Models of Teaching: Connecting Student Learning With Standards

"Models of Teaching is a great asset for beginning teachers as they integrate their pre-service training with the standards-based curricula in schools." —Amany Saleh, Arkansas State University "Rarely have I read a text from cover to cover...however, your text provided an abundance of effective teaching strategies in ways that better informed my own teaching...I was compelled to read through the entire test! Great job!" —Carolyn Andrews, Student at University of Nevada, Reno  "This is a practical text that focuses on current practices in education and demonstrates how various models of teaching can address national standards." —Marsha Zenanko, Jacksonville State University "Models of Teaching provides excellent case studies that will enable students to ′see′ models of teaching in practice in the classroom." —Margaret M. Ferrara, University of Nevada, Reno Models of Teaching: Connecting Student Learning With Standards features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. Dell′Olio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how the models can incorporate state content standards and benchmarks, as well as technology standards. This book provides students with a theoretical and practical understanding of how to use models of teaching to both meet and exceed the growing expectations for research-based instructional practices and student achievement. Key Features Shows how each model looks and sounds in classrooms at all levels: Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections.  Offers detailed descriptions of the phases of each model: Each model is accompanied by a detailed chart and discussion of the steps of the model.  Applies technology standards and performance indicators: Each chapter addresses how the particular model can be implemented to meet technology standards and performance indicators.  Connects philosophies of curriculum and instruction: This book connects each model to a philosophy of curriculum and instruction that undergirds that model so teachers understand both how to teach and why.  Promotes student interaction with the text: Exercises at the end of each chapter provide the opportunity for beginning teachers to work directly with core curricula from their own state, and/or local school district curricula. Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections.  A High Quality Ancillary Package! Instructors′ Resource CD-ROM—This helpful CD-ROM offers PowerPoint slides, an electronic test bank, Web resources, a teaching guide for the case studies, lesson plan template instructions, and much more. Qualified instructors can request a copy by contacting SAGE Customer Care at 1-800-818-SAGE (7243) from 6am–5pm, PT. Student Study Site — This study site provides practice tests, flash cards, a lesson plan template, suggested assignments, links to state content and technology standards, field experience guides, and much more. Intended Audience: This is an excellent core textbook for advanced undergraduate and graduate students studying Elementary and/or Secondary Teaching Methods in the field of Education.

Table of Contents:
PREFACE PART I. WHAT WE TEACH AND WHY 1. Working with Standards and Benchmarks Introduction Addressing the question, “What will I teach?” The standards-based reform movement State and Local Standards National Professional Organizations Conclusion 2. Philosophies of Curriculum and Instruction Introduction Academic Rationalism Cognitive Processing Curriculum as Technology Self-Actualization Social Reconstructionism Conclusion 3. The Role of Assessment Introduction Summative Assessments Formative Assessment Assessment and Issues of Quality Facilitating Student Self-Assessment Conclusion PART II. THE MODELS OF TEACHING 4. Direct Instruction Introduction Case Study 4.1: 3rd Grade Abbreviations in Addresses Case Study 4.1: Post-Lesson Reflection The Stages of Direct Instruction Case Study 4.2: Middle School – Improper Fractions and Mixed Numbers Case Study 4.2: Post-Lesson Reflection A Brief History and Background of Direct Instruction Technology and Direct Instruction Direct Instruction, Content Standards, and Benchmarks Why Choose Direct Instruction? Conclusion Putting it Together 5. Concept Attainment Introduction Case Study 5.1: Second Grade Science Post-Lesson Reflection Stages of Concept Attainment Case Study 5.2: Fifth Grade Math Case Study 5.2 Post-Lesson Reflection A Brief History and Background of Concept Attainment Concept Attainment and Technology Concept Attainment, Content Standards, and Benchmarks Why Choose Concept Attainment? Conclusion Putting It Together 6. The Inductive Model Introduction Case Study 6.1: First and Second Grade Multiage Social Studies Case Study 6.1: Post-Lesson Reflection The Stages of the Inductive Model Case Study 6.2: Fifth Grade Social Studies Case Study 6.2: Post-Lesson Reflection A Brief History and Background of the Inductive Model Technology and the Inductive Model The Inductive Model, Content Standards, and Benchmarks Why Choose the Inductive Model? Conclusion Putting It Together 7. Reciprocal Teaching (RT) Introduction Case Study 7.1: Fifth Grade Reading Case Study 7.1 Post-Lesson Reflection The Stages of Reciprocal Teaching Case Study 7.2: High School Government Case Study 7.2: Post-Lesson Reflection A Brief History and Background of Reciprocal Teaching Technology and Reciprocal Teaching Reciprocal Teaching, Content Standards and Benchmarks Why Choose Reciprocal Teaching? Conclusion Putting it Together 8. Question-Answer Relationship (QAR) Introduction Case Study 8.1: Third Grade Language Arts Case Study 8.1 Post-Lesson Reflection The Stages of QAR Case Study 8.2: Middle School Science Case Study 8.2: Post-Lesson Reflection A Brief History and Background of QAR Technology and QAR QAR, Content Standards and Benchmarks Why Chose QAR? Summary Putting it Together 9. Jigsaw Introduction Case Study 9.1 High School Social Studies Case Study 9.1 Post-Lesson Reflection Stages of the Jigsaw Model Case Study 9.2 Sixth Grade On-Line Research – A Jigsaw Modification Case Study 9.2 Post Lesson Reflection Additional Cooperative Learning Structures A Brief History and Background of Jigsaw Technology and Jigsaw Jigsaw, Content Standards, and Benchmarks Why Choose Jigsaw? Summary Putting It Together 10. Role Playing Introduction Case Study 10.1 Middle School Anger on the Playing Fields Case Study 10.1 Post-Lesson Reflection Themes in Role Playing for Social Studies and Literature Case Study 10.2 Fourth Grade The Tattle Tale Problem Case Study 10.2 Post Lesson Reflection A Brief History and Background of Role Playing Technology and Role Playing Role Playing, Content Standards, and Benchmarks Why Choose Role Playing? Summary Putting It Together 11. Inquiry-Based Learning Introduction Case Study 11.1: Middle School Science Case Study 11.1: Post-Lesson Reflection Structuring Inquiry-Based Learning Experiences Case Study 11.2: Third Grade – Inquiry-Based Units Case Study 11.2: Post-Lesson Reflection A Brief History and Background of Inquiry-Based Learning Technology and Inquiry-Based Learning Inquiry-Based Learning, Content Standards, and Benchmarks Why Choose Inquiry-Based Learning? Summary Putting It Together 12. Synectics Introduction Case Study 12.1: Middle School Writing Case Study 12.1 Post-Lesson Reflection The Stages/Structure of Synectics Case Study 12.2: High School Science Case Study 12.2: Post-Lesson Reflection A Brief History and Background of Synectics Technology and Synectics Synectics, Content Standards and Benchmarks Why Chose Synectics? Summary Putting it Together 13. Advance Organizers Introduction Case Study 13.1: High School Science Case Study 13.1 Post-Lesson Reflection The Stages of Advance Organizers Case Study 13.2: Fifth Grade Social Studies Case Study 13.2: Post-Lesson Reflection A Brief History and Background of Advance Organizers Technology and Advance Organizers Advance Organizers, Content Standards and Benchmarks Why Chose Advance Organizers? Summary Putting it Together PART III. DEVELOPING CURRICULUM THAT ADDRESSES CONTENT STANDARDS 14. Developing Original Instructional Units Based on Standards, Benchmarks, and Grade Level Expectations Introduction What Is Curriculum? What Is Instruction? State and District Content Emphasizing the Relevance of the Curriculum Diversity in Your Classroom Sequencing Instructional Units Unit Organization Choosing Models of Teaching Modifying Instruction for Students with Special Needs Personnel Resources Assessment and Evaluation of Student Learning Assessing and Evaluating Teacher Effectiveness Student-Centered Rationales for Curricular and Instructional Decisions Modifying Curriculum Summary APPENDIX GLOSSARY

Review :
“The models approach provides a way of connecting theory and practice in ways that other approaches do not. Some of the texts that I have used discuss theory separately from application, and it′s always a challenge for students to grasp the connection and figure out how they could use the knowledge in practice. I have seen the models approach used with a graduate level course in instructional technology that I used years back. It′s good to see that applied to an undergrad course. I have ongoing concerns about starting with technology. I would much rather focus on the teaching and then figure out the technology. Using a models approach has the potential to give students a stronger conceptual base into which they can think about technology.” "It is a good textbook for teacher-educators as well as for teachers who are facing evolutionary changes in the pedagogy of classroom instruction and how this classroom instruction could be supplemented by ICT—web-based student study site...This publication is a good case for useful contemporary reference."