Instructional Patterns: Strategies for Maximizing Student Learning

"I like the mix of theory and research background with thorough descriptions of classroom use (vignettes) and how-to′s." —Teresa Secules, Piedmont College Instructional Patterns:  Strategies for Maximizing Student Learning examines instruction from the learners′ point of view by showing how instructional patterns can be used to maximize the potential for students to learn. This book explores the interactive patterns that exist in today′s classroom and demonstrates how teachers can facilitate the interactivity of these patterns to match their goals for student learning. These interactive patterns are reinforced through the incorporation of medical, cognitive, and behavioral neuroscience research.   This unique book will serve as a core text for undergraduate and graduate courses in K-12 General Teaching Methods, Middle School and Secondary Teaching Methods, Elementary Teaching Methods, or Instruction and Assessment.         Key Features  Guides students in differentiating instructional practices to meet the needs of all students, as well as in the practical issues of instruction  Details interactive instructional patterns that include teacher centered patterns, teacher-student interactive patterns, and student-centered patterns.  Instructor Resources on CD contains PowerPoint® slides, test questions (includes Multiple Choice, Short Answer, and Essay format) and answers, lecture outlines, teaching activities, Web resources, and sample syllabi.   A web-based Student Study Site  provides e-flashcards, links to standards from U.S. states, standards based project, Web resources, and access to full-text articles in SAGE journals related to the text.

Table of Contents:
Preface PART I: FACTORS THAT INFLUENCE ALL INSTRUCTION Chapter 1: Where We’ve Been, What We Know, and Where We’re Going Chapter 2: Confluent Forces and Differentiated Instructional Practices PART II: PRACTICAL ISSUES OF INSTRUCTION Chapter 3: Developing the Lesson Methodology Chapter 4: Classroom Organization and Management Chapter 5: Classroom Assessment and Accountability PART III: TEACHER-CENTERED PATTERNS Chapter 6: Direct Instruction Chapter 7: Mastery Learning PART IV: TEACHER-STUDENT INTERACTIVE PATTERNS Chapter 8: Cooperative Learning Chapter 9: Role Play PART V: STUDENT-CENTERED PATTERNS Chapter 10: Nondirective Teaching Chapter 11: Self-taught Instruction PART VI: THINKING AND ORGANIZING THE CONTENT Chapter 12: Thinking Patterns Chapter 13: Memorization Chapter 14: Attaining Concepts Chapter 15: Inquiry

About the Author :
Larry C. Holt (Ed.D., University of Cincinnati) is an Associate Professor at the University of Central Florida in the department of Educational Studies.  His research interest include general methods, student learning, middle level education, and technology.  His first book was published by the National Middle School Association entitled, Cooperative Learning in Action. A second book entitled, Teach Me I dare you will be published in 2006. He was a Fulbright scholar to the country of Lithuania 1997-98.  Dr. Marcella L. Kysilka, professor emerita in the College of Education at the University of Central Florida received her bachelor’s degree from Ohio State University; her master’s from Kent State University and her Ph.D. in Curriculum and Instruction from the University of Texas at Austin.  Dr. Kysilka has held many leadership roles in professional organizations including the presidency of Kappa Delta Pi and editor of The Educational Forum, Board of Directors and Leadership Council of the Association for Supervision and Curriculum Development and associate editor of the Journal for Curriculum and Supervision, President of Florida Association for Supervision and Curriculum Development, President of the International Study Association for Teachers and Teaching, and Executive Secretary of the American Association for Curriculum and Teaching.  Dr. Kysilka currently serves as editor of the Florida Educational Leadership journal.  Dr. Kysilka has published over 60 journal articles and eight books.  While at the University of Central Florida, Dr. Kysilka served as a full professor in the Educational Studies department, as Associate Dean of Academic Affairs, as Director of Educational Research, as Assistant Chair to the Educational Studies Department and as Coordinator of the Curriculum and Instruction Doctoral Program.  She currently is a consultant with P.A.C.E. High School in Cincinnati, Ohio, a school for underachieving inner city students and teaches part-time for the College of Mt. St. Joseph.

Review :
"The book is extremely practical, with 4 of 6 main parts directly related to teaching and learning. The "Learning Tenets" is chapters 6-15 are important supportive material for each strategy from the student′s point of view, which is learning! these show how to maximize student potential and that′s the emphasis in today′s schools with today′s students! I like the segments of Summary, Thought to Action, On Your Own, and, especially the Educator Biography which brings people to life for students, making what′s being studied more meaningful." "Dr. Holt, I′m thoroughly enjoying using your book to teach EDG 6236 this summer. I find the content to be extremely current and "in line" with what is going on in schools today. You′ve done an excellent job providing supplemental materials as well. I use the lecture outline every week. I′ve also used many of the test questions for the mid term.One of my students commented: "everyone enjoys this class so much.. we actually look forward to it." When I asked him why, he said, "the stuff we learn in here is actually useful and applicable to our jobs and our degree." I find that in large part, this is due to the content that is contained in your text. As a first time professor in this course, I rely heavily on the text and I feel fortunate to have such a great reference." “I like the mix of theory and research background with thorough descriptions of classroom use (vignettes) and how-to’s.”