Instructional Patterns: Strategies for Maximizing Student LearningSAGE, 2006 - 389 sider "I like the mix of theory and research background with thorough descriptions of classroom use (vignettes) and how-to's."-Teresa Secules, Piedmont CollegeInstructional Patterns: Strategies for Maximizing Student Learning examines instruction from the learners' point of view by showing how instructional patterns can be used to maximize the potential for students to learn. This book explores the interactive patterns that exist in today's classroom and demonstrates how teachers can facilitate the interactivity of these patterns to match their goals for student learning. These interactive patterns are reinforced through the incorporation of medical, cognitive, and behavioral neuroscience research. 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 Guides students in differentiating instructional practices to meet the needs of all students, as well as in the practical issues of instruction Details interactive instructional patterns that include teacher centered patterns, teacher-student interactive patterns, and student-centered patterns. 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. A web-based Student Study Site http://www.sagepub.com/holt/ provides e-flashcards, links to standards from U.S. states, standards based project, Web resources, and access to full-text articles in SAGE journals related to the text. |
Inni boken
Resultat 1-5 av 66
Side viii
... Language and Culture 40 Concept of Family 40 Economics and Social Class 41 Other Sociological Forces Affecting Schools 42 Psychological Factors 43 Learning Theories 43 Learning Modalities 46 Multiple Intelligences 47 Brain - Based ...
... Language and Culture 40 Concept of Family 40 Economics and Social Class 41 Other Sociological Forces Affecting Schools 42 Psychological Factors 43 Learning Theories 43 Learning Modalities 46 Multiple Intelligences 47 Brain - Based ...
Side 19
Beklager, innholdet på denne siden er tilgangsbegrenset..
Beklager, innholdet på denne siden er tilgangsbegrenset..
Side 20
Beklager, innholdet på denne siden er tilgangsbegrenset..
Beklager, innholdet på denne siden er tilgangsbegrenset..
Side 28
Beklager, innholdet på denne siden er tilgangsbegrenset..
Beklager, innholdet på denne siden er tilgangsbegrenset..
Side 30
Beklager, innholdet på denne siden er tilgangsbegrenset..
Beklager, innholdet på denne siden er tilgangsbegrenset..
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 |
Andre utgaver - Vis alle
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