9780137046737

Instruction A Models Approach

by ; ;
  • ISBN13:

    9780137046737

  • ISBN10:

    0137046731

  • Edition: 6th
  • Format: Paperback
  • Copyright: 4/8/2010
  • Publisher: Pearson
  • View Upgraded Edition

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping On Orders Over $59!
    Your order must be $59 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
  • We Buy This Book Back!
    In-Store Credit: $3.15
    Check/Direct Deposit: $3.00

Supplemental Materials

What is included with this book?

  • The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

Summary

This text makes over ten instructional models clear and relevant by placing them within a standards-based and instructionally aligned process. Based on current research and best practice, the models are closely linked to the preparation of objectives, differentiation practices, and assessment options. Current and future K-12 teachers.

Author Biography

Tom Estes holds the distinction of Professor Emeritus, University of Virginia. From 1970 to 2001, he served as professor of Reading Education in the Curry School of Education, University of Virginia. During his tenure at the University he was engaged in research related to how children learn to read, focusing on how they acquire the ability to read for the purpose of learning. He was principal investigator on an NIE/NSF research project on the relationship between text structure and comprehension. He is author of Reading and Learning in the Content Classroom, 2nd edition (1985) and Reading and Reasoning Beyond the Primary Grades (1986), both published by Allyn & Bacon.

 

Susan L. Mintz , associate professor at the Curry School of Education at the University of Virginia, is the program coordinator of Secondary Education.  She received her Ph.D. in teacher education from Syracuse University.  Dr. Mintz teaches both pre-service teachers and curriculum and instruction graduate students.  She is a member of the Secondary CLASS observation team at the University’s Center for the Advanced Study of Teaching and Learning.

Table of Contents

PART I: PLANNING FOR INSTRUCTION

1. Educational Standards

2. Organizing Content

3. Instructional Objectives, Assessment, and Instruction

 

PART II: MATCHING OBJECTIVES TO INSTRUCTION: A MODELS APPROACH

4. The Direct Instruction Model: Teaching Skills, Facts, and Knowledge

5. The Concept Attainment Model: Defining Concepts Inductively

6. The Concept Development Model: Analyzing the Relationships between Parts of a Concept

7. Problem-Centered Inquiry Models: Teaching Problem Solving through Discovery and Questioning

8. Synectics: Developing Creative Thinking and Problem Solving

9. The Cause and Effect Model: Influencing Events by Analyzing Causality

10. Socratic Seminar: Analyzing Text

11. The Vocabulary Acquisition Model: Learning the Spellings and Meanings of Words

12. The Integrative Model: Generalizing from Data

13. Cooperative Learning Models: Improving Student Learning Using Small Groups

 

PART THREE   PUTTING IT ALL TOGETHER: MATCHING OBJECTIVES TO INSTRUCTIONAL MODELS

14. A Kindergarten Case Study

15. A Middle School Case Study

16. A High School Case Study

17. The Wisdom of Practice: Creating a Positive Learning Environment

 

References

Index

Rewards Program

Write a Review