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Models of Teaching
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Models of Teaching
Connecting Student Learning With Standards



February 2007 | 504 pages | SAGE Publications, Inc

"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 (www.sagepub.com/delloliostudy)— 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.

Talk to the authors!
Jeanine Dell'Olio: jdellolio@hope.edu
Tony Donk: donk@hope.edu


 
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

“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.”

Kedmon Hungwe
Michigan Tech University

"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."

V.P. Garg
Journal of Educational Planning and Administration
Journal of Educational Planning and Administration

Great overview of general models of teaching

Dr Audra Parker
Elementary Education, George Mason University
March 25, 2015

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