Strategies and Models for Teachers: Teaching Content and Thinking Skills (Subscription)

This K-12 teaching methods text continues to focus on instruction, using a models approach that links prescriptive teaching strategies to specific content and thinking objectives.    Well known for it's practical case-study approach, the Sixth Edition of Strategies and Models for Teachers opens each chapter with a case study that illustrates an instructional model in practice and translates cognitive principles of learning into teaching strategies. This edition is composed of two main parts. In Part I the first three chapters describe principles of cognitive learning and motivation theory, teaching strategies that apply to all grade levels, and the teaching of thinking. In Part II, the remaining chapters offer detailed coverage of the individual models, with each model designed to help learners reach specific cognitive, social, and critical thinking goals. With a focus on active learning, utilizing research, cognitive psychology, experience, and emphasizes the teacher's central role in the learning process teachers will find this an invaluable resource throughout their career.

Table of Contents:
Chapter 1: Models of Teaching and Developing as a Teacher Teachers make a difference The need for instructional alternatives Learning and teaching in today’s world Decision making and reflective practice   Chapter 2: Learning, Motivation, and Models of Teaching The importance of classroom climate Cognitive learning theory Learner motivation   Chapter 3: Essential Teaching Strategies and the Teaching of Thinking Planning for instruction: An essential teaching strategy Learning activities: Implementing essential teaching strategies Essential teaching strategies and the teaching of thinking   Chapter 4: Student-Student Interaction Strategies: Groupwork, Cooperative Learning, and Discussions Features of effective groupwork and cooperative learning Groupwork strategies Cooperative learning strategies Discussion strategies Cooperative learning and discussions in different learning environments   Chapter 5: The Guided Discovery Model Content taught with the Guided Discovery Model Planning lessons with the Guided Discovery Model Implementing lessons using the Guided Discovery Model Adapting the Guided Discovery model in different learning environments Assessing student learning   Chapter 6: The Concept Attainment Model Learning objectives for the Concept Attainment Model Planning lessons with the Concept Attainment Model Implementing lessons using the Concept Attainment Model Adapting the Concept Attainment Model in different learning environments Assessing student learning in Concept Attainment activities   Chapter 7: The Integrative Model Learning goals for the Integrative Model Planning lessons with the Integrative Model Implementing lessons using the Integrative Model Adapting the Integrative Model in different learning environments Assessing student learning when the Integrative Model is used   Chapter 8: Problem-based Learning Planning Problem-based Learning lessons Implementing Problem-based Learning lessons Inquiry Adapting problem-based instruction in different learning environments Assessing learning in problem-based activities   Chapter 9: The Direct Instruction Model Planning lessons with the Direct Instruction Model Implementing lessons using the Direct Instruction Model Adapting the Direct Instruction Model in Different Learning Environments Assessing student understanding when using the Direct Instruction Model   Chapter 10: The Lecture-Discussion Model Lectures and lecture-discussions Planning lessons using the Lecture-Discussion Model Implementing Lecture-Discussion Model Adapting the Lecture-Discussion Model in different learning contexts Assessing learning when using the Lecture-Discussion Model   Glossary References Index    

About the Author :
PAUL EGGEN Paul has worked in higher education for thirty-eight years. He is a consultant for public schools and colleges in his university service area and has provided support to teachers in twelve different states. Paul has also worked with teachers in international schools in twenty-three countries, including Africa, South Asia, the Middle East, Central America, South America, and Europe. He has published several articles in national journals, is the co-author or co-editor of six other books, and presents regularly at national and international conferences.   Paul is strongly committed to public education. His wife is a middle school teacher in a public school, and his two children are graduates of public schools and state universities.       DON KAUCHAK Don has taught and worked in schools and in higher education in nine different states for thirty-five years. He has published in a number of scholarly journals, including the Journal of Educational Research, Journal of Teacher Education, Teaching and Teacher Education, Phi Delta Kappan, and Educational Leadership. In addition to this text, he has co-authored or co-edited six other books on education. He has also been a principal investigator on federal and state grants examining teacher development and evaluation practices, and he presents regularly at the American Educational Research Association. He currently volunteer-tutors first-, second-, and third-graders in a local elementary school.   Don strongly believes in the contribution that public schools make to our democracy, and his two children benefited greatly from their experiences in state-supported K–12 schools and public institutions of higher education.