| Preface |
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| Foreword |
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xvii | |
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Part One Frame Of Reference |
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1 | (80) |
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We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and by doing so, help teachers take charge of their lives as teachers |
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Chapter One Beginning the Inquiry |
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Creating Communities of Expert Learners |
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3 | (18) |
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On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities |
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Chapter Two Where Models of Teaching Come From |
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Multiple Ways of Constructing Knowledge |
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21 | (18) |
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The history of teacher-researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and studied for how teachers can learn to use them. Those are the models that are included in this book |
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Chapter Three Studying the Slowly Growing Knowledge Base on Education |
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A Basic Guide through the Rhetorical Thickets |
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39 | (34) |
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We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about designing good instruction and effective curriculums. And we learn how to avoid some destructive practices |
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Chapter Four Three Sides of Teaching |
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Styles, Models, and Diversity |
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73 | (8) |
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We are people and our personalities greatly affect the environments our students experience. As we use various models of teaching, our selves---our natural styles---color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools |
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Part Two The Information-Processing Family of Models |
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81 | (182) |
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How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have organized ways to develop and process information. Here are several live ones |
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Chapter Five Learning to Think Inductively |
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Forming Concepts by Collecting and Organizing Information |
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83 | (20) |
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Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students |
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Chapter Six Attaining Concepts |
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Sharpening Basic Thinking Skills |
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103 | (22) |
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Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses |
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Chapter Seven The Picture-Word Inductive Model |
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Developing Literacy across the Curriculum |
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125 | (34) |
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Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and thus to be powerful language learners. In
Chapters 7, 20, and 21 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed |
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Chapter Eight Scientific Inquiry and Inquiry Training |
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The Art of Making Inferences |
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159 | (30) |
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From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. We also examine inquiry training, a "best yet" model for teaching basic inquiry skills |
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Chapter Nine Memorization |
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Getting the Facts Straight |
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189 | (24) |
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Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful |
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The Arts of Enhancing Creative Thought |
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213 | (34) |
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Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking---the foundation of creative thought. The model continues to improve |
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Chapter Eleven Learning from Presentations |
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247 | (16) |
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Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and subsequently, learning |
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Part Three The Social Family of Models |
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263 | (58) |
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Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically |
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Chapter Twelve Partners in Learning |
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From Dyads to Group Investigation |
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265 | (22) |
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Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community learn to apply scientific methods to their learning? You bet they can. Group investigation can be used to redesign schools and increase personal, social, and academic learning among all students. And---it is very satisfying to teach |
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Chapter Thirteen The Study of Values |
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Role Playing and Public Policy Education |
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287 | (34) |
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Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now---research on stem cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together |
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Part Four The Personal Family of Models |
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321 | (28) |
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The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? |
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Chapter Fourteen Nondirective Teaching |
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The Learner at the Center |
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323 | (16) |
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How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process |
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Chapter Fifteen Developing Positive Self-Concepts |
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The Inner Person of Boys and Girls, Men and Women |
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339 | (10) |
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If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIM group in Kansas (see
Chapter 3) has demonstrated how much can be accomplished |
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Part Five The Behavioral Systems Family of Models |
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349 | (40) |
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We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities |
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Chapter Sixteen Learning to Learn from Mastery Learning |
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357 | (10) |
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Bit by bit, block by block, we climb our way up a ladder to mastery |
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Chapter Seventeen Direct Instruction |
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367 | (10) |
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Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about |
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Chapter Eighteen Learning from Simulations |
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Training and Self-Training |
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377 | (12) |
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How much can we learn from quasirealities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present experience. Presently, they range all the way to space travel, thanks to NASA and affiliated developers |
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Part Six Individual Differences, Diversity, and Curriculum |
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389 | (64) |
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The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive |
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Chapter Nineteen Learning Styles and Models of Teaching |
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Making Discomfort Productive |
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391 | (12) |
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By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable |
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Gender, Ethnicity, and Socioeconomic Background |
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403 | (22) |
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The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach |
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Chapter Twenty-One Creating Curriculums |
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The Conditions of Learning |
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425 | (10) |
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Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful |
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Chapter Twenty-Two A Bit of the Future |
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Distance Education and Leaving None Behind |
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435 | (18) |
| Afterword |
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453 | (4) |
| Appendix: Peer Coaching Guides |
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457 | (52) |
| Related Literature and References |
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509 | (42) |
| Index |
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551 | |
