74 SUMMARY OF STEPS IN THE
DIRECT INSTRUCTION MODEL 74 EVALUATING LEARNING IN THE DIRECT
INSTRUCTION MODEL 75 ASSESSMENT ALIGNMENT 75 RUBRICS 76 MEETING
INDIVIDUAL NEEDS IN DIRECT INSTRUCTION 77 FLEXIBLE GROUPING 77 VARYING
QUESTIONS 77 BENEFITS OF THE DIRECT INSTRUCTION MODEL 78 ELEMENTARY
GRADES LESSON DIRECT INSTRUCTION: RHYMING WITH MOTHER GOOSE 78
MIDDLE/SECONDARY GRADES LESSON DIRECT INSTRUCTION: WRITING HAIKU 80
SUMMARY 81 EXTENSIONS 82 VIII CONTENTS THE CONCEPT ATTAINMENT MODEL:
DEFINING CONCEPTS INDUCTIVELY 83 CHAPTER OBJECTIVES 83 IN THE ELEMENTARY
CLASSROOM 83 IN THE SECONDARY CLASSROOM 84 BASIS FOR THE CONCEPT
ATTAINMENT MODEL 86 STEPS IN THE CONCEPT ATTAINMENT MODEL 88 STEP 1:
SELECT AND DEFINE A CONCEPT THROUGH THE CONCEPT S ESSENTIAL
CHARACTERISTICS 88 STEP 2: DEVELOP POSITIVE AND NEGATIVE EXAMPLES 89
STEP 3: REVIEW THE CONCEPT ATTAINMENT PROCESS WITH THE CLASS 90 STEP 4:
PRESENT THE EXAMPLES 90 STEP 5: GENERATE HYPOTHESES AND CONTINUE
EXAMPLELHYPOTHESIS CYCLE 91 STRATEGY ALERT: GENERATING AND TESTING
HYPOTHESES 91 STEP 6: DEVELOP A CONCEPT LABEL AND DEFINITION 92 STEP 7:
PROVIDE TEST EXAMPLES TO SOLIDIFY THE DEFINITION 92 STEP 8: DISCUSS THE
PROCESS WITH THE CLASS 92 SUMMARY OF STEPS IN THE CONCEPT ATTAINMENT
MODEL 92 VARIATIONS ON THE CONCEPT ATTAINMENT MODEL 93 EVALUATING
LEARNING IN THE CONCEPT ATTAINMENT MODEL 95 MEETING INDIVIDUAL NEEDS IN
THE CONCEPT ATTAINMENT MODEL 96 BENEFITS OF THE CONCEPT ATTAINMENT MODEL
97 ELEMENTARY GRADES LESSON CONCEPT AETTAINMENT: HIBERNATION 97
MIDDLE/SECONDARY GRADES LESSON CONCEPT AETTAINMENT: METAPHORS 99 SUMMARY
100 EXTENSIONS 101 THE CONCEPT DEVELOPMENT MODEL: ANALYZING THE
RELATIONSHIPS BETWEEN PARTS OF A CONCEPT 102 CHAPTER OBJECTIVES 102 IN
THE ELEMENTARY CLASSROOM 102 IN THE SECONDARY CLASSROOM 104 CONTENTS IX
115 112 112 117 108 106 118 BASIS FOR THE CONCEPT DEVELOPMENT MODEL
CONCEPTUAL THINKING IS LEARNED 108 CONCEPTS ARE CREATIVE WAYS OF
STRUCTURING REALITY CONCEPTS ARE THE BUILDING BLOCKS OF PATTERNS 109
STEPS IN THE CONCEPT DEVELOPMENT MODEL 110 STEP 1: LIST AS MANY ITEMS AS
POSSIBLE THAT ARE ASSOCIATED WITH THE SUBJECT 110 STRATEGY ALERT:
BRAINSTORMING 111 STEP 2: GROUP THE ITEMS BECAUSE THEY ARE ALIKE IN SOME
WAY STEP 3: LABEL THE GROUPS BY DEFINING THE REASONS FOR GROUPING STEP
4: REGROUP OR SUBSUME INDIVIDUAL ITEMS OR WHOLE GROUPS UNDER OTHER
GROUPS 113 STEP 5: SYNTHESIZE THE INFORMATION BY SUMMARIZING THE DATA
AND FORMING GENERALIZATIONS 113 SUMMARY OF STEPS IN THE CONCEPT
DEVELOPMENT MODEL 114 EVALUATING LEARNING IN THE CONCEPT DEVELOPMENT
MODEL 115 MEETING INDIVIDUAL NEEDS IN THE CONCEPT DEVELOPMENT MODEL
BENEFITS OF USING THE CONCEPT DEVELOPMENT MODEL 116 ELEMENTARY GRADES
LESSON CONCEPT DEVELOPMENT: LIVING AND NONLIVING THINGS MIDDLE/SECONDARY
GRADES LESSON CONCEPT DEVELOPMENT: GRUDGE SUMMARY 119 EXTENSIONS 119 7
PROBLEM-CENTERED INQUIRY MODELS: TEACHING PROBLEM SOLVING THROUGH
DISCOVERY AND QUESTIONING 121 CHAPTER OBJECTIVES 121 IN THE ELEMENTARY
CLASSROOM 121 IN THE SECONDARY CLASSROOM 122 BASIS FOR THE INQUIRY
APPROACH TO INSTRUCTION 125 PROBLEM-CENTERED MODEL ONE: THE SUCHMAN
INQUIRY MODEL 128 STEP 1: SELECT A PROBLEM AND CONDUCT RESEARCH 128 STEP
2: INTRODUCE THE PROCESS AND PRESENT THE PROBLEM 129 STEP 3: GATHER DATA
130 CONTENTS STEP 4: DEVELOP A THEORY AND VERIFY 130 STEP 5: EXPLAIN THE
THEORY AND STATE THE RULES ASSOCIATED WITH IR 131 STEP 6: ANALYZE THE
PROCESS 131 STEP 7: EVALUATE 131 SUMMARY OF STEPS IN THE SUCHMAN INQUIRY
MODEL 132 PROBLEM-CENTERED MODEL TWO: THE WEBQUEST MODEL OF INQUIRY 133
STEP 1: THE TEACHER SELECTS A PROBLEM AND CONDUCTS PRELIMINARY RESEARCH
133 STEP 2: PRESENT THE PROBLEM IN THE WEBQUEST TEMPLATE 135 STEP 3:
STUDENTS GATHER DATA AND INFORMATION TO SOLVE THE PROBLEM 136 STEP 4:
STUDENTS DEVELOP AND VERIFY THEIR SOLUTIONS 136 SUMMARY OF STEPS IN THE
WEBQUEST MODEL OF INQUIRY 137 PROBLEM-CENTERED MODEL THREE:
PROBLEM-BASED INQUIRY MODEL 137 STEP 1: EXPLORE THE PROBLEM 138 STRATEGY
ALERT: IDENTIFYING SIMILARITIES AND DIFFERENCES 139 STEP 2: USE THE
INQUIRY CHART TO MAP LEARNING 139 STEP 3: SHARE DIFFERENT SOLUTIONS 141
STEP 4: TAKE ACTION 141 SUMMARY OF STEPS IN THE PROBLEM-BASED INQUIRY
MODEL 141 EVALUATING LEARNING IN THE PROBLEM-CENTERED INQUIRY MODELS 142
MEETING INDIVIDUAL NEEDS IN THE PROBLEM-CENTERED INQUIRY MODELS 143
BENEFITS OF PROBLEM-CENTERED INQUIRY MODELS 143 ELEMENTARY GRADES LESSON
PROBLEM-CENTERED INQUIRY: MONARCH BUTTERFLIES AND STEWARDSHIP 144
MIDDLE/SECONDARY GRADES LESSON PROBLEM-CENTERED INQUIRY: TOXINS 145
SUMMARY 146 EXTENSIONS 146 THE SYNECTICS MODEL: DEVELOPING CREATIVE
THINKING AND PROBLEM SOLVING 148 CHAPTER OBJECTIVES 148 IN THE
ELEMENTARY CLASSROOM 148 IN THE SECONDARY CLASSROOM 149 BASIS FOR THE
SYNECTICS MODEL 152 VERSION ONE: MAKING THE FAMILIAR STRANGE 154 STEP 1:
DESCRIBE THE TOPIC 154 STEP 2: CREATE DIRECT ANALOGIES 155 STEP 3:
DESCRIBE PERSONAL ANALOGIES 155 STEP 4: IDENTIFY COMPRESSED CONFLICTS
156 STEP 5: CREATE A NEW DIRECT ANALOGY 157 STEP 6: REEXAMINE THE
ORIGINAL TOPIC 157 SUMMARY OF STEPS IN MAKING THE FAMILIAR STRANGE 157
VERSION TWO: MAKING THE STRANGE FAMILIAR 158 STEP 1: PROVIDE INFORMATION
158 STEP 2: PRESENT THE ANALOGY 158 STEP 3: USE PERSONAL ANALOGY TO
CREATE COMPRESSED CONFLICTS STEP 4: COMPARE THE COMPRESSED CONFLICT WITH
THE SUBJECT STEP 5: IDENTIFY DIFFERENCES 159 STEP 6: REEXAMINE THE
ORIGINAL SUBJECT 159 STEP 7: CREATE NEW DIRECT ANALOGIES 159 SUMMARY OF
STEPS IN MAKING THE STRANGE FAMILIAR 160 VERSION THREE: THE
SYNECTICSEXCURSION 160 STEP 1: PRESENT THE PROBLEM 160 STEP 2: PROVIDE
EXPERT INFORMATION 160 STEP 3: QUESTION OBVIOUS SOLUTIONS AND PURGE 161
STEP 4: GENERATE INDIVIDUAL PROBLEM STATEMENTS 161 STEP 5: CHOOSE ONE
PROBLEM STATEMENT FOR FOCUS 161 STEP 6: QUESTION THROUGH THE USE OF
ANALOGIES 161 STEP 7: FORCE ANALOGIES TO FIT THE PROBLEM 162 STEP 8:
DETERMINE A SOLUTION FROM A NEW VIEWPOINT 162 SUMMARY OF STEPS IN THE
SYNECTICS EXCURSION 163 EVALUATING LEARNING IN THE SYNECTICS MODEL 163
MEETING INDIVIDUAL NEEDS IN THE SYNECTICS MODEL 164 STRATEGY ALERT:
GRAPHIE ORGANIZERS 165 BENEFITS OF THE SYNECTICSMODEL 166 ELEMENTARY
GRADES LESSON SYNEETIES MODEL: THE CIVIL WAR 166 MIDDLE/SECONDARY GRADES
LESSON SYNEETIES MODEL: WITEHES 167 SUMMARY 168 EXTENSIONS 169 CONTENTS
XI 159 159 XII CONTENTS THE CAUSE-AND-EFFECT MODEL: INFLUENCING EVENTS
BY ANALYZING CAUSALITY 170 CHAPTER OBJECTIVES 170 IN THE ELEMENTARY
CLASSROOM 170 IN THE SECONDARY CLASSROOM 172 BASIS FOR THE
CAUSE-AND-EFFECT MODEL 173 STEPS IN THE CAUSE-AND-EFFECT MODEL 175 STEP
1: CHOOSE THE DATA OR TOPIC, ACTION, OR PROBLEM TO BE ANALYZED 175 STEP
2: ASK FOR CAUSES AND SUPPORT FOR THOSE CAUSES 176 STRATEGY ALERT: FLOW
CHARTS 176 STEP 3: ASK FOR EFFECTS AND SUPPORT 177 STEP 4: ASK FOR PRIOR
CAUSES AND SUPPORT 178 STEP 5: ASK FOR SUBSEQUENT EFFECTS AND SUPPORT
178 STEP 6: ASK FOR CONCLUSIONS 178 STEP 7: ASK FOR GENERALIZATIONS 179
SUMMARY OF STEPS IN THE CAUSE-AND-EFFECT MODEL 180 EVALUATING LEARNING
IN THE CAUSE-AND-EFFECT MODEL 180 MEETING INDIVIDUAL NEEDS IN THE
CAUSE-AND-EFFECT MODEL 181 BENEFITS OF THE CAUSE-AND-EFFECT MODEL 182
ELEMENTARY GRADES LESSON CAUSE AND EFFECT: WATER CYCLE, BLIZZARDS, AND
THE LANG WINTER 183 SECONDARY GRADES LESSON CAUSE AND EFFECT: HAMLET AND
CLAUDIUS 184 SUMMARY 185 EXTENSIONS 186 10 THE SOCRATIC SEMINAR MODEL:
ANALYZING TEXT CHAPTER OBJECTIVES 187 IN THE ELEMENTARY CLASSROOM 187 IN
THE SECONDARY CLASSROOM 189 BASIS FOR THE SOCRATIC SEMINAR MODEL 190
VERSIONS OF THE SOCRATIC SEMINAR 191 QUESTIONING 193 187 11 CONTENTS
XIII EXAMPLES OF QUESTION TYPES 194 REMEMBERING 194 UNDERSTANDING 194
APPLYING 194 ANALYZING 195 EVALUATING 195 CREA TING 195 STEPS IN THE
SOCRATIC SEMINAR MODEL 196 STEP 1: CHOOSE THE TEXT-WRITTEN, VISUAL, OR
AUDIO 196 STEP 2: PLAN AND CLUSTER SEVERAL QUESTIONS OF VARYING
COGNITIVE DEMAND 196 STEP 3: INTRODUCE THE MODEL TO THE STUDENTS 197
STEP 4: CONDUCT THE DISCUSSION 199 STEP 5: REVIEW AND SUMMARIZE THE
DISCUSSION 199 STEP 6: EVALUATE THE DISCUSSION WITH THE STUDENTS BASED
ON PREVIOUSLY STATED CRITERIA 200 STRATEGY ALERT: RECIPROCAL TEACHING
202 SUMMARY OF STEPS IN THE SOCRATIC SEMINAR MODEL 203 EVALUATING
LEARNING IN THE SOCRATIC SEMINAR MODEL 203 MEETING INDIVIDUAL NEEDS IN
THE SOCRATIC SEMINAR MODEL 204 BENEFITS OF THE SOCRATIC SEMINAR MODEL
204 ELEMENTARY GRADES LESSON SOCRATIC SEMINAR: OLD HENRY, BY JOAN W.
BLOS 205 MIDDLE/SECONDARY GRADES LESSON SOCRATIC SEMINAR: THE WAR PRAYER
AND SULLIVAN BALLOU S LETTER TO HIS WIFE 206 SUMMARY 208 EXTENSIONS
208 THE VOCABULARY ACQUISITION MODEL: LEARNING THE SPELLINGS AND
MEANINGS OF WORDS 209 CHAPTER OBJECTIVES 209 IN THE ELEMENTARY CLASSROOM
209 IN THE SECONDARY CLASSROOM 211 BASIS FOR THE VOCABULARY ACQUISITION
MODEL 212 THE SPELLING-MEANING CONNECTION 212 XIV CONTENTS 12 PRINCIPLES
UNDERLYING THE VOCABULARY ACQUISITION MODEL 214 HOW VOCABULARY IS
ACQUIRED 217 STEPS IN THE VOCABULARY ACQUISITION MODEL 217 STEP 1:
PRETEST KNOWLEDGE OF WORDS CRITICAL TO CONTENT 217 STEP 2: ELABORATE ON
AND DISCUSS INVENTED SPELLINGS AND HYPOTHESIZED MEANINGS 218 STRATEGY
ALERT: THINK-PAIR-SHARE 220 STEP 3: EXPLORE PATTERNS OF MEANING 220
STRATEGY ALERT: LINK 221 STEP 4: READ AND STUDY 224 STEP 5: EVALUATE AND
POSTTEST 224 SUMMARY OF STEPS IN THE VOCABULARY ACQUISITION MODEL 225
EVALUATING LEARNING IN THE VOCABULARY ACQUISITION MODEL 226 MEETING
INDIVIDUAL NEEDS IN THE VOCABULARY ACQUISITION MODEL 226 BUILDING
VOCABULARY THROUGH CLASSROOM CONVERSATION 227 USING VOCABULARY TO TIE
THE CURRICULUM TOGETHER 228 INSTRUCTION IN THE MOST BASIC MEANINGFUL
PARTS OF WORDS 228 MODEL CURIOSITY 229 BENEFITS OF THE VOCABULARY
ACQUISITION MODEL 231 ELEMENTARY GRADES LESSON VOCABULARY ACQUISITION:
UNITS OF MEASUREMENT 231 MIDDLE/SECONDARY GRADES LESSON VOCABULARY
ACQUISITION: THE MIDDLE AGES 232 SUMMARY 233 EXTENSIONS 234 THE
INTEGRATIVE MODEL: GENERALIZING TROM DATA 235 CHAPTER OBJECTIVES 235 IN
THE ELEMENTARY CLASSROOM 235 IN THE SECONDARY CLASSROOM 237 BASIS FOR
THE INTEGRATIVE MODEL 241 STEPS IN THE INTEGRATIVE MODEL 242 STEP 1:
PLANNING FOR THE INTEGRATIVE MODEL 242 STEP 2: DESCRIBE, COMPARE, AND
SEARCH FOR PATTERNS IN A DATA SET 245 STEP 3: EXPLAIN THE IDENTIFIED
SIMILARITIES AND DIFFERENCES 245 247 249 CONTENTS STEP 4: HYPOTHESIZE
WHAT WOULD HAPPEN UNDER DIFFERENT CONDITIONS STEP 5: MAKE BROAD
GENERALIZATIONS ABOUT THE TOPIC AND THE DISCUSSION STRATEGY ALERT:
SUMMARIZING 247 SUMMARY OF STEPS IN THE INTEGRATIVE MODEL EVALUATING
LEARNING IN THE INTEGRATIVE MODEL MEETING INDIVIDUAL NEEDS IN THE
INTEGRATIVE MODEL 250 STRATEGY ALERT: CUBING 251 BENEFITS OF THE
INTEGRATIVE MODEL 251 ELEMENTARY GRADES LESSON INTEGRATIVE MODEL:
FRACTIONS 252 MIDDLE/SECONDARY GRADES LESSON INTEGRATIVE MODEL: SOCIETAL
CHANGES AFFECTING FAMILIES 253 SUMMARY 254 EXTENSIONS 255 XV 246 246 13
COOPERATIVE LEARNING MODELS: IMPROVING STUDENT LEARNING USING SMALL
GROUPS 256 CHAPTER OBJECTIVES 256 IN THE ELEMENTARY CLASSROOM 256 IN THE
SECONDARY CLASSROOM 257 BASIS OF COOPERATIVE LEARNING MODELS 258
COOPERATIVE LEARNING MODEL: THE TEMPLATE 261 PLANNING STEPS 262
IMPLEMENTATION STEPS 262 SUMMARY OF COOPERATIVE LEARNING TEMPLATE MODEL
STEPS 263 SPECIFICCOOPERATIVE MODELS 263 THE GRAFFITI MODEL 263 STEP 1:
PREPARE THE GRAFFITI QUESTIONS AND GROUP NUMBER AND COMPOSITION 264 STEP
2: DISTRIBUTE MATERIALS 264 STEP 3: GROUPS ANSWER QUESTIONS 264 STEP 4:
EXCHANGE QUESTIONS 265 STEP 5: RETURN TO THE ORIGINAL QUESTION,
SUMMARIZE, AND MAKE GENERALIZATIONS 265 STEP 6: SHARE INFORMATION 265
THE }IGSAW MODEL 265 STEP 1: INTRODUCE THE JIGSAW 266 STEP 2: ASSIGN
HETEROGENEOUSLY GROUPED STUDENTS TO EXPERT AND LEARNING GROUPS 266 STEP
3: EXPLAIN THE TASK AND ASSEMBLE EXPERT GROUPS 268 STEP 4: ALLOW EXPERT
GROUPS TO PROCESS INFORMATION 268 STEP 5: EXPERTS TEACH IN THEIR
LEARNING GROUP 268 STEP 6: HOLD INDIVIDUALS ACCOUNTABLE 268 STEP 7:
EVALUATE THE JIGSAW PROCESS 269 SUMMARY OF JIGSAW MODEL STEPS 269 THE
ACADEMIC CONTROVERSY MODEL 269 STEP 1: STUDENTS PREPARE THEIR POSITIONS
270 STEP 2: STUDENTS PRESENT AND ADVOCATE THEIR POSITIONS 270 STEP 3:
OPEN DISCUSSION AND REBUTTALS 271 STEP 4: REVERSE POSITIONS 271 STEP 5:
SYNTHESIZE AND INTEGRATE THE BEST EVIDENCE INTO A JOINT POSITION 271
STEP 6: PRESENT THE GROUP SYNTHESIS 271 STEP 7: GROUP PROCESSING OF THE
CONTROVERSY AND PARTICIPATION OF MEMBERS 272 SUMMARY OF ACADEMIC
CONTROVERSY STEPS 272 THE STUDENT TEAMS-ACHIEVEMENT DIVISION (STAD)
MODEL 272 STEP 1: PRESENT A NEW CONCEPT 273 STEP 2: FORM TEAMS FOR STUDY
AND PRACTICE 273 STEP 3: TEST STUDENTS ON NEWLY LEARNED MATERIALS 273
STEP 4: RECOGNIZE WINNING TEAMS 274 SUMMARY OF STAD STEPS 274 EVALUATING
LEARNING IN THE COOPERATIVE LEARNING MODELS 274 MEETING INDIVIDUAL NEEDS
IN THE COOPERATIVE LEARNING MODELS 275 BENEFITS OF THE COOPERATIVE
LEARNING MODELS 275 ELEMENTARY GRADES LESSON COOPERATIVE LEARNING
JIGSAW: CLOUDS 276 MIDDLE/SECONDARY GRADES LESSON COOPERATIVE LEARNING
GRAFFITI: FORMAL AND INFORMAL SPEECH 277 SUMMARY 278 EXTENSIONS 279 XVI
CONTENTS STEP 7: EVALUATE THE GROUP PROCESS SUMMARY OF GRAFFITI MODEL
STEPS 265 265 SUMMARY FOR PART TWO 279 PUTTING IT ALL TOGETHER: MATCHING
OBJE TO INSTRUCTIONAL MODELS 281 CHAPTER OBJECTIVES 283 MISS ABBOTT S
PLAN 287 UNIT: LINES THAT DRAW US TOGETHER 289 OPENING ACTIVITY-DRAWING
IN THE STUDENTS 290 LESSON ONE: PRACTICING THE LINE-UP 290 LESSON TWO:
DEFINING A LINE 291 LESSON THREE: REFINING THE CONCEPT OF LINE 292
ACTIVITY: THE LINE GAME 293 NOTES ON LESSONS ONE, TWO, AND THREE 293
EPILOGUE 295 SUMMARY 296 EXTENSIONS 296 EPART71REE 14 15 A KINDERGARTEN
CA SE STUDY AMIDDIE SCHOOL CA SE STUDY 283 297 COOTE~XV;; CHAPTER
OBJECTIVES 297 THE MUMFORD PLAN 302 UNIT: PERSPECTIVE-IT ALL DEPENDS ON
WHERE YOU WERE WHEN 304 LESSON ONE: TOWARD A PERSPECTIVE ON POINT OF
VIEW 305 LESSON TWO: PERCEPTION-IT DEPENDS ON WHERE YOU ARE COMING FROM
306 LESSON THREE: RELATING PERCEPTION AND PERSPECTIVE 307 EPILOGUE 308
SUMMARY 309 EXTENSIONS 309 16 A HIGH SCHOOL CA SE STUDY CHAPTER
OBJECTIVES 311 MR. SAMUE1S SPLAN 313 311 XVIII CONTENTS 17 UNIT:
MAEBETH-A STUDY IN AMBITION TURNED TO AVARICE 318 DESCRIPTION OF SIX
LESSONS ON AMBITION AND THE POWER OF SUGGESTION 318 EPILOGUE 321 SUMMARY
323 EXTENSIONS 323 THE WISDOM OF PRACTICE: CREATING A POSITIVE LEARNING
ENVIRONMENT 325 CHAPTER OBJECTIVES 325 GOOD TEACHERS ARE THE LEADERS OF
THEIR CLASSROOMS 327 GOOD TEACHERS CREATE A PRODUCTIVE PHYSICAL
ENVIRONMENT FOR LEARNING 328 RELATIONSHIP TO STUDENT LEARNING 328
FURNITURE ARRANGEMENT/SEATING 329 CLIMATE CONTROL 329 EQUIPMENT AND
DISPLAYS 330 GOOD TEACHERS MANAGE HUMAN RELATIONS EFFECTIVELY 330 GOOD
TEACHERS ENGAGE LEARNERS IN THE PROCESS OF THEIR OWN LEARNING 331 GOOD
TEACHERS TEACH UP 332 THEY RECOGNIZE THE PYGMALION EFFECT 332 THEY
CAPITALIZE ON WHAT STUDENTS KNOW 334 THEY CELEBRATE DIFFERENCES AMONG
STUDENTS 334 THEY REALIZE THAT THERE IS MORE THAN ONE RIGHT ANSWER TO
IMPORTANT QUESTIONS 335 THEY PROVIDE APPROPRIATE, QUALITY FEEDBACK 335
GOOD TEACHERS ARE GOOD LEARNERS 335 THEY SERVE AS A MODEL FOR LEARNING
335 THEY RECOGNIZE THE IMPORTANCE OF PROFESSIONAL KNOWLEDGE 336 THEY ACT
AS RESEARCHERS 337 GOOD TEACHERS DEVELOP INSTRUCTIONAL OBJECTIVES WITH
LEARNERS 338 GOOD TEACHERS FIND OUT WHY A PLAN IS NOT WORKING 338 GOOD
TEACHERS STRIVE TO MAKE THEIR TEACHING ENGAGING 339 GOOD TEACHERS GIVE
LEARNERS ACCESS TO INFORMATION AND OPPORTUNITY TO PRACTICE 339 GOOD
TEACHERS TEACH FOR TWO KINDS OF KNOWLEDGE 340 SUMMARY 341 EXTENSIONS 341
SUMMARY FOR PART THREE 342 REFERENCES 343 INDEX 347 CONTENTS XIX
|
| any_adam_object | 1 |
| author | Estes, Thomas H. Mintz, Susan L. Gunter, Mary Alice |
| author_facet | Estes, Thomas H. Mintz, Susan L. Gunter, Mary Alice |
| author_role | aut aut aut |
| author_sort | Estes, Thomas H. |
| author_variant | t h e th the s l m sl slm m a g ma mag |
| building | Verbundindex |
| bvnumber | BV036493182 |
| callnumber-first | L - Education |
| callnumber-label | LB1025 |
| callnumber-raw | LB1025.3 |
| callnumber-search | LB1025.3 |
| callnumber-sort | LB 41025.3 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DN 7500 DP 1420 DP 2140 |
| classification_tum | EDU 600f |
| ctrlnum | (OCoLC)705578923 (DE-599)BVBBV036493182 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
| dewey-search | 371.102 |
| dewey-sort | 3371.102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 6. ed. |
| format | Book |
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| id | DE-604.BV036493182 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:41:35Z |
| institution | BVB |
| isbn | 9780137046737 |
| language | English |
| lccn | 2010001475 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020415760 |
| oclc_num | 705578923 |
| open_access_boolean | |
| owner | DE-29 DE-91 DE-BY-TUM |
| owner_facet | DE-29 DE-91 DE-BY-TUM |
| physical | XXVII, 356 S. Ill. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
| record_format | marc |
| spelling | Estes, Thomas H. Verfasser aut Instruction a models approach Thomas H. Estes ; Susan L. Mintz ; Mary Alice Gunter 6. ed. Boston ; Munich [u.a.] Pearson 2011 XXVII, 356 S. Ill. txt rdacontent n rdamedia nc rdacarrier Lehrer Teaching Curriculum planning Classroom environment Group work in education Teachers In-service training Unterricht (DE-588)4062005-0 gnd rswk-swf Curriculumplanung (DE-588)4148410-1 gnd rswk-swf Gruppenunterricht (DE-588)4022401-6 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Lehrerfortbildung (DE-588)4035096-4 gnd rswk-swf Gruppenunterricht (DE-588)4022401-6 s Lehrerfortbildung (DE-588)4035096-4 s DE-604 Curriculumplanung (DE-588)4148410-1 s Unterricht (DE-588)4062005-0 s 1\p DE-604 Didaktik (DE-588)4070463-4 s 2\p DE-604 Mintz, Susan L. Verfasser aut Gunter, Mary Alice Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020415760&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Estes, Thomas H. Mintz, Susan L. Gunter, Mary Alice Instruction a models approach Lehrer Teaching Curriculum planning Classroom environment Group work in education Teachers In-service training Unterricht (DE-588)4062005-0 gnd Curriculumplanung (DE-588)4148410-1 gnd Gruppenunterricht (DE-588)4022401-6 gnd Didaktik (DE-588)4070463-4 gnd Lehrerfortbildung (DE-588)4035096-4 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4148410-1 (DE-588)4022401-6 (DE-588)4070463-4 (DE-588)4035096-4 |
| title | Instruction a models approach |
| title_auth | Instruction a models approach |
| title_exact_search | Instruction a models approach |
| title_full | Instruction a models approach Thomas H. Estes ; Susan L. Mintz ; Mary Alice Gunter |
| title_fullStr | Instruction a models approach Thomas H. Estes ; Susan L. Mintz ; Mary Alice Gunter |
| title_full_unstemmed | Instruction a models approach Thomas H. Estes ; Susan L. Mintz ; Mary Alice Gunter |
| title_short | Instruction |
| title_sort | instruction a models approach |
| title_sub | a models approach |
| topic | Lehrer Teaching Curriculum planning Classroom environment Group work in education Teachers In-service training Unterricht (DE-588)4062005-0 gnd Curriculumplanung (DE-588)4148410-1 gnd Gruppenunterricht (DE-588)4022401-6 gnd Didaktik (DE-588)4070463-4 gnd Lehrerfortbildung (DE-588)4035096-4 gnd |
| topic_facet | Lehrer Teaching Curriculum planning Classroom environment Group work in education Teachers In-service training Unterricht Curriculumplanung Gruppenunterricht Didaktik Lehrerfortbildung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020415760&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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