This classroom-ready resource makes instructional models clear and relevant for readers by placing them within a standards-based and instructionally aligned process. Instruction: A Models Approach closely links more than ten instructional models based on current research and evidence-based practice to the preparation of objectives, differentiation practices, and assessment options. The text includes scenarios of the models in both elementary and secondary classrooms, lesson plans for both elementary and secondary classes in a variety of content areas, and detailed steps for implementing the model using evidence based instructional strategies. Attention is paid to when and how the models can be used in particular contexts with specific skills and knowledge.
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
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.