PART ONE Planning for Instruction
1 Educational Goals and Standards
How Learning Happens
The Needs of Learners
Acceptance and Safety
Choice
High Expectations and Appropriate Challenge
Opportunity to Connect the New to the Known
Meaningful Engagement
Clarity
Time to Reflect
Evaluation that Tests what was Taught
The Needs of Society
Learning Standards
Moving from Standards to Instruction
Summary
Web Resources
Notes
2 Organizing Content
Content
School Curriculum
Analyzing Content
Ordering Content
Instructional Planning
Scope
Focus
Sequence
Chunking Instruction
Developing Lesson Plans
Lesson Plan Elements
Deductive and Inductive Organization
Summary
Web Resources
Notes
3 Instructional Objectives, Assessment, and Instruction
Purpose of Instructional Objectives
Formats for Instructional Objectives
Students will know instructional objectives
Students will understand instructional objectives
Students will be able to instructional objectives
Instructional Alignment
Assessing Instructional Objectives
Summary
Web Resources
Notes
Summary of Part One
PART TWO Matching Objectives to Instruction: A Models Approach
4 The Direct Instruction Model:
Teaching Basic Skills, Facts, and Knowledge
Basis for the Direct Instruction Model
Big Direct Instruction and the direct instructional model
Steps in the Direct Instruction Model
Step 1-Review Previously Learned Material
Step 2-State Objectives for the Lesson
Step 3-Present New Material
Lectures
Demonstrations
Step 4-Guide Practice, Assess Performance, and Provide Corrective Feedback
Questioning
Feedback
Step 5-Assign Independent Practice, Assess Performance, and Provide Corrective Feedback
Worksheets
Unitization and Automaticity
Rubrics
Step 6-Review Periodically, Offering Corrective Feedback If Necessary.
Summary of Steps in the Direct Instruction Model
Matching Objectives and Assessments to Direct Instruction
Differentiation Possibilities
Assessment Options
Scenario
Web Resources
Notes
5 The Concept Attainment Model: Defining Concepts Inductively
What is a Concept?
Basis for the Concept Attainment Model
Steps in the Concept Attainment Model
Step 1-Select and Define a Concept and Select the Attributes
Step 2-Develop Positive and Negative Examples
Step 3-Introduce the Process to the Students
Step 4-Present the Examples and List the Attributes
Step 5-Develop a Concept Definition
Step 6-Give Additional Test Examples
Step 7-Discuss the Process with the Class
Step 8-Evaluate
Summary of Steps in the Concept Attainment Model
Variations on the Concept Attainment Model
Differentiation Possibilities
Assessment Options
Scenarios
Summary
Web Resources
Notes
6 The Concept Development Model: Analyzing the Relationships between Parts of a Concept
Understanding Concepts?
What is Concept Development?
Concept Development Mirrors Our Natural Thought Processes
Basis for the Concept Development Model
Conceptual Thinking is Learned
Concepts Are the Building Blocks of Patterns
Steps in the Concept Development Model
Step 1-List as Many Items as Possible That Are Associated with
The Subject
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
Step 5-Synthesize the Information by Summarizing the Data and Forming Generalizations
Step 6-Evaluate Students' Progress by Assessing Their Ability
to Generate a Wide Variety of Items and to Group Those Items Flexibly
Summary of Steps in the Concept Development Model
Differentiation Possibilities
Assessment Options
Scenario
Benefits of Using the Concept Development Model
Summary
Web Resources
Notes
7 Problem-Centered Inquiry Models: Teaching through Discovery and Questioning
Basis for the Inquiry Approach to Instruction
Model One: The Suchman Inquiry Model
Steps in the Suchman Inquiry Model
Step 1-Select a Problem and Conduct Research
Step 2-Introduce the Process and Present the Problem
Step 3-Gather Data
Step 4-Develop a Theory and Verify
Step 5-Explain the Theory and State the Rules Associated with It
Step 6-Analyze the Process
Step 7-Evaluate
Summary of Steps in the Suchman Inquiry Model
Model Two: The WebQuest Model of Inquiry
Steps in the WebQuest Model of Inquiry
Step 1-The Teacher Selects a Problem and Conducts Preliminary Research
Step 2-Present the Problem in the WebQuest Template
Step 3-Students Gather Data and Information to Solve the Problem
Step 4-Students Develop and Verify Their Solution
Model Three: Problem-Based Learning
Steps in the Problem-Based Learning Model
Step 1-Explore the Problem
Step 2-Use the Inquiry Chart to Map Learning
Step 3-Share different solutions
Step 4-Take Action
Scenario
Summary
Differentiation Opportunities
Assessment Options
Web Resources
Note
8 Synectics: Developing Creative Thinking and Problem Solving
Basis for Synectics
Version One: Making the Familiar Strange
Steps in Making the Familiar Strange
Step 1-Describe the Topic
Step 2-Create Direct Analogies
Step 3-Describe Personal Analogies
Step 4-Identify Compressed Conflicts
Step 5-Create a New Direct Analogy
Step 6-Reexamine the Original Topic
Step 7-Evalluate
Summary of Steps in Making the Familiar Strange
Version Two: Making the Strange Familiar
Steps in Making the Strange Familiar
Step 1-Provide Information
Step 2-Present the Analogy
Step 3-Use Personal Analogy to Create Compressed Conflicts
Step 4-Compare the Compressed Conflict with the Subject
Step 5-Identify Differences
Step 6-Reexamine the Original Subject
Step 7-Create New Direct Analogies
Step 8-Evaluate
Summary of Steps in Making the Strange Familiar
Version Three: The Synectics Excursion
Steps in the Synectics Excursion
Step 1-Present the Problem
Step 2-Provide Expert Information
Step 3-Question Obvious Solutions and Purge
Step 4-Generate Individual Problem Statements
Step 5-Choose One Problem Statement for Focus
Step 6-Question through the Use of Analogies
Step 7-Force Analogies to Fit the Problem
Step 8-Determine a Solution from a New Viewpoint
Step 9-Evaluate
Summary of Steps in the Synectics Excursion
Differentiation Opportunities
Assessment Options
Scenario for Making the Familiar Strange
Summary
Web Resources
Notes
9 The Cause and Effect Model: Influencing Events by Analyzing Causality
Basis for the Cause and Effect Model
Steps in the Cause and Effect Model
The Steps in More Detail
Step 1-Choose the Data or Topic, Action, or Problem to Be Analyzed
Step 2-Ask for Causes and Support for Those Causes
Step 3-Ask for Effects and Support
Step 4-Ask for Prior Causes and Support
Step 5-Ask for Subsequent Effects and Support
Step 6-Ask for Conclusions
Step 7-Ask for Generalizations
Summary of Steps in the Cause and Effect Model
Comments on Conducting the Model
Variations on the Cause and Effect Model
Differentiation Opportunities
Assessment Options
Scenario
Summary
Web Resources
Notes
10 Socratic Seminar: Analytic Discussion of Text
Basis for the Socratic Seminar
Questioning
Examples of Question Types
Revised Taxonomy Question Examples
Steps in the Socratic Seminar Model
Step 1-Choose the text-written, visual, or audio. Read the material. Relate the text to curriculum standards and choose a basic, powerful essential question.
Step 2-Plan and cluster several questions that allow students to take a position and that reflect what you know about the students.
Step 3-Introduce the Model
Step 4-Conduct the Discussion
Step 5-Evaluate the discussion with the students based on previously stated criteria
Taxonomy of Socratic Questions
Summary of Steps in the Socratic Seminar Model
Differentiation Opportunities
Assessment Options
11 The Vocabulary Acquisition Model: Learning the Spellings and Meanings of Words
Basis for the Vocabulary Acquisition Model
Steps in the Vocabulary Acquisition Model
Step 1-Pretest Knowledge of Words Critical to Content
Step 2-Elaborate upon and Discuss Invented Spellings and Hypothesized Meanings
Step 3-Explore Patterns of Meaning
Step 4-Read and Study
Differentiation Opportunities
Assessment Options
Scenario
Summary
Essential Resources for Language Study
Web Resources
Notes
12 The Resolution of Conflict Model: Reaching Solutions through Shared Perspectives
Conflicts
Steps in the Conflict Resolution Model
Basis for the Resolution of Conflict Model
The Steps in More Detail
Step 1-List All the Facts Pertinent to the Conflict
Step 2-Identify the Reasons for the Actions, the Feelings of the Participants, and the Reasons for Those Feelings
Step 3-Propose Solutions and Review Their Possible Effects
Step 4-Decide on the Best Resolutions and Hypothesize What the Consequences Would Be
Step 5-Discuss Similar Situations
Step 6-Evaluate the Decision and Look for Alternative Solutions
Step 7-Arrive at Generalizations
Step 8-Evaluate
Summary of Steps in the Resolution of Conflict Model
Differentiation Opportunities
Assessment Options
School Scenario
Elementary School Scenario
Summary
Web Resources
Notes
13 Eggen and Kauchak's Integrative Model: Generalizing from Data
Steps in the Eggen and Kauchak Integrative Model
Basis for Eggen and Kauchak's Integrative Model
Planning for the Eggen and Kauchak Integrative Model
Steps in the Eggen and Kauchak Integrative Model
Step 1-Describe, Compare, and Search for Patterns
Step 2-Explanation of the Identified Comparisons
Step 3-Hypothesizing Different Outcomes
Step 4-Closure and Application
An Elementary Integrative Example
Summary of Steps in the Eggen and Kauchak Integrative Model
Differentiation Opportunities
Assessment Options
Scenario
Summary
Web Resources
Notes
14 Cooperative Learning Models: Improving Student Learning Using Small Groups
Basis of Cooperative Learning Models
Cooperative Learning Model: The Template
Planning Steps
Develop clear instructional goals
Consider and plan the number in and composition of groups
Make certain that the cooperative activity has all of the key elements of cooperative learning
Implementation Steps
Explanation of task
Identify the social skills that are critical for the success of the group
Monitor and provide feedback to individual groups as they are working
Group Summaries
Evaluation
Assess Group Process
Summary of Cooperative Learning Template Model Steps
Specific Cooperative Models
The Graffiti Model
Step 1-Prepare the Graffiti Questions and Group Number and Composition
Step 2-Distribute Materials
Step 3-Group Answers Questions
Step 4-Exchange Questions
Step 5-Return to the Original Question, Summarize, and Make Generalizations
Step 6-Share Information
Step 7-Evaluate Group Process
Summary of Graffiti Model Steps
The Jigsaw Model
Steps in the Jigsaw Model
Step 1-Introduce Jigsaw
Step 2-Assign Heterogeneously Grouped Students to Expert and Learning Groups and Review Behavior Norms
Step 3-Explain Task and Assemble Groups
Step 4-Allow Expert Groups to Process Information
Step 5-Experts Teach in Their Learning Group
Step 6-Individual Accountability
Step 7-Evaluating the Jigsaw Process
Summary of Jigsaw Model Steps
Academic Controversy
Steps in the Academic Controversy Model
Step 1-Students Prepare Their Positions
Step 2-Students Present and Advocate Their Position
Step 3-Open Discussion and Rebuttals
Step 4-Reverse Positions
Step 5-Synthesize and Integrate the Best Evidence Into a Joint Position
Step 6-Present the Group Synthesis
Step 7-Group Processing
Summary of Academic Controversy Steps
Differentiation Opportunities
Assessment Options
Scenario
Summary
Web Resources
Notes
15 Supporting Strategies: Using Instructional Strategies with Instructional Models
Scaffolding
Information Recall Strategies
The Link Strategy
The Loci Strategy
Memory through Motion Strategy
Nonlinguistic Representations
Graphic Organizers
Physical Models
Mental Pictures
Drawing Pictures
Kinesthetic Activities
Think, Pair, Share Strategies
Identifying Similarities and Differences
Summarizing
Reciprocal Teaching
Summary
Web Resources
Notes
16 Chapter 16: A Kindergarten Case Study
Miss Abbott's Plan
Unit: Lines That Draw Us Together
Opening Activity-Drawing in the Students
Lesson One: Practicing the “Line-Up”
Lesson Two: Defining a Line
Lesson Three: Refining the Concept of Line
Activity: The Line Game
Notes on Lessons One, Two, and Three
Epilogue
Summary
17 Chapter 17: A Middle School Case Study
The Mumford Plan
Unit: Perspective-It All Depends on Where You Were When
Lesson One: Toward a Perspective on Point of View
Lesson Two: Perception-It Depends on where You Are coming From
Lesson Three: Relating Perception and Perspective
Epilogue
Summary
Note
18 A High School Case Study
Mr. Samuel's Plan
Unit: Macbeth-A Study in Ambition Turned to Avarice
Sample Lesson Five: Ambition and the Power of Suggestion
Epilogue
Summary
Note
19 The Wisdom of Practice: Creating a Positive Learning Environment
Good Teachers are in Charge of Their Classrooms
Good Teachers Create a Pleasant Physical Environment for Learning
Relationship to Student Learning
Furniture Arrangement/Seating
Climate Control
Equipment and Displays
Good Teachers Manage Human Relations Effectively
Good Teachers Engage Learners in the Process of Their Own Learning
Good Teachers Teach Up
They Recognize the Pygmalion Effect
They Celebrate Differences among Students
They Capitalize on What Students Know
They Celebrate Differences among Students
They Realize That There is More Than One Right Answer to Important Questions
They Recognize Achievement and Minimize the Importance of Error
Good Teachers are Good Learners
They Serve as a Model for Learning
They Recognize the Importance of Professional Knowledge
They Act as Researchers
Good Teachers Develop Instructional Objectives with Learners
They Vest Students with an Interest in Learning
They Provide Students Quality Feedback
Good Teachers Find Out Why a Plan is Not Working
Good Teachers Strive to Make Their Teaching Engaging
Good Teachers Give Learners Access to Information and Opportunity to Practice
Good Teachers Teach for Two Kinds of Knowledge
Summary
Web Resources
Notes