Models of Teaching: The Heart of the Core gives readers well-developed approaches to teaching, grounded in research and experience and designed to ensure the high levels of learning they are intended to generate. With the goal of providing the strongest positive effect on student achievement while keeping in line with the current emphasis on standards-based education, Models of Teaching pairs rationale and research with real-world examples and applications to provide a strong foundation for future and new educators. The book encompasses all of the major psychological and philosophical approaches to teaching and schooling, includes thoroughly documented research on the various models of teaching and their subsequent positive effects on student success, and gives teachers the tools they need to build strong classrooms that accelerate student learning.
| Preface |
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xvii | |
| A Note on Heritage |
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xxiii | |
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PART ONE MODELS OF TEACHING: A WORKING PROFESSIONAL REPERTOIRE |
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1 | (34) |
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Chapter One Where Models of Teaching Come From Constructing Knowledge and Skill to Help Our Students Construct Knowledge and Skill |
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3 | (18) |
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Chapter Two Building the Community of Expert Learners Taking Advantage of Our Students' Capacity to Learn (and Ours) |
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21 | (14) |
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PART TWO THE BASIC INFORMATION-PROCESSING MODELS OF TEACHING |
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35 | (88) |
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Chapter Three Learning to Learn Inductively The Really, Really Basic Model of Teaching |
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37 | (34) |
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Chapter Four Scientific Inquiry Building Learning around Investigations |
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71 | (20) |
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Chapter Five The Picture Word Inductive Model Developing Literacy through Inquiry |
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91 | (32) |
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PART THREE SPECIAL PURPOSE INFORMATION-PROCESSING MODELS |
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123 | (106) |
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Chapter Six Concept Attainment The Explicit Teaching of Important Concepts |
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125 | (24) |
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Chapter Seven Synectics Teaching the Left Brain to Put the Right Side to Work |
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149 | (24) |
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Chapter Eight Memorization Getting the Facts Straight, Now and for the Long Term |
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173 | (24) |
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Chapter Nine Using Advance Organizers to Design Presentations Scaffolding Lectures, ICT, and Distance Offerings |
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197 | (16) |
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Chapter Ten The Inquiry Training Model Training Inquiry Skills Directly |
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213 | (16) |
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PART FOUR THE SOCIAL FAMILY OF MODELS OF TEACHING |
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229 | (50) |
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Chapter Eleven Partners in Learning Getting Everybody on Board |
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231 | (12) |
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Chapter Twelve Group Investigation Rigorous Inquiry through-Democratic Process |
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243 | (14) |
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Chapter Thirteen Role Playing Studying Values |
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257 | (22) |
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PART FIVE THE PERSONAL FAMILY OF MODELS |
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279 | (34) |
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Chapter Fourteen Nondirective Teaching The Learner at the Center |
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283 | (18) |
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Chapter Fifteen Developing Positive Self-Concepts Finding the Inner Person and Learning Self-Actualization |
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301 | (12) |
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PART SIX THE BEHAVIORAL FAMILY OF MODELS |
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313 | (36) |
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Chapter Sixteen Explicit Instruction Comprehension When Reading and Composing When Writing |
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321 | (10) |
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Chapter Seventeen Mastery Learning Bit by Bit, Block by Block, We Climb Our Way to Mastery |
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331 | (8) |
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Chapter Eighteen Direct Instruction Applied Psychology Goes to Work |
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339 | (10) |
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PART SEVEN THE CONDITIONS OF LEARNING, LEARNING STYLES, AND CONCEPTUAL LEVELS |
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349 | (30) |
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Chapter Nineteen Creating Curricula The Conditions of Learning |
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351 | (12) |
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Chapter Twenty Expanding Our Horizons Making Discomfort Productive |
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363 | (16) |
| Appendix: Peer Coaching Guides |
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379 | (42) |
| References and Related Literature |
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421 | (26) |
| Index |
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447 | |
Bruce Joyce grew up in New Jersey, was educated at Brown University and, after military service, taught in the schools of Delaware. He was a professor at the University of Delaware, the University of Chicago, and Teachers College, Columbia University. In all those settings, he directed the teacher education programs and, at Teachers College, the Agnes Russell School the laboratory school of the college. His scholarship and practice have centered on teaching, teacher education, professional development, and school improvement. He has been a visiting scholar at the University of Hong Kong, the University of Toronto, the Western Australia Institute of Technology; and he has been an all-India Fulbright Scholar and a USAID general technical assistant to Egypt's Ministry of Education. His technical services to American, Asian, and European schools are focused on models of teaching, professional development, and school improvement.
Emily Calhoun has a B.A. in English from Georgia College in Milledgeville, and M.Ed. in early childhood education and reading from Georgia Southwestern College in Americus, and an Ed.D. from the University of Georgia in Athens. Emily has taught at the elementary, secondary, and university levels. She has worked as a consultant with intermediate service agencies, as a coordinator of the Georgia League of Professional Schools at the University of Georgia, and as a K-12 Language Arts coordinator within a school district. Since 1991, she has been director of The Phoenix Alliance in Saint Simons Island. In that position, she has partnered with districts, states, and provinces in extensive professional development and school improvement projects. These have generated considerable positive effects for teachers, administrators, and students and have included research on school improvement, especially on action research, and the teaching of reading and writing. Her international work includes professional development and/or visiting scholar positions in Canada, the United Kingdom, Finland, Columbia, Thailand, and Hong Kong.
