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 xvii
... Examples of Eliciting Questions 330 Table 15.2 Purposes and Examples of Probing Questions 331 Table 15.3 Purposes and Examples of Closure-Seeking Questions 331 Exhibits Exhibit 3.1 Fourth-Grade Lesson Plan 75 Exhibit 3.2 Ninth-Grade.
... Examples of Eliciting Questions 330 Table 15.2 Purposes and Examples of Probing Questions 331 Table 15.3 Purposes and Examples of Closure-Seeking Questions 331 Exhibits Exhibit 3.1 Fourth-Grade Lesson Plan 75 Exhibit 3.2 Ninth-Grade.
Side 6
... example,you may find yourself in a traffic jam or a snow storm; you may discover that your classroom has many problem students placed in it, or you may have the “perfect” classroom. Although you cannot control events, you do have the ...
... example,you may find yourself in a traffic jam or a snow storm; you may discover that your classroom has many problem students placed in it, or you may have the “perfect” classroom. Although you cannot control events, you do have the ...
Side 13
... example of caring, integrity, love, and commitment. Once you accept the responsibility of becoming a teacher, you must be there 100%.You must act as if it matters—because it does matter. A great teacher is a work in progress. Teaching ...
... example of caring, integrity, love, and commitment. Once you accept the responsibility of becoming a teacher, you must be there 100%.You must act as if it matters—because it does matter. A great teacher is a work in progress. Teaching ...
Side 21
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Side 22
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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