Instruction A Models Approach, Loose-Leaf Version

by Estes, Thomas H.; Mintz, Susan L.; Gunter, Mary Alice

• ISBN13: 9780133985580
• ISBN10: 013398558X
• Edition: 7th
• Format: Loose-leaf
• Copyright: 2015-01-14
• Publisher: Pearson College Div

Summary

Note: This is the loose-leaf version of Instruction and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0134046889.

 

Pre-service, beginning, and experience teachers alike can turn to this comprehensive resource for help in expanding their instructional repertoires through instructional models presented within a standards-based and instructionally aligned process. The authors present 10 evidence-based instructional models and their variations offering a range of cognitive approaches to instruction–creative, compliant, collaborative, competitive, inductive, deductive, concrete, and abstract. Each model is discussed using helpful elementary and secondary examples, a variety of academic content areas, detailed steps for implementation, and a look at the demands on students. The new edition of Instruction: A Models Approach includes several features that support the development of instructional skills: chapters move from concrete models to abstract (simple to more complex) to build a clearer understanding of the ideas, video examples and instructional strategies illustrate the concepts, and extension activities offer practice with important new information and skills. The result is a classroom-ready resource that makes instructional models clear and relevant for readers within a standards-based and instructionally aligned process. The Enhanced Pearson eText features embedded video and internet resources.

 

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Author Biography

Thomas H. Estes is professor emeritus of the Curry School of Education at the University of Virginia. Currently he serves as president of Dynamic Literacy, a company specializing in vocabulary development products based in Latin and Greek underpinnings of academic English. He received his PhD in reading education from Syracuse University. Dr. Estes taught in the McGuffey Reading Center of the Curry School and in the Curriculum, Learning, and Teaching program for 31 years.

 

Susan Mintz is an associate professor and program coordinator of Secondary Education in the University of Virginia’s Teacher Education program.  She also teaches and advises graduate students in the Curriculum and Instruction doctoral program.  Dr. Mintz received her PhD in teacher education from Syracuse University.  She is an author of the CLASS-S observation manual, developed at the University of Virginia’s Center for the Advanced Study of Teaching and Learning.

Table of Contents

PART ONE PLANNING FOR INSTRUCTION 1

1 Standards and Content in Schools 3

Chapter Objectives 3

The Importance of Planning 3

How Learning Happens 5

Student Characteristics That Affect Learning 7

Standards and Academic Content 8

Analyzing Content 9

Ordering Content 10

  Strategy Alert KWL 10

Elements of Instructional Planning 11

Scope 11

Focus 12

Sequence 13

Chunking Instruction: Units and Lessons 14

Developing Lesson Plans 14

Summary 14

Extensions 15

 

2 Objectives, Assessment, and Instruction 16

Chapter Objectives 16

The Purpose of Instructional Objectives 17

The KUD Format for Instructional Objectives 21

Know Objectives 21

Understand Objectives 24

Able to Do Objectives 26

Moving from Standards to Objectives 29

Instructional Alignment 29

Assessing Instructional Objectives 31

Formative Assessments 31

Summative Assessments 32

Summary 33

Extensions 33

Part One Summary 35

 

PART TWO BASIC INSTRUCTIONAL MODELS 37

3 The Direct Instruction Model 40

Chapter Objectives 40

  In the Elementary Classroom 40

  In the Middle/Secondary Classroom 41

Basis for the Direct Instruction Model 43

Steps in the Direct Instructional Model 44

Step 1: Review Previously Learned Material 44

Step 2: State Objectives for The Lesson 44

  Strategy Alert Advance Organizers 45

Step 3: Present New Material 45

Step 4: Guide Practice, Assess Performance, and Provide Corrective

Feedback 47

Step 5: Assign Independent Practice, Assess Performance, and Provide

Corrective Feedback 49

Step 6: Review Periodically, Offering Corrective Feedback If Necessary 50

Summary of Steps in the Direct Instruction Model 50

Evaluating Learning in the Direct Instruction Model 51

Meeting Individual Needs in Direct Instruction 53

Flexible Grouping 53

Varying Questions 53

Benefits of the Direct Instruction Model 54

ELEMENTARY GRADES LESSON

Direct Instruction: Rhyming with Mother Goose 54

MIDDLE/SECONDARY GRADES LESSON

Direct Instruction: Writing Haiku 56

Summary 57

Extensions 57

 

4 The Concept Attainment Model 59

Chapter Objectives 59

  In the Elementary Classroom 59

  In the Middle/Secondary Classroom 60

Basis for the Concept Attainment Model 62

Steps in the Concept Attainment Model 63

Step 1: Select and Define a Concept through the Concept’s Essential

Characteristics 63

Step 2: Develop Positive and Negative Examples 65

Step 3: Review the Concept Attainment Process with the Class 66

Step 4: Present the Examples 66

Step 5: Generate Hypotheses and Continue the Example/Hypothesis

Cycle 67

Step 6: Develop a Concept Label and Definition 67

  Strategy Alert Generating and Testing Hypotheses 67

Step 7: Provide Test Examples to Solidify the Definition 68

Step 8: Discuss the Process with the Class 68

Summary of Steps in the Concept Attainment Model 68

Variations on the Concept Attainment Model 69

Evaluating Learning in the Concept Attainment Model 70

Meeting Individual Needs with the Concept Attainment Model 71

Benefits of the Concept Attainment Model 72

ELEMENTARY GRADES LESSON

Concept Attainment: Hibernation 72

MIDDLE/SECONDARY GRADES LESSON

Concept Attainment: Metaphors 73

Summary 75

Extensions 77

 

5 The Concept Development Model 78

Chapter Objectives 78

  In the Elementary Classroom 78

  In the Middle/Secondary Classroom 80

Basis for the Concept Development Model 82

Steps in the Concept Development Model 85

Step 1: List as Many Items as Possible That Are Associated with the

Subject 86

  Strategy Alert Brainstorming 86

Step 2: Group the Items Because They Are Alike in Some Way 87

Step 3: Label the Groups by Defining the Reasons for Grouping 87

Step 4: Regroup or Subsume Individual Items or Whole Groups under Other

Groups 87

Step 5: Synthesize the Information by Summarizing the Data and Forming

Generalizations 88

Summary of Steps in the Concept Development Model 89

Evaluating Learning in the Concept Development Model 89

Meeting Individual Needs with the Concept Development

Model 91

Benefits of Using the Concept Development Model 91

ELEMENTARY GRADES LESSON

Concept Development: Living and Nonliving Things 92

MIDDLE/SECONDARY GRADES LESSON

Concept Development: Grudge 93

Summary 93

Extensions 94

 

6 The Cause-and-Effect Model 95

Chapter Objectives 95

  In the Elementary Classroom 95

  In the Middle/Secondary Classroom 98

The Basis of the Cause-and-Effect Model 99

Steps in the Cause-and-Effect Model 100

Step 1: Choose the Data or Topic, Action, or Problem to Be Analyzed 101

Step 2: Ask for Causes and Support for Those Causes 101

Step 3: Ask for Effects and Support 101

Step 4: Ask for Prior Causes and Support 101

Step 5: Ask for Subsequent Effects and Support 101

  Strategy Alert Flow Charts 102

Step 6: Ask for Conclusions 103

Step 7: Ask for Generalizations 103

Summary of Steps in the Cause-and-Effect Model 104

Evaluating Learning in the Cause-and-Effect Model 104

Meeting Individual Needs with the Cause-and-Effect Model 105

Benefits of the Cause-and-Effect Model 106

ELEMENTARY GRADES LESSON

Cause and Effect: Water Cycle, Blizzards, and The Long Winter 106

SECONDARY GRADES LESSON

Cause and Effect: Hamlet and Claudius 107

Summary 108

Extensions 110

 

7 The Vocabulary Acquisition Model 111

Chapter Objectives 111

  In the Elementary Classroom 111

  In the Middle/Secondary Classroom 113

The Basis of the Vocabulary Acquisition Model 115

The Spelling—Meaning Connection 115

Principles Underlying the Vocabulary Acquisition Model 116

How Vocabulary Is Acquired 118

Steps in the Vocabulary Acquisition Model 119

Step 1: Pretest Knowledge of Words Critical to Content 119

Step 2: Elaborate and Discuss Spellings and Meanings 119

Step 3: Directly Teach Words on Which Comprehension Will Hinge 120

  Strategy Alert Linking Strategies 121

  Strategy Alert Think-Pair-Share121

Step 4: Read and Study 124

Step 5: Evaluate and Posttest 124

Summary of Steps in the Vocabulary Acquisition Model 125

Evaluating Learning in the Vocabulary Acquisition Model 126

Meeting Individual Needs with the Vocabulary Acquisition Model 126

Benefits of the Vocabulary Acquisition Model 128

ELEMENTARY GRADES LESSON

Vocabulary Acquisition: Units of Measurement 128

MIDDLE/SECONDARY GRADES LESSON

Vocabulary Acquisition: The Middle Ages 129

Summary 130

Extensions 131

Part Two Summary 133

 

PART THREE TEACHING WITH ADVANCED INSTRUCTIONAL MODELS 135

8 The Integrative Model 137

Chapter Objectives 137

  In the Elementary Classroom 137

  In the Middle/Secondary Classroom 139

Basis for the Integrative Model 142

Steps in the Integrative Model 143

Step 1: Planning for the Integrative Model 143

Step 2: Describe, Compare, and Search for Patterns in a Data Set 146

Step 3: Explain the Identified Similarities and Differences 147

Step 4: Hypothesize What Would Happen under Different

Conditions 147

Step 5: Make Broad Generalizations about the Topic and the

Discussion 147

  Strategy Alert Summarizing 148

Summary of Steps in the Integrative Model 148

Evaluating Learning in the Integrative Model 150

Meeting Individual Needs with the Integrative Model 152

  Strategy Alert Cubing 152

Benefits of the Integrative Model 153

ELEMENTARY GRADES LESSON

Integrative Model: Fractions 153

MIDDLE/SECONDARY GRADES LESSON

Integrative Model: Societal Changes Affecting Families 155

Summary 156

Extensions 156

 

 

9 The Socratic Seminar Model 157

Chapter Objectives 157

  In the Elementary Classroom 157

  In the Middle/Secondary Classroom 159

The Basis for the Socratic Seminar Model 160

Versions of the Socratic Seminar 161

Questioning 163

Examples of Question Types 163

Steps in the Socratic Seminar Model 165

Step 1: Choose the Text–Written, Visual, or Audio 165

Step 2: Plan and Cluster Several Questions of Varying Cognitive

Demand 165

Step 3: Introduce the Model to the Students 166

Step 4: Conduct the Dialogue 167

Step 5: Review and Summarize the Seminar 168

Step 6: Evaluate the Seminar with the Students Based on Previously Stated

Criteria 168

Summary of Steps in the Socratic Seminar Model 170

  Strategy Alert Reciprocal Teaching 171

Evaluating Learning in the Socratic Seminar Model 173

Meeting Individual Needs with the Socratic Seminar Model 173

Benefits of the Socratic Seminar Model 174

ELEMENTARY GRADES LESSON

Socratic Seminar: Old Henry, by Joan W. Blos 174

MIDDLE/SECONDARY GRADES LESSON

Socratic Seminar: The War Prayer and “Sullivan Ballou’s Letter to His

Wife” 176

Summary 177

Extensions 177

 

10 Cooperative Learning Models 179

Chapter Objectives 179

  In the Elementary Classroom 179

  In the Middle/Secondary Classroom 181

Basis of Cooperative Learning Models 182

The Cooperative Learning Model: The Template 184

  Strategy Alert Numbered Heads 184

Planning Steps 185

Implementation Steps 185

Summary of Steps in the Cooperative Learning Template Model 186

Specific Cooperative Models 186

The Graffiti Model 186

The Jigsaw Model 188

The Structured Academic Controversy Model 192

The Student Teams-Achievement Division (STAD) Model 196

Evaluating Learning in the Cooperative Learning Models 199

Meeting Individual Needs with the Cooperative Learning Models 200

Benefits of the Cooperative Learning Models 201

ELEMENTARY GRADES LESSON

Cooperative Learning Jigsaw: Clouds 201

MIDDLE/SECONDARY GRADES LESSON

Cooperative Learning Graffiti: Formal and Informal Speech 202

Summary 203

Extensions 203

 

11 Inquiry Models 205

Chapter Objectives 205

  In the Elementary Classroom 205

  In the Middle/Secondary Classroom 206

The Basis for an Inquiry Approach to Instruction 209

Inquiry Model 1: The Suchman Inquiry Model 212

Step 1: Select a Problem and Conduct Research 212

Step 2: Introduce the Process and Present the Problem 213

Step 3: Gather Data 213

Step 4: Develop a Hypothesis and Test It 214

Step 5: Explain the Hypothesis and State the Rules Associated

with It 214

Step 6: Analyze the Process 214

Step 7: Evaluate 214

Summary of Steps in the Suchman Inquiry Model 215

Inquiry Model 2: The WebQuest Model 217

Step 1: The Teacher Selects a Problem and Conducts Preliminary

Research 217

Step 2: Present the Problem in the WebQuest Unit 218

Step 3: Students Gather Data and Information to Solve the Problem 218

Step 4: Students Develop and Verify Their Solutions 219

Summary of Steps in the WebQuest Model of Inquiry 219

Inquiry Model 3: The Problem-Based Inquiry Model 219

Step 1: Engage with a Problem 221

  Strategy Alert Generating and Testing Hypotheses 222

Step 2: Explore the Problem with the PBL Inquiry Chart 222

Step 3: Explain and Share the Information 223

Step 4: Elaborate and Take Action 223

Step 5: Evaluate the Process 223

Summary of Steps in the Problem-

Based

Inquiry Model 223

Evaluating Learning in the Inquiry Models 224

Meeting Individual Needs with the Inquiry Models 226

Benefits of Inquiry Models 226

Connections between Models 227

ELEMENTARY GRADES LESSON

Problem-Based Inquiry: Monarch Butterflies and Stewardship 227

MIDDLE/SECONDARY GRADES LESSON

Suchman Inquiry: Toxins 228

Summary 229

Extensions 230

 

12 The Synectics Model 231

Chapter Objectives 231

  In the Elementary Classroom 231

  In the Middle/Secondary Classroom 232

Basis for the Synectics Model 235

Making the Familiar Strange 236

Step 1: Describe the Topic 236

Step 2: Create Direct Analogies 237

Step 3: Describe Personal Analogies 237

Step 4: Identify Compressed Conflicts 238

Step 5: Create a New Direct Analogy 238

Step 6: Reexamine the Original Topic 239

Summary of Steps in Making the Familiar Strange 239

Making the Strange Familiar 241

Step 1: Provide Information 241

Step 2: Present the Analogy 241

Step 3: Use Personal Analogies to Create Compressed Conflicts 241

Step 4: Compare the Compressed Conflict with the Subject 241

Step 5: Identify Differences 241

Step 6: Reexamine the Original Subject 242

Step 7: Create New Direct Analogies 242

Summary of Steps in Making the Strange Familiar 242

The Synectics Excursion 244

Step 1: Present the Problem 244

Step 2: Provide Expert Information 244

Step 3: Question Obvious Solutions and Purge 244

Step 4: Generate Individual Problem Statements 244

Step 5: Choose One Problem Statement for Focus 245

Step 6: Question through the Use of Analogies 245

Step 7: Force Analogies to Fit the Problem 245

Step 8: Determine a Solution from a New Viewpoint 245

Summary of Steps in the Synectics Excursion 246

Evaluating Learning in the Synectics Model 246

Meeting Individual Needs with the Synectics Model 248

  Strategy Alert Graphic Organizers 249

Benefits of the Synectics Model 249

ELEMENTARY GRADES LESSON

Synectics Model: The Civil War 250

MIDDLE/SECONDARY GRADES LESSON

Synectics Model: Witches 251

Summary 252

Extensions 252

Part Three Summary 253

 

PART FOUR PUTTING IT ALL TOGETHER 255

13 A Fourth Grade Case Study 257

Chapter Objectives 257

Mrs. Evans’ Plan 258

Lesson One: Words We Use to Talk about Angles 259

Lesson Two: Exploring Angles 261

Lesson Three: Measuring Angles 262

Epilogue 264

Summary 264

Extensions 265

 

14 A Middle School Case Study 266

Chapter Objectives 266

The Mumford Plan 270

Unit: Perspective–It All Depends on Where You Were When 272

Lesson One: Toward a Perspective on Point of View 272

Lesson Two: Perception–It Depends on Where You Are Coming from 273

Lesson Three: Relating Perception and Perspective 275

Epilogue 276

Summary 276

Extensions 277

 

15 A High School Case Study 278

Chapter Objectives 278

Mr. Samuels’s Plan 279

Unit: Macbeth–A Study in Ambition Turned to Avarice 284

Epilogue 286

Summary 288

Extensions 288

 

16 The Wisdom of Practice 289

Chapter Objectives 289

Good Teachers Are the Leaders of Their Classrooms 290

Good Teachers Create a Productive Environment for Learning 291

Relationship to Student Learning 292

Furniture Arrangement/Seating 292

Climate Control 292

Equipment and Displays 293

Good Teachers Manage Human Relations Effectively 293

Good Teachers Engage Learners in Their Own Learning 294

Good Teachers Teach Up 295

Capitalizing on What Students Know 296

Celebrating Differences between Students 296

Realizing That There Is More Than One Right Answer 296

Providing Appropriate, Quality Feedback 297

Good Teachers Are Good Learners 297

Recognizing the Importance of Professional Knowledge 297

Acting as Researchers 298

Good Teachers Develop Instructional Objectives with Learners 298

Good Teachers Find Out Why a Plan Is Not Working 299

Good Teachers Strive to Make Their Teaching Engaging 300

Good Teachers Give Learners Access to Information and Opportunity to

Practice 300

Good Teachers Teach for Two Kinds of Knowledge 301

Summary 302

Extensions 302

Part Four Summary 303

Glossary 305

References 308

Index 312