Instructional Patterns: Strategies for Maximizing Student LearningSAGE, 2006 - 389 sider Instructional Patterns: Strategies for Maximizing Student Learning uniquely examines instruction from the learners' point of view. In this text, authors Larry C. Holt and Marcella Kysilka comprehensively examine various instructional patterns including Teacher Centered, Teacher Student Interactive, Student Centered, and Thinking and Organizing the Content, to help readers plan research based instructional strategies that make the most of a student's learning experience. The book also looks at historical, psychological, and social factors that affect instructional decision making, as well as practical issues of instruction such as lesson planning, classroom management and assessment, and accountability. |
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Side ix
... Discipline 99 Educator Biography : Lee Canter and Marlene Canter 100 Educator Biography : William Glasser 102 Choice Theory ( Control Theory ) 102 Teacher - Effectiveness Training 104 Educator Biography : Thomas Gordon 105 Cooperative ...
... Discipline 99 Educator Biography : Lee Canter and Marlene Canter 100 Educator Biography : William Glasser 102 Choice Theory ( Control Theory ) 102 Teacher - Effectiveness Training 104 Educator Biography : Thomas Gordon 105 Cooperative ...
Side xvii
... Discipline Strategies 108 Table 6.1 Instructional Effectiveness Lesson Design 140 Table 9.1 Convergent and Divergent Patterns in Role Play 193 Table 10.1 Carl Rogers's Basic Therapy Model : Definitions 214 Table 12.1 Decision - Making ...
... Discipline Strategies 108 Table 6.1 Instructional Effectiveness Lesson Design 140 Table 9.1 Convergent and Divergent Patterns in Role Play 193 Table 10.1 Carl Rogers's Basic Therapy Model : Definitions 214 Table 12.1 Decision - Making ...
Side xxi
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Innhold
FACTORS THAT INFLUENCE ALL INSTRUCTION | 1 |
Where Were Going | 11 |
Thomas Jefferson | 29 |
Privatization Vouchers Charter Schools and Homeschooling | 35 |
Psychological Factors | 43 |
SUMMARY | 50 |
PRACTICAL ISSUES OF INSTRUCTION | 53 |
SUMMARY | 81 |
The Teacher as Individual Facilitator | 214 |
CLASSROOM SCENARIOS | 222 |
SUMMARY | 230 |
CLASSROOM SCENARIO | 247 |
THINKING AND ORGANIZING THE CONTENT | 253 |
Memorization | 287 |
CLASSROOM SCENARIO | 299 |
LEARNING TENETS THAT SUPPORT MEMORIZATION | 305 |
Lee Canter and Marlene Canter | 100 |
Linda Albert | 107 |
Classroom Assessment and Accountability | 113 |
TEACHERCENTERED PATTERNS | 133 |
Assessment | 145 |
Mastery Learning | 151 |
TEACHERSTUDENT INTERACTIVE PATTERNS | 167 |
CLASSROOM SCENARIO | 181 |
SUMMARY | 188 |
STUDENTCENTERED PATTERNS | 205 |
Jerome S Bruner | 312 |
Assessment | 319 |
Inquiry | 325 |
CLASSROOM SCENARIO | 338 |
SUMMARY | 345 |
359 | |
371 | |
About the Authors | 389 |
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Instructional Patterns: Strategies for Maximizing Student Learning Larry C. Holt,Marcella Kysilka Begrenset visning - 2005 |
Instructional Patterns: Strategies for Maximizing Student Learning Larry C. Holt,Marcella L. Kysilka Begrenset visning - 2006 |
Vanlige uttrykk og setninger
ability According achievement action activities allow approach appropriate areas assessment assigned attention become begin behavior brain chapter classroom cognitive complete concepts cooperative learning create curriculum decisions describe designed determine develop direct discipline discussion effective emotional engage environment evaluation examine example expected experience explain feelings given goals going grade ideas identify important individual influence inquiry instruction interaction knowledge language learners lesson mastery learning material means meet memory method objectives occurs organize parents patterns person positive practice presented problem programs questions reading reflect remember responses Rogers role play rules says situation skills social specific standards steps strategies success task teacher teaching tests theory things thinking understand unit University write