Instruction: A Models Approach

by Gunter, Mary Alice; Estes, Thomas H.; Schwab, Jan

• ISBN13: 9780205288618
• ISBN10: 0205288618
• Edition: 3rd
• Format: Hardcover
• Copyright: 1998-10-01
• Publisher: Pearson College Div

Summary

The third edition of Instruction continues its research-based discussion of the models of teaching using a user-friendly, step-by-step format. Classroom examples and end-of-book case studies illustrate key points and are drawn from a variety of grade levels and classroom experiences. Unlike other texts that focus on models, Instruction provides an easy-to-follow format explaining over one dozen models for classroom teaching. The models are placed in a classroom setting to further enhance students' understanding of the concepts behind each model.

Table of Contents

Preface	xv
Part One Planning for Instruction	1	(58)
Chapter 1 Describing Educational Goals: The Learner, Society, and the Subject Matter	3	(21)
Setting Goals	3	(7)
The Needs of Learners	3	(6)
Societal Needs	9	(1)
Subject Matter Content	10	(1)
National, State, and Local Standards	10	(6)
Developing a Rationale	16	(6)
Examples of Course Rationales	16	(4)
Matching Rationales to Learning Environments	20	(2)
Summary	22	(1)
Web Resources	22	(1)
Notes	22	(2)
Chapter 2 Determining Learning Outcomes and Evaluation Strategies: Cognitive, Affective, and Psychomotor Objectives	24	(18)
Defining Objectives	24	(2)
Drafting Objectives	26	(1)
Types of Objectives	27	(8)
Cognitive Objectives	27	(5)
Affective Objectives	32	(1)
Psychomotor Objectives	33	(2)
Determining Evaluation Strategies	35	(5)
Evaluating Cognitive Objectives	36	(1)
Evaluating Affective Objectives	37	(1)
Evaluating Psychomotor Objectives	38	(2)
Summary	40	(1)
Web Resources	40	(1)
Notes	40	(2)
Chapter 3 Organizing Content: Course, Unit, and Lesson Design	42	(15)
Analyzing Content	43	(1)
Facts	43	(1)
Concepts	43	(1)
Generalizations	43	(1)
Ordering Content	44	(1)
Principle One	44	(1)
Principle Two	45	(1)
Unit Design	45	(5)
Scope	46	(1)
Focus	47	(1)
Sequence	48	(2)
Developing Lesson Plans	50	(5)
Deductive and Inductive Organization	51	(1)
Advance Organizers	51	(3)
Objectives for Lessons	54	(1)
Sample Outline for Lesson Planning	55	(1)
Summary	56	(1)
Web Resources	56	(1)
Notes	56	(1)
Summary of Part One	57	(2)
Part Two Matching Objectives to Instruction: A Models Approach	59	(258)
Chapter 4 The Direct Instruction Model: Teaching Basic Skills, Facts, and Knowledge	65	(20)
Steps in the Direct Instruction Model	66	(10)
Step 1--Review Previously Learned Material	66	(1)
Step 2--State Objectives for the Lesson	67	(1)
Step 3--Present New Material	67	(4)
Step 4--Guide Practice with Corrective Feedback	71	(3)
Step 5--Assign Independent Practice with Corrective Feedback	74	(1)
Step 6--Review Periodically with Corrective Feedback If Necessary	75	(1)
Summary of Steps in the Direct Instruction Model	76	(1)
Basis for the Direct Instruction Model	77	(4)
Concepts of Training Behavior	78	(2)
Basic Principles of Conditioning Behavior	80	(1)
Scenario	81	(2)
Summary	83	(1)
Notes	83	(2)
Chapter 5 The Concept Attainment Model: Defining Concepts Inductively	85	(16)
Steps in the Concept Attainment Model	86	(6)
Step 1--Select and Define a Concept	87	(1)
Step 2--Select the Attributes	88	(1)
Step 3--Develop Positive and Negative Examples	88	(1)
Step 4--Introduce the Process to the Students	88	(1)
Step 5--Present the Examples and List the Attributes	89	(2)
Step 6--Develop a Concept Definition	91	(1)
Step 7--Give Additional Examples	91	(1)
Step 8--Discuss the Process with the Class	92	(1)
Step 9--Evaluate	92	(1)
Summary of Steps in the Concept Attainment Model	92	(1)
Variations on the Concept Attainment Model	93	(2)
Basis for the Concept Attainment Model	95	(2)
Scenario	97	(3)
Summary	100	(1)
Notes	100	(1)
Chapter 6 The Concept Development Model: Analyzing the Relationships between Parts of a Concept	101	(21)
Understanding Concepts	101	(3)
What Is Concept Development?	101	(1)
What Is a Concept?	102	(1)
Concept Development Mirrors Our Natural Thought Processes	103	(1)
Steps in the Concept Development Model	104	(7)
Step 1--List as Many Items as Possible That Are Associated with the Subject	105	(2)
Step 2--Group the Items Because They Are Alike in Some Way	107	(1)
Step 3--Label the Groups by Defining the Reasons for Grouping	107	(1)
Step 4--Regroup or Subsume Individual Items or Whole Groups under Other Groups	108	(2)
Step 5--Synthesize the Information by Summarizing the Data and Forming Generalizations	110	(1)
Step 6--Evaluate Students' Progress by Assessing Their Ability to Generate a Wide Variety of Items and to Group Those Items Flexibly	110	(1)
Summary of Steps in the Concept Development Model	111	(1)
Basis for the Concept Development Model	112	(4)
Conceptual Thinking Is Learned	113	(1)
Concepts Are Creative Ways of Structuring Reality	114	(1)
Concepts Are the Building Blocks of Patterns	115	(1)
Scenario	116	(2)
Step 1	116	(1)
Step 2 and 3	117	(1)
Step 4	117	(1)
Step 5	117	(1)
Step 6	118	(1)
Benefits of Using the Concept Development Model	118	(3)
Summary	121	(1)
Notes	121	(1)
Chapter 7 The Suchman Inquiry Model: Teaching Problem Solving through Discovery and Questioning	122	(16)
Steps in the Suchman Inquiry Model	123	(4)
Step 1--Select a Problem and Conduct Research	123	(2)
Step 2--Introduce the Process and Present the Problem	125	(1)
Step 3--Gather Data	125	(1)
Step 4--Develop a Theory and Verify	126	(1)
Step 5--State the Rules and Explain the Theory	127	(1)
Step 6--Analyze the Process	127	(1)
Step 7--Evaluate	127	(1)
Summary of Steps in the Suchman Inquiry Model	127	(2)
Basis for the Suchman Inquiry Model	129	(2)
Scenario	131	(5)
Summary	136	(1)
Notes	136	(2)
Chapter 8 Synectics: Developing Creative Thinking and Problem Solving	138	(23)
Version One: Making the Familiar Strange	140	(1)
Steps in Synectics: Making the Familiar Strange	140	(4)
Step 1--Describe the Topic	140	(1)
Step 2--Create Direct Analogies	141	(1)
Step 3--Describe Personal Analogies	141	(1)
Step 4--Identify Compressed Conflicts	142	(1)
Step 5--Create a New Direct Analogy	142	(1)
Step 6--Reexamine the Original Topic	143	(1)
Step 7--Evaluate	143	(1)
Summary of Steps in Making the Familiar Strange	144	(1)
Version Two: Making the Strange Familiar	145	(1)
Steps in Synectics: Making the Strange Familiar	145	(2)
Step 1--Provide Information	146	(1)
Step 2--Present the Analogy	146	(1)
Step 3--Use Personal Analogy to Create Compressed Conflicts	146	(1)
Step 4--Compare the Compressed Conflict with the Subject	146	(1)
Step 5--Identify Differences	146	(1)
Step 6--Reexamine the Original Subject	147	(1)
Step 7--Create New Direct Analogies	147	(1)
Step 8--Evaluate	147	(1)
Summary of Steps in Making the Strange Familiar	147	(1)
Version Three: The Synectics Excursion	148	(1)
Steps in the Synectics Excursion	148	(3)
Step 1--Present the Problem	149	(1)
Step 2--Provide Expert Information	149	(1)
Step 3--Question Obvious Solutions and Purge	149	(1)
Step 4--Generate Individual Problem Statements	149	(1)
Step 5--Choose One Problem Statement for Focus	149	(1)
Step 6--Question through the Use of Analogies	150	(1)
Step 7--Force Analogies to Fit the Problem	150	(1)
Step 8--Determine a Solution from a New Viewpoint	151	(1)
Step 9--Evaluate	151	(1)
Summary of Steps in the Synectics Excursion	151	(1)
Basis for Synectics	152	(2)
Scenario for Making the Familiar Strange	154	(5)
Step 1--Describe the Topic	154	(1)
Step 2--Create Direct Analogies	155	(1)
Step 3--Describe Personal Analogies	155	(1)
Step 4--Identify Compressed Conflicts	156	(1)
Step 5--Create a New Direct Analogy	156	(1)
Step 6--Reexamine the Original Topic	157	(1)
Step 7--Evaluate	158	(1)
Summary	159	(1)
Notes	160	(1)
Chapter 9 The Cause and Effect Model: Influencing Events by Analyzing Causality	161	(18)
Steps in the Cause and Effect Model	162	(1)
The Steps in More Detail	163	(6)
Step 1--Choose the Data or Topic to Be Analyzed	165	(1)
Step 2--Ask for Causes and Support for Those Causes	166	(1)
Step 3--Ask for Effects and Support	166	(1)
Step 4--Ask for Prior Causes and Support	166	(1)
Step 5--Ask for Subsequent Effects and Support	166	(1)
Step 6--Ask for Conclusions	167	(1)
Step 7--Ask for Generalizations	168	(1)
Step 8--Evaluate Students' Performances	168	(1)
Summary of Steps in the Cause and Effect Model	169	(1)
Comments on Conducting the Model	169	(4)
Variations of the Cause and Effect Model	173	(1)
Basis for the Cause and Effect Model	174	(1)
Scenario	175	(2)
Summary	177	(1)
Notes	178	(1)
Chapter 10 The Classroom Discussion Model: Conducting Classroom Discussions Based on the Preparation of Factual, Interpretive, and Evaluative Questions	179	(28)
Steps in the Classroom Discussion Model	180	(15)
Step 1--Read the Material and Prepare the Questions	181	(5)
Step 2--Plan and Cluster the Questions	186	(4)
Step 3--Introduce the Model to the Students	190	(1)
Step 4--Conduct the Discussion	191	(1)
Step 5--Review the Process and Summarize the Students' Observations	192	(1)
Step 6--(Optional) Evaluate the Discussion	193	(2)
Summary of Steps in the Classroom Discussion Model	195	(1)
Basis for the Classroom Discussion Model	195	(3)
Scenario	198	(7)
Summary	205	(1)
Notes	205	(2)
Chapter 11 The Vocabulary Acquisition Model: Learning the Spellings and Meanings of Words	207	(21)
Steps in the Vocabulary Acquisition Model	210	(7)
Step 1--Pretest Knowledge of Words Critical to Content	210	(1)
Step 2--Elaborate upon and Discuss Invented Spellings and Hypothesized Meanings	210	(3)
Step 3--Explore Patterns of Meaning	213	(2)
Step 4--Read and Study	215	(1)
Step 5--Evaluate and Posttest	216	(1)
Summary of Steps in the Vocabulary Acquisition Model	217	(1)
Basis for the Vocabulary Acquisition Model	217	(4)
Instructional Resources and Tools for Vocabulary Acquisition	221	(4)
A Basic Dictionary	222	(1)
Etymological Reference Sources	222	(2)
Phrases, Sayings, and Expressions	224	(1)
In General	224	(1)
Scenario	225	(2)
Summary	227	(1)
Note	227	(1)
Chapter 12 The Resolution of Conflict Model: Reaching Solutions through Shared Perspectives	228	(17)
Choosing a Conflict	228	(1)
Steps in the Conflict Resolution Model	229	(1)
The Steps in More Detail	230	(3)
Step 1--List All Facts Pertinent to the Conflict	231	(1)
Step 2--Identify the Reasons for the Actions, the Feelings of the Participants, and the Reasons for Those Feelings	231	(1)
Step 3--Propose Alternative Solutions and Review Their Possible Effects	231	(1)
Step 4--Decide on the Best Resolution and Hypothesize What the Consequences Would Be	232	(1)
Step 5--Discuss Similar Situations	232	(1)
Step 6--Evaluate the Decision and Look for Alternative Solutions	232	(1)
Step 7--Arrive at Generalizations	233	(1)
Step 8--Evaluate	233	(1)
Summary of Steps in the Resolution of Conflict Model	233	(2)
Basis of the Resolution of Conflict Model	235	(2)
High School Scenario	237	(4)
Elementary School Scenario	241	(2)
Summary	243	(1)
Notes	244	(1)
Chapter 13 The Values Development Model: Mining the Curriculum for Ethical and Social Values	245	(18)
Steps in the Values Development Model	248	(7)
Step 1--Identify the Theme of What Is to Be Taught	248	(1)
Step 2--Specify the "Big Question" in What Is to Be Taught	249	(1)
Step 3--Select Supplemental Resources on the Topic of Study	250	(2)
Step 4--Explore Interdisciplinary Connections to the Topic	252	(2)
Step 5--Teach the Lesson in Ways That Entice Students into Caring about What They Are Learning	254	(1)
Summary of Steps in the Values Development Model	255	(1)
Basis for the Values Development Model	256	(1)
Scenario	257	(5)
Summary	262	(1)
Web Resources	262	(1)
Notes	262	(1)
Chapter 14 Cooperative Learning Models: Improving Student Achievement Using Small Groups	263	(23)
Model One: The Jigsaw Model	266	(1)
Steps in the Jigsaw Model	266	(5)
Step 1--Introduce Jigsaw	267	(1)
Step 2--Assign Heterogeneously Grouped Students to Study Teams	267	(2)
Step 3--Assemble Expert Groups to Study Material	269	(1)
Step 4--Experts Teach Their Study Teams	270	(1)
Step 5--Evaluate and Provide Team Recognition	270	(1)
Summary of Steps in the Jigsaw Model	271	(1)
Model Two: The Role Playing Model	271	(1)
Steps in the Role Playing Model	272	(3)
Step 1--Choose an Interesting Situation	272	(1)
Step 2--Select the Teams	273	(1)
Step 3--Assign the Problem and Explain the Task	273	(1)
Step 4--Teams Prepare the Role Play and Select the Players	273	(1)
Step 5--Assign Tasks to the Observers	274	(1)
Step 6--Teams Present Their Role Plays	274	(1)
Step 7--Teams Return to Their Groups to Discuss the Role Playing Experience	274	(1)
Step 8--Class Discussion	274	(1)
Step 9--Evaluate	275	(1)
Summary of the Steps in the Role Playing Model	275	(1)
Additional Models	275	(1)
The Team Interview Model	276	(1)
Step 1--Assign Students to Teams	276	(1)
Step 2--Instruct Team Members	276	(1)
Step 3--Conduct Interviews	276	(1)
Step 4--Continue Interviews	276	(1)
Step 5--Debrief	276	(1)
The Graffiti Model	277	(2)
Step 1--Prepare Graffiti Questions	277	(1)
Step 2--Distribute Materials	277	(1)
Step 3--Answer Questions	277	(1)
Step 4--Exchange Questions	278	(1)
Step 5--Return to Original Question	278	(1)
Step 6--Share Information	278	(1)
The Think, Pair, Share Model	279	(2)
Step 1--Teacher Poses a Question	279	(1)
Step 2--Students Think Individually	280	(1)
Step 3--Each Student Discusses His or Her Answer with a Fellow Student	280	(1)
Step 4--Students Share Their Answers with the Whole Class	280	(1)
Pointers for Using Cooperative Learning Teams Effectively	281	(1)
Basis for the Models	281	(1)
Scenario	282	(2)
Summary	284	(1)
Notes	284	(2)
Chapter 15 Models for Memory: Techniques for Improving the Recall of Information	286	(29)
Conditions That Affect Memory	287	(1)
Model One: The Link Model	288	(1)
Steps in the Link Model	289	(2)
Step 1--Select the Items	289	(1)
Step 2--Organize the Material	289	(1)
Step 3--Prepare the Associations	290	(1)
Step 4--Explain the Process and Present the Associations to the Class	290	(1)
Step 5--Practice Developing Associations	290	(1)
Step 6--Evaluate	290	(1)
Variations on the Link Model	291	(1)
Summary of Steps in the Link Model	292	(1)
Model Two: The Loci Model	293	(1)
Steps in the Loci Model	294	(2)
Step 1--Select Appropriate Material	294	(1)
Step 2--Outline the Material to Be Recalled	294	(1)
Step 3--Identify the Location to Serve as a Reference	295	(1)
Step 4--Relate the Items to the Places within the Location	295	(1)
Step 5--Practice	295	(1)
Step 6--Evaluate	295	(1)
Summary of Steps in the Loci Model	296	(1)
Model Three: The Memory through Motion Model	296	(1)
Steps in the Memory through Motion Model	297	(3)
Step 1--Select a Passage	297	(1)
Step 2--Prepare a Chart	297	(1)
Step 3--Select the Key Words and Motions	298	(1)
Step 4--Introduce the Material	298	(1)
Step 5--Present the Motions to the Class	298	(1)
Step 6--Have Groups Complete the Motions for the Remainder of the Material	299	(1)
Step 7--Have Groups Present the Motions	299	(1)
Step 8--Practice	299	(1)
Step 9--Evaluate	299	(1)
Variations on the Memory through Motion Model	300	(1)
Summary of Steps in the Memory through Motion Model	300	(1)
Model Four: The Names and Faces Memory Model	301	(1)
Steps in the Names and Faces Model	301	(2)
Step 1--Select Pictures of Interesting Faces	301	(1)
Step 2--Assign a Picture to Each Student	302	(1)
Step 3--Students Introduce Their Picture Faces	302	(1)
Step 4--Students Select Distinctive Features	302	(1)
Step 5--Students Associate the Name with the Feature	302	(1)
Step 6--Review the Names and Practice	303	(1)
Step 7--Evaluate	303	(1)
Variations on the Names and Faces Model	303	(1)
Summary of Steps in the Names and Faces Model	304	(1)
Basis for the Memory Models	305	(5)
Conditions for Memories	308	(2)
Scenario	310	(3)
Summary	313	(1)
Web Resources	313	(1)
Notes	313	(2)
Summary of Part Two	315	(2)
Part Three Putting It All Together: Matching Objectives to Instructional Models	317	(62)
Chapter 16 A Kindergarten Case Study	319	(11)
Miss Abbott's Plan	321	(2)
Unit: Lines That Draw Us Together	323	(3)
Opening Activity--Drawing in the Students	323	(1)
Lesson One: Practicing the "Line-Up"	324	(1)
Lesson Two: Defining a Line	324	(1)
Lesson Three: Refining the Concept of Line	325	(1)
Activity: The Line Game	326	(1)
Notes on Lessons One and Two	326	(3)
Epilogue	329	(1)
Summary	329	(1)
Chapter 17 A Middle School Case Study	330	(11)
The Mumford Plan	333	(2)
Unit: Perspective--It All Depends on Where You Were When	335	(5)
Lesson One: Toward a Perspective on Point of View	336	(1)
Lesson Two: Perception--It Depends on Where You Are Coming From	337	(2)
Lesson Three: Relating Point of View to Perspective	339	(1)
Epilogue	340	(1)
Summary	340	(1)
Note	340	(1)
Chapter 18 A High School Case Study	341	(12)
Mr. Samuels's Plan	342	(5)
Unit: Macbeth--A Study in Ambition Turned to Avarice	347	(3)
Sample Lesson Five: Ambition and the Power of Suggestion	347	(3)
Epilogue	350	(2)
Summary	352	(1)
Note	352	(1)
Chapter 19 The Wisdom of Practice: Creating a Positive Learning Environment	353	(24)
Good Teachers Are in Charge of Their Classrooms	354	(2)
Good Teachers Create a Pleasant Physical Environment for Learning	356	(2)
Displays	356	(1)
Physical Environment	357	(1)
Announcements	357	(1)
Seating	358	(1)
Good Teachers Manage Human Relations Effectively	358	(3)
They See Discipline as a Human Relations Problem	359	(1)
They Utilize Models for Discipline	360	(1)
They Know Their Students	360	(1)
Good Teachers Engage Learners in the Process of Their Own Learning	361	(2)
Good Teachers Teach Up	363	(4)
They Recognize the Pygmalion Effect	363	(2)
They Capitalize on What Students Know	365	(1)
They Celebrate Differences among Students	366	(1)
They Realize That There Is More Than One Right Answer to Important Questions	366	(1)
They Recognize Achievement and Minimize the Importance of Error	366	(1)
Good Teachers Are Good Learners	367	(2)
They Serve as a Model for Learning	367	(1)
They Recognize the Importance of Professional Knowledge	368	(1)
They Act as Researchers	368	(1)
Good Teachers Develop Instructional Objectives with Learners	369	(1)
They Vest Students with an Interest in Learning	369	(1)
They Develop Guides to Planning Instruction	369	(1)
Good Teachers Find Out Why a Plan Is Not Working	370	(1)
Good Teachers Strive to Make Their Teaching Interesting	371	(1)
Good Teachers Give Learners Access to Information and Opportunity to Practice	371	(1)
Good Teachers Teach for Two Kinds of Knowledge	372	(1)
Summary	373	(1)
Notes	373	(4)
Summary of Part Three	377	(2)
Index	379