Description

Features

• The chapters follow a consistent, user-friendly format, and most chapters focus on a single model, broken down into steps, and followed by variations of the model, differentiation possibilities, assessment options, scenarios, and a summary. The chapters on cooperative learning and problem-centered inquiry contain several models.

• Three case studies–one each for kindergarten, middle school, and high school–provide extended understanding of matching objectives to instructional models (Part III).

• Updated URLs for Web sites appear at the end of each chapter, providing students with additional resources.

New To This Edition

• Each instructional model provides the latest information on how pupils learn in classrooms.

• New chapters on Planning for Instruction offer detailed information about state standards, instructional alignment among objectives, assessment and instruction, and strategies for planning and aligning instruction.  Presents a coherent approach to instructional planning and lesson plan writing through comprehensive explanations and detailed steps for writing objectives. 
• Heavily revised chapters on Direct Instruction, Problem-Centered Inquiry Models, and the Socratic Seminar Model.  The problem-centered inquiry models include the Suchman Inquiry Model, the WebQuest Mode,l and Problem Based Learning, which allow students to develop flexibility in using an inquiry approach.  The Socratic Seminar model is a flexible, text-based discussion that can be used with books, art, or film.
• Entirely new chapters on Eggen and Kauchak’s Integrative Model and Supporting Strategies for Instructional Models that include information on scaffolding, information recall strategies, nonlinguistic representations, identifying similarities and differences, think-pair-shares, summarizing, and reciprocal teaching.  The Integrative Model is paired with best practice non-linguistic representations, maps, pictures, and charts that help to increase the facility of teachers with alternative forms of media.  The Supporting Strategies chapter analyzes some of the popular Marzano strategies that have proven successful in classrooms.
• A process for linking instructional objectives to state standards.  Examples are provided that show the design of classroom assessments, from specific pupil and classroom needs to state standards that demonstrate to students that classroom objectives must be intentionally adapted.
• Differentiation Possibilities and Assessment Options are included with each instructional model.  Each of the model chapters ends with information about the types of differentiation opportunities and assessment options that are congruent with the objectives and procedures of the specific model under consideration.

Table of Contents

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

Courses

Models of Teaching  [CORE TEXTS]   (Curriculum & Instruction)
General Methods (K-12)  [CORE TEXTS]   (Curriculum & Instruction)

Next Edition(s)

• Instruction: A Models Approach, 6/E
  Estes, Mintz & Gunter
  ©2011  |  Allyn & Bacon  |  Paper; 384 pp  |  Instock
  ISBN-10: 0137046731  |  ISBN-13: 9780137046737
  Suggested retail price: $121.60  Buy from myPearsonStoreNet price: $91.20  (What's this?)Brief Description  | 

  

  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.

  More Info
  

• Instruction: A Models Approach (with MyEducationLab), 6/E
  Estes, Mintz & Gunter
  ©2011  |  Allyn & Bacon  |  Kit/Package/ShrinkWrap; 384 pp  |  Instock
  ISBN-10: 0131381350  |  ISBN-13: 9780131381353
  Suggested retail price: $128.27  Buy from myPearsonStoreNet price: $96.20  (What's this?)Brief Description  | 

  

  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.

  More Info
  

Backcover Copy

Instruction: A Models Approach, 5/E

Mary A. Gunter, University of Virginia
Thomas H. Estes, University of Virginia
Susan L. Mintz, University of Virginia

ISBN: 0205508863

“I have found this text to be very helpful in its presentation of the strategies and the processes involved… I am a particular fan of the Cooperative Learning Models.”

-Carolynn Reynolds, California State University at Chico

Now in its fifth edition, Instruction: A Models Approach identifies and explains more than a dozen instructional models, placing them within a process that is instructionally aligned and based on standards.  Drawn from current research and the most effective practices, the models are closely linked to the preparation of objectives, differentiation practices, and assessment options.  The user-friendly text is a valued resource among K-12 and preservice teachers.

New features to this edition include:

• Chapters on Planning for Instruction that offer information about state standards, instructional alignment among objectives, assessment, and instruction, as well as strategies for planning and aligning instruction.
• Heavily revised chapters on Direct Instruction, Problem-Centered Inquiry Models, and the Socratic Seminar Model.

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Common Cartridge Student Access Card Differentiated Instruction for New Teachers Online Course
LAKEY
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