Models of Teaching: Connecting Student Learning With Standards / Edition 1

by Jeanine M. Dell'Olio

Overview

Models of Teaching: Connecting Student Learning With Standards provides readers with a practical understanding of how to use models of teaching to meet and exceed the growing expectations for research-based instructional practices and student achievement. Each model is illustrated in the following ways: Two detailed case studies (elementary and secondary) and post-lesson reflections per chapter, A detailed chart and discussion of the steps involved, Applications to technology standards and performance indicators.

Product Details

ISBN-13:	2901412918106
Publication date:	02/26/2007
Pages:	504
Product dimensions:	8.00(w) x 10.00(h) x (d)

Table of Contents

Preface     xv
What We Teach and Why     1
Working With Standards and Benchmarks     3
The Standards-Based Reform Movement     5
State and Local Standards     8
Content Standards     9
Benchmarks     12
Topics or Strands     15
Performance Standards     16
Lifelong-Learning Standards     18
National Professional Organizations     20
Summary     22
Student Study Site     22
References     22
Philosophies of Curriculum and Instruction     25
Philosophies of Curriculum and Instruction     26
Academic Rationalism     27
Cognitive Processing     30
Curriculum as Technology     33
Self-Actualization     37
Social Reconstructionism     41
Summary     43
Student Study Site     43
Further Reading     44
References     45
The Role of Assessment     47
Two Approaches to Assessment     48
Scenario 1     48
Scenario 2     49
Summative Assessments     50
Types of SummativeAssessments     51
Mandated Summative Assessments-Benefits and Cautions     52
Summative Assessments and Classroom Learning Goals and Activities     54
Recording Summative Assessments in Relation to Content Standards and Benchmarks     56
Formative Assessments     58
Types of Formative Assessments     59
The Role of Formative Assessment     60
Assessment and Issues of Quality     61
Facilitating Student Self-Assessment     63
Summary     66
Student Study Site     66
References     67
The Models of Teaching     69
Direct Instruction     71
Third Grade, Abbreviations in Addresses     72
Post-Lesson Reflection     77
The Stages of Direct Instruction     78
Focus Activity     78
Stating the Objective and Providing the Rationale     79
Presenting Content and Modeling     79
Checking for Understanding     81
Guided Practice     84
Independent Practice     86
Closure     86
Mass and Distributed Practice     88
Middle School, Improper Fractions and Mixed Numbers     88
Post-Lesson Reflection     91
Brief Background of Direct Instruction     92
Direct Instruction and Research on Teaching     93
Direct Instruction and Learning Theory     95
Direct Instruction and the Technologist Philosophy of Curriculum and Instruction     97
Technology and Direct Instruction     97
Direct Instruction, Content Standards, and Benchmarks     101
Why Choose Direct Instruction?     103
Summary     104
Putting It Together     104
Student Study Site     104
References     105
Concept Attainment     111
Second Grade, Science     112
Post-Lesson Reflection     120
The Stages of the Concept Attainment Model     121
Preparation for Using Concept Attainment     122
Introduction of Exemplars and Nonexemplars     123
Generating Hypotheses     124
Testing and Affirming Hypotheses     124
Analyzing the Cognitive Road Map     125
Fifth Grade, Math     127
Post-Lesson Reflection     132
Brief Background of Concept Attainment     133
Concept Attainment and Research on Teaching     133
Concept Attainment and Constructivism     134
Concept Attainment and the Cognitive Processing Philosophy of Curriculum and Instruction     135
Concept Attainment and Technology     136
Concept Attainment, Content Standards, and Benchmarks     139
Why Choose Concept Attainment?     141
Summary     142
Putting It Together     142
Student Study Site     142
References     143
The Inductive Model     145
First and Second Grade Multiage, Social Studies     147
Using the Inductive Model to Assess Prior Knowledge     147
Post-Lesson Reflection     153
The Stages of the Inductive Model     154
Preparation for the Inductive Model     154
Brainstorming Responses     156
Grouping Items     156
Providing Rationales     156
Naming Lists     157
Cross-Categorizing     157
Grouping Differently     157
Identifying Subgroups     158
Summarizing Concepts     160
Fifth Grade, Social Studies     160
Using the Inductive Model as Formative Assessment     160
Post-Lesson Reflection     165
Brief Background of the Inductive Model     167
The Inductive Model and Research on Teaching     168
The Inductive Model and Learning Theory     168
The Inductive Model and the Cognitive Processing Philosophy of Curriculum and Instruction     169
Technology and the Inductive Model     170
The Inductive Model, Content Standards, and Benchmarks     172
Why Choose the Inductive Model?     175
Summary     177
Putting It Together     177
Student Study Site     177
References     178
Reciprocal Teaching     179
Fifth Grade, Reading     180
Post-Lesson Reflection     187
The Components of Introducing Reciprocal Teaching     189
Explanation     189
Instructions     190
Modeling     190
Guided Practice     190
Praise     190
Teacher Judgment     190
The Strategies and Processes of Reciprocal Teaching     191
Generating Questions     192
Clarifying     192
Summarizing     193
Predicting     194
High School, Content Area Reading     195
Post-Lesson Reflection     201
Brief Background of Reciprocal Teaching     202
Reciprocal Teaching and Research on Teaching     203
Reciprocal Teaching and Learning Theory     204
Reciprocal Teaching and the Cognitive Processing Philosophy of Curriculum     204
Technology and Reciprocal Teaching     205
Reciprocal Teaching, Content Standards, and Benchmarks     207
Why Choose Reciprocal Teaching?     208
Summary     210
Putting It Together     210
Student Study Site     211
References     211
Question-Answer Relationship     213
Third Grade, Language Arts     214
Post-Lesson Reflection     220
The Stages of QAR     221
In the Book     223
In My Head     223
Right There     224
Think and Search     225
Author and Me     226
On My Own     227
Two Additional Thoughts     277
Middle School, Science     228
Post-Lesson Reflection     233
Brief Background of QAR     234
QAR and Research on Teaching     235
QAR and Learning Theory     236
QAR and the Cognitive Processing Perspective on Curriculum     236
Technology and QAR     237
QAR, Content Standards, and Benchmarks     239
Why Choose QAR?     240
Summary     241
Putting It Together     241
Student Study Site     242
References     242
Jigsaw     245
High School, Social Studies     247
Post-Lesson Reflection     254
The Stages of the Jigsaw Model     255
Preparation for Jigsaw     255
Working Through the Jigsaw     258
Adaptations of the Original Jigsaw Structure     260
Using Jigsaw as an Assessment Tool     261
Sixth Grade, Online Research: A Jigsaw Modification     262
Post-Lesson Reflection     265
Additional Cooperative Learning Structures     267
Brief Background of Jigsaw     267
Jigsaw and Research on Teaching     268
Jigsaw and Learning Theory     269
Jigsaw and the Social Reconstructionism and Cognitive Processing Philosophies of Curriculum and Instruction     270
Technology and Jigsaw     271
Jigsaw, Content Standards, and Benchmarks     274
Why Choose Jigsaw?     276
Summary      277
Putting It Together     277
Student Study Site     278
References     278
Role Playing     281
Middle School, Anger on the Playing Fields     282
Post-Lesson Reflection     289
The Stages of Role Playing     290
Warming Up the Class     292
Choosing the First Set of Participants     293
Establishing the Problem, Characters, and Setting     293
Preparing the Observers     294
Role Playing the First Scene     294
Stopping Action for Discussion and Evaluation     294
Revising the Scene With New Players     296
Stopping Action Again for Discussion and Evaluation     296
Generalizing About the Experiences     296
Themes for Role Playing in Social Studies and Literature     298
Fourth Grade, the Tattletale Problem     299
Post-Lesson Reflection     304
Brief Background of Role Playing     305
Role Playing and Research on Teaching     306
Role Playing and Learning Theory     306
Role Playing and Philosophies of Curriculum and Instruction     307
Technology and Role Playing     309
Role Playing, Content Standards, and Benchmarks      312
Why Choose Role Playing?     314
Summary     315
Putting It Together     315
Student Study Site     315
References     316
Inquiry-Based Learning     319
Middle School, Science     320
Post-Lesson Reflection     329
Structuring Inquiry-Based Learning Experiences     330
Developing a Question     330
Generating a Hypothesis     331
Developing an Experimental Design     331
Collecting and Recording Data     332
Analyzing Data     332
Reaching Conclusions, Forming and Extending Generalizations     333
Communicating Results     335
Third Grade, Inquiry-Based Units     335
Designing the Inquiry: State and Local Mandates and Teacher Choices     336
Key Lessons in Extended Inquiries     336
Post-Lesson Reflection     344
Brief Background of Inquiry-Based Learning     345
Inquiry-Based Learning and Research on Teaching     347
Inquiry-Based Learning and Constructivism     348
Inquiry-Based Learning and Cognitive Processing     349
Technology and Inquiry-Based Learning     350
Inquiry-Based Learning, Content Standards, and Benchmarks     351
Why Choose Inquiry-Based Learning?     353
Summary     354
Putting It Together     354
Student Study Site     354
References     355
Synectics     357
Middle School, Writing     358
Post-Lesson Reflection     364
The Stages or Structure of Synectics     365
Stretching Exercises     365
Description of the Present Condition or Problem     366
Direct Analogy     368
Personal Analogy     368
Compressed Conflict     369
Direct Analogy Based on the Compressed Conflict     370
Reexamination of the Original Task     370
Exploration of the Unfamiliar     370
High School, Science     371
Post-Lesson Reflection     376
Brief Background of Synectics     376
Synectics and Research on Teaching     377
Synectics and Learning Theory     378
Synectics and the Cognitive Processing Perspective on Curriculum     379
Technology and Synectics     379
Synectics, Content Standards, and Benchmarks     381
Why Choose Synectics?      384
Summary     384
Putting It Together     384
Student Study Site     385
References     385
Advance Organizers     387
High School, Science     389
Post-Lesson Reflection     392
Constructing Advance Organizers     392
Advance Organizers Defined     393
Types of Advance Organizers     394
Guidelines for Constructing an Advance Organizer     395
Procedures That May Facilitate the Use of an Advance Organizer     396
Roles of Teachers and Students in Using an Advance Organizer     396
First Grade, Social Studies     397
Post-Lesson Reflection     400
Brief Background of Advance Organizers     401
Advance Organizers and Research on Teaching     401
Advance Organizers and Learning Theory     402
Advance Organizers and the Academic Rationalism Philosophy of Curriculum and Instruction     403
Technology and Advance Organizers     403
Advance Organizers, Content Standards, and Benchmarks     407
Why Choose Advance Organizers?     408
Summary     409
Putting It Together     409
Student Study Site      409
References     410
Developing Curriculum That Addresses Content Standards     413
Developing Original Instructional Units Based on Standards, Benchmarks, and District Grade-Level Expectations     415
What Is Curriculum? What Is Instruction?     416
State and District Content     418
Emphasizing the Relevance of the Curriculum     418
Diversity in Your Classroom     419
Sequencing Instructional Units     419
Unit Organization     420
Developing Long-Term Unit Performance Objectives and Daily Lesson Objectives     421
Developing Essential Questions     421
Writing Long-Term Objectives     421
Planning Initiating and Culminating Events     428
Writing Daily Lesson Objectives     429
Single-Subject Curriculum Development     431
Interdisciplinary Curriculum Development     433
Planning the Interdisciplinary Unit     434
Choosing Models of Teaching     439
Modifying Instruction for Students With Special Needs     442
Personnel     445
Resources     446
Assessment and Evaluation of Student Learning     447
Assessing and Evaluating Teacher Effectiveness      448
Student-Centered Rationales for Curricular and Instructional Decisions     449
Modifying Curriculum     449
Summary     451
Student Study Site     451
References     452
Purposes of Inquiry-Based Learning     455
Glossary     459
Index     473
About the Author     483

Editorial Reviews

"It is a good textbook for teacher-educators as well as for teachers who are facing evolutionary changes in the pedagogy of classroom instruction and how this classroom instruction could be supplemented by ICT—web-based student study site...This publication is a good case for useful contemporary reference. "

Journal of Educational Planning and Administration - V.P. Garg

“The models approach provides a way of connecting theory and practice in ways that other approaches do not. Some of the texts that I have used discuss theory separately from application, and it's always a challenge for students to grasp the connection and figure out how they could use the knowledge in practice. I have seen the models approach used with a graduate level course in instructional technology that I used years back. It's good to see that applied to an undergrad course. I have ongoing concerns about starting with technology. I would much rather focus on the teaching and then figure out the technology. Using a models approach has the potential to give students a stronger conceptual base into which they can think about technology.”

Kedmon Hungwe

"It is a good textbook for teacher-educators as well as for teachers who are facing evolutionary changes in the pedagogy of classroom instruction and how this classroom instruction could be supplemented by ICT-web-based student study site...This publication is a good case for useful contemporary reference. "— V.P. Garg

Journal of Educational Planning and Administration