Instructional Patterns: Strategies for Maximizing Student LearningSAGE Publications, 15. des. 2005 - 416 sider "I like the mix of theory and research background with thorough descriptions of classroom use (vignettes) and how-to′s." 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
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. |
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Side viii
... Bloom's Cognitive Domain 64 Writing Objectives Using the Taxonomy 68 Unit and Daily Lesson Planning 70 Assessment 77 Technology 79 SUMMARY 81 THOUGHT TO ACTION 81 ON YOUR OWN 82 4 Classroom Organization and Management 83 Organization 85 ...
... Bloom's Cognitive Domain 64 Writing Objectives Using the Taxonomy 68 Unit and Daily Lesson Planning 70 Assessment 77 Technology 79 SUMMARY 81 THOUGHT TO ACTION 81 ON YOUR OWN 82 4 Classroom Organization and Management 83 Organization 85 ...
Side xvii
... Bloom's Revised Taxonomy 67 Table 4.1 Matrix of Infractions and Consequences 88 Table 4.2 Teacher-Effectiveness Training 106 Table 4.3 Cooperative Discipline Strategies 108 Table 6.1 Instructional Effectiveness Lesson Design 140 Table ...
... Bloom's Revised Taxonomy 67 Table 4.1 Matrix of Infractions and Consequences 88 Table 4.2 Teacher-Effectiveness Training 106 Table 4.3 Cooperative Discipline Strategies 108 Table 6.1 Instructional Effectiveness Lesson Design 140 Table ...
Side xxi
... Bloom's taxonomy, writing objectives, and methodology. Chapter4 isdivided into two distinct parts that separate classroom management from discipline models. The first section includes communication, monitoring, delivery of instruction ...
... Bloom's taxonomy, writing objectives, and methodology. Chapter4 isdivided into two distinct parts that separate classroom management from discipline models. The first section includes communication, monitoring, delivery of instruction ...
Side 53
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Side 55
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Innhold
1 | |
3 | |
2 Confluent Forces and Differentiated Instructional Practices | 25 |
Practical Issues of Instruction | 53 |
3 Developing the Lesson Methodology | 55 |
4 Classroom Organization and Management | 83 |
5 Classroom Assessment and Accountability | 113 |
TeacherCentered Patterns | 133 |
StudentCentered Patterns | 205 |
10 Nondirective Learning | 207 |
11 SelfTaught Instruction | 231 |
Thinking and Organizing the Content | 253 |
12 Thinking Patterns | 255 |
13 Memorization | 287 |
14 Attaining Concepts | 309 |
15 Inquiry | 325 |
6 Direct Instruction | 135 |
7 Mastery Learning | 151 |
TeacherStudent Interactive Patterns | 167 |
8 Cooperative Learning | 169 |
9 Role Play | 189 |
Glossary | 347 |
References | 359 |
Index | 371 |
About the Authors | 389 |
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Instructional Patterns: Strategies for Maximizing Student Learning Larry C. Holt,Marcella L. Kysilka Begrenset visning - 2006 |
Instructional Patterns: Strategies for Maximizing Student Learning Larry C. Holt,Marcella L. Kysilka Begrenset visning - 2006 |
Vanlige uttrykk og setninger
ability academic activities appropriate areas Assertive discipline attention behavior behavior modification Benjamin Bloom Bloom’s brain Carl Rogers chapter CLASSROOM SCENARIO cognitive concepts cooperative learning create creative critical thinking curriculum decisions designed develop direct instruction discipline DISTAR district Educator Biography effective electronic flashcards emotional emotional intelligence engage environment evaluation examine example experience explore feelings focus goals grade help students higher-order thinking homeschooling ideas identify important individual inquiry inquiry-based instruction instructional patterns interaction knowledge learners Learning Tenets lesson plans mastery learning material mathematics memory metacognitive myelin neuron ofthe one’s organize outcomes parents person portfolio positive practice procedures programs questions reading remember responses Rogers role play self-actualized self-concept social specific standards students learn task taxonomy teacher teaching techniques tests theory thinking skills tion U.S. Census Bureau understand words write