Instructional Patterns

Strategies for Maximizing Student Learning
Larry Charles Holt
Marcella L. Kysilka
Instructional Patterns
December 2005 | 416 pages | Sage US
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Description

"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 http://www.sagepub.com/holt/ 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.





Contents

Preface

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

Description

"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 http://www.sagepub.com/holt/ 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.





Contents

Preface

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
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Instructional Patterns

Strategies for Maximizing Student Learning

Larry Charles Holt , Marcella L. Kysilka
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December 2005 | 416 pages | Sage US

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"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 http://www.sagepub.com/holt/ 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

Recent Product Reviews:

“I like the mix of theory and research background with thorough descriptions of classroom use (vignettes) and how-to’s.”
Teresa Secules, Piedmont College
"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."
AnaLynn Jones, Seminole County PK Central Cluster
"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."
Margie Theobald, Southeast Missouri State University

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