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 xii
... Carl Ransom Rogers 210 The Teacher as Individual Facilitator 214 The Teacher as Classroom Facilitator 216 A. S. Neill and the Summerhill School 217 The New College of Florida 219 Modified Elementary Classrooms 220 Postsecondary and ...
... Carl Ransom Rogers 210 The Teacher as Individual Facilitator 214 The Teacher as Classroom Facilitator 216 A. S. Neill and the Summerhill School 217 The New College of Florida 219 Modified Elementary Classrooms 220 Postsecondary and ...
Side xvii
... Carl Rogers's Basic Therapy Model: Definitions 214 Table 12.1 Decision-Making Model 268 Table 12.2 Differences in Critical and Creative Thinking 276 Table 13.1 Memory Storage 301 Table 14.1. Hierarchical System of Concepts 311 Table ...
... Carl Rogers's Basic Therapy Model: Definitions 214 Table 12.1 Decision-Making Model 268 Table 12.2 Differences in Critical and Creative Thinking 276 Table 13.1 Memory Storage 301 Table 14.1. Hierarchical System of Concepts 311 Table ...
Side xxii
... Carl Rogers, is considered student centered. When learners depend on their own motivation for the completion of an instructional task, then this type of learning is regarded as student centered. Motivation and task independence may ...
... Carl Rogers, is considered student centered. When learners depend on their own motivation for the completion of an instructional task, then this type of learning is regarded as student centered. Motivation and task independence may ...
Side 205
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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