Thomas H. Estes,
Susan L. Mintz,
Mary Alice Gunter
Instruction
A Models Approach
E-book Engels 2015 9780133985412
Verwachte levertijd ongeveer 9 werkdagen
Samenvatting
Pre-service, beginning, and experience teachers alike can turn to this comprehensive resource for help in expanding their instructional repertoires through instructional models presented within a standards-based and instructionally aligned process. The authors present 10 evidence-based instructional models and their variations offering a range of cognitive approaches to instruction–creative, compliant, collaborative, competitive, inductive, deductive, concrete, and abstract. Each model is discussed using helpful elementary and secondary examples, a variety of academic content areas, detailed steps for implementation, and a look at the demands on students. The new edition of Instruction: A Models Approach includes several features that support the development of instructional skills: chapters move from concrete models to abstract (simple to more complex) to build a clearer understanding of the ideas, video examples and instructional strategies illustrate the concepts, and extension activities offer practice with important new information and skills. The result is a classroom-ready resource that makes instructional models clear and relevant for readers within a standards-based and instructionally aligned process. The Enhanced Pearson eText features embedded video and internet resources.
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The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book.
Note: This is the loose-leaf version of Instruction:A Models Approach, Loose-Leaf Version 7/e
0134572777 / 9780134572772 Instruction with Enhanced Pearson eText, Loose-Leaf Version with Video Analysis Tool -- Access Card Package 7/e
Package consists of:
0133944905 / 9780133944907 Instruction: A Models Approach, Enhanced Pearson eText -- Access Card 7/e
013398558X / 9780133985580 Instruction: A Models Approach, Loose-Leaf Version 7/e
013457866X / 9780134578668 Video Analysis Tool for K-12 General Methods in MediaShare -- ValuePack Access Card 1/e
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<div style="WIDOWS: 1; TEXT-TRANSFORM: none; TEXT-INDENT: 0px; LETTER-SPACING: normal; FONT: small verdana, sans-serif; WHITE-SPACE: normal; COLOR: rgb(34,34,34); WORD-SPACING: 0px; font-stretch: normal; -webkit-text-stroke-width: 0px; -adjust: none" gmail_default?=""> <div gmail_default?=""> <br> <div gmail_default?=""> PART ONE PLANNING FOR INSTRUCTION 1 </div><br> <div gmail_default?=""> 1 Standards and Content in Schools 3 </div> </div> <div gmail_default?=""> Chapter Objectives 3 </div> <div gmail_default?=""> The Importance of Planning 3 </div> <div gmail_default?=""> How Learning Happens 5 </div> <div gmail_default?=""> Student Characteristics That Affect Learning 7 </div> <div gmail_default?=""> Standards and Academic Content 8 </div> <div gmail_default?=""> Analyzing Content 9 </div> <div gmail_default?=""> Ordering Content 10 </div> <div gmail_default?=""> Strategy Alert KWL 10 </div> <div gmail_default?=""> Elements of Instructional Planning 11 </div> <div gmail_default?=""> Scope 11 </div> <div gmail_default?=""> Focus 12 </div> <div gmail_default?=""> Sequence 13 </div> <div gmail_default?=""> Chunking Instruction: Units and Lessons 14 </div> <div gmail_default?=""> Developing Lesson Plans 14 </div> <div gmail_default?=""> Summary 14 </div> <div gmail_default?=""> Extensions 15 </div> <div gmail_default?=""> </div> <div gmail_default?=""> 2 Objectives, Assessment, and Instruction 16 </div> <div gmail_default?=""> Chapter Objectives 16 </div> <div gmail_default?=""> The Purpose of Instructional Objectives 17 </div> <div gmail_default?=""> The KUD Format for Instructional Objectives 21 </div> <div gmail_default?=""> Know Objectives 21 </div> <div gmail_default?=""> Understand Objectives 24 </div> <div gmail_default?=""> Able to Do Objectives 26 </div> <div gmail_default?=""> Moving from Standards to Objectives 29 </div> <div gmail_default?=""> Instructional Alignment 29 </div> <div gmail_default?=""> Assessing Instructional Objectives 31 </div> <div gmail_default?=""> Formative Assessments 31 </div> <div gmail_default?=""> Summative Assessments 32 </div> <div gmail_default?=""> Summary 33 </div> <div gmail_default?=""> Extensions 33 </div> <div gmail_default?=""> Part One Summary 35 </div> <div gmail_default?=""> </div> <div gmail_default?=""> <br> <div gmail_default?=""> PART TWO BASIC INSTRUCTIONAL MODELS 37 </div><br> <div gmail_default?=""> 3 The Direct Instruction Model 40 </div> </div> <div gmail_default?=""> Chapter Objectives 40 </div> <div gmail_default?=""> In the Elementary Classroom 40 </div> <div gmail_default?=""> In the Middle/Secondary Classroom 41 </div> <div gmail_default?=""> Basis for the Direct Instruction Model 43 </div> <div gmail_default?=""> Steps in the Direct Instructional Model 44 </div> <div gmail_default?=""> Step 1: Review Previously Learned Material 44 </div> <div gmail_default?=""> Step 2: State Objectives for The Lesson 44 </div> <div gmail_default?=""> Strategy Alert Advance Organizers 45 </div> <div gmail_default?=""> Step 3: Present New Material 45 </div> <div gmail_default?=""> Step 4: Guide Practice, Assess Performance, and Provide Corrective </div> <div gmail_default?=""> Feedback 47 </div> <div gmail_default?=""> Step 5: Assign Independent Practice, Assess Performance, and Provide </div> <div gmail_default?=""> Corrective Feedback 49 </div> <div gmail_default?=""> Step 6: Review Periodically, Offering Corrective Feedback If Necessary 50 </div> <div gmail_default?=""> Summary of Steps in the Direct Instruction Model 50 </div> <div gmail_default?=""> Evaluating Learning in the Direct Instruction Model 51 </div> <div gmail_default?=""> Meeting Individual Needs in Direct Instruction 53 </div> <div gmail_default?=""> Flexible Grouping 53 </div> <div gmail_default?=""> Varying Questions 53 </div> <div gmail_default?=""> Benefits of the Direct Instruction Model 54 </div> <div gmail_default?=""> ELEMENTARY GRADES LESSON </div> <div gmail_default?=""> Direct Instruction: Rhyming with Mother Goose 54 </div> <div gmail_default?=""> MIDDLE/SECONDARY GRADES LESSON </div> <div gmail_default?=""> Direct Instruction: Writing Haiku 56 </div> <div gmail_default?=""> Summary 57 </div> <div gmail_default?=""> Extensions 57 </div> <div gmail_default?=""> </div> <div gmail_default?=""> 4 The Concept Attainment Model 59 </div> <div gmail_default?=""> Chapter Objectives 59 </div> <div gmail_default?=""> In the Elementary Classroom 59 </div> <div gmail_default?=""> In the Middle/Secondary Classroom 60 </div> <div gmail_default?=""> Basis for the Concept Attainment Model 62 </div> <div gmail_default?=""> Steps in the Concept Attainment Model 63 </div> <div gmail_default?=""> Step 1: Select and Define a Concept through the Concept’s Essential </div> <div gmail_default?=""> Characteristics 63 </div> <div gmail_default?=""> Step 2: Develop Positive and Negative Examples 65 </div> <div gmail_default?=""> Step 3: Review the Concept Attainment Process with the Class 66 </div> <div gmail_default?=""> Step 4: Present the Examples 66 </div> <div gmail_default?=""> Step 5: Generate Hypotheses and Continue the Example/Hypothesis </div> <div gmail_default?=""> Cycle 67 </div> <div gmail_default?=""> Step 6: Develop a Concept Label and Definition 67 </div> <div gmail_default?=""> Strategy Alert Generating and Testing Hypotheses 67 </div> <div gmail_default?=""> Step 7: Provide Test Examples to Solidify the Definition 68 </div> <div gmail_default?=""> Step 8: Discuss the Process with the Class 68 </div> <div gmail_default?=""> Summary of Steps in the Concept Attainment Model 68 </div> <div gmail_default?=""> Variations on the Concept Attainment Model 69 </div> <div gmail_default?=""> Evaluating Learning in the Concept Attainment Model 70 </div> <div gmail_default?=""> Meeting Individual Needs with the Concept Attainment Model 71 </div> <div gmail_default?=""> Benefits of the Concept Attainment Model 72 </div> <div gmail_default?=""> ELEMENTARY GRADES LESSON </div> <div gmail_default?=""> Concept Attainment: Hibernation 72 </div> <div gmail_default?=""> MIDDLE/SECONDARY GRADES LESSON </div> <div gmail_default?=""> Concept Attainment: Metaphors 73 </div> <div gmail_default?=""> Summary 75 </div> <div gmail_default?=""> Extensions 77 </div> <div gmail_default?=""> </div> <div gmail_default?=""> 5 The Concept Development Model 78 </div> <div gmail_default?=""> Chapter Objectives 78 </div> <div gmail_default?=""> In the Elementary Classroom 78 </div> <div gmail_default?=""> In the Middle/Secondary Classroom 80 </div> <div gmail_default?=""> Basis for the Concept Development Model 82 </div> <div gmail_default?=""> Steps in the Concept Development Model 85 </div> <div gmail_default?=""> Step 1: List as Many Items as Possible That Are Associated with the </div> <div gmail_default?=""> Subject 86 </div> <div gmail_default?=""> Strategy Alert Brainstorming 86 </div> <div gmail_default?=""> Step 2: Group the Items Because They Are Alike in Some Way 87 </div> <div gmail_default?=""> Step 3: Label the Groups by Defining the Reasons for Grouping 87 </div> <div gmail_default?=""> Step 4: Regroup or Subsume Individual Items or Whole Groups under Other </div> <div gmail_default?=""> Groups 87 </div> <div gmail_default?=""> Step 5: Synthesize the Information by Summarizing the Data and Forming </div> <div gmail_default?=""> Generalizations 88 </div> <div gmail_default?=""> Summary of Steps in the Concept Development Model 89 </div> <div gmail_default?=""> Evaluating Learning in the Concept Development Model 89 </div> <div gmail_default?=""> Meeting Individual Needs with the Concept Development </div> <div gmail_default?=""> Model 91 </div> <div gmail_default?=""> Benefits of Using the Concept Development Model 91 </div> <div gmail_default?=""> ELEMENTARY GRADES LESSON </div> <div gmail_default?=""> Concept Development: Living and Nonliving Things 92 </div> <div gmail_default?=""> MIDDLE/SECONDARY GRADES LESSON </div> <div gmail_default?=""> Concept Development: Grudge 93 </div> <div gmail_default?=""> Summary 93 </div> <div gmail_default?=""> Extensions 94 </div> <div gmail_default?=""> </div> <div gmail_default?=""> 6 The Cause-and-Effect Model 95 </div> <div gmail_default?=""> Chapter Objectives 95 </div> <div gmail_default?=""> In the Elementary Classroom 95 </div> <div gmail_default?=""> In the Middle/Secondary Classroom 98 </div> <div gmail_default?=""> The Basis of the Cause-and-Effect Model 99 </div> <div gmail_default?=""> Steps in the Cause-and-Effect Model 100 </div> <div gmail_default?=""> Step 1: Choose the Data or Topic, Action, or Problem to Be Analyzed 101 </div> <div gmail_default?=""> Step 2: Ask for Causes and Support for Those Causes 101 </div> <div gmail_default?=""> Step 3: Ask for Effects and Support 101 </div> <div gmail_default?=""> Step 4: Ask for Prior Causes and Support 101 </div> <div gmail_default?=""> Step 5: Ask for Subsequent Effects and Support 101 </div> <div gmail_default?=""> Strategy Alert Flow Charts 102 </div> <div gmail_default?=""> Step 6: Ask for Conclusions 103 </div> <div gmail_default?=""> Step 7: Ask for Generalizations 103 </div> <div gmail_default?=""> Summary of Steps in the Cause-and-Effect Model 104 </div> <div gmail_default?=""> Evaluating Learning in the Cause-and-Effect Model 104 </div> <div gmail_default?=""> Meeting Individual Needs with the Cause-and-Effect Model 105 </div> <div gmail_default?=""> Benefits of the Cause-and-Effect Model 106 </div> <div gmail_default?=""> ELEMENTARY GRADES LESSON </div> <div gmail_default?=""> Cause and Effect: Water Cycle, Blizzards, and The Long Winter 106 </div> <div gmail_default?=""> SECONDARY GRADES LESSON </div> <div gmail_default?=""> Cause and Effect: Hamlet and Claudius 107 </div> <div gmail_default?=""> Summary 108 </div> <div gmail_default?=""> Extensions 110 </div> <div gmail_default?=""> </div> <div gmail_default?=""> 7 The Vocabulary Acquisition Model 111 </div> <div gmail_default?=""> Chapter Objectives 111 </div> <div gmail_default?=""> In the Elementary Classroom 111 </div> <div gmail_default?=""> In the Middle/Secondary Classroom 113 </div> <div gmail_default?=""> The Basis of the Vocabulary Acquisition Model 115 </div> <div gmail_default?=""> The Spelling—Meaning Connection 115 </div> <div gmail_default?=""> Principles Underlying the Vocabulary Acquisition Model 116 </div> <div gmail_default?=""> How Vocabulary Is Acquired 118 </div> <div gmail_default?=""> Steps in the Vocabulary Acquisition Model 119 </div> <div gmail_default?=""> Step 1: Pretest Knowledge of Words Critical to Content 119 </div> <div gmail_default?=""> Step 2: Elaborate and Discuss Spellings and Meanings 119 </div> <div gmail_default?=""> Step 3: Directly Teach Words on Which Comprehension Will Hinge 120 </div> <div gmail_default?=""> Strategy Alert Linking Strategies 121 </div> <div gmail_default?=""> Strategy Alert Think-Pair-Share121 </div> <div gmail_default?=""> Step 4: Read and Study 124 </div> <div gmail_default?=""> Step 5: Evaluate and Posttest 124 </div> <div gmail_default?=""> Summary of Steps in the Vocabulary Acquisition Model 125 </div> <div gmail_default?=""> Evaluating Learning in the Vocabulary Acquisition Model 126 </div> <div gmail_default?=""> Meeting Individual Needs with the Vocabulary Acquisition Model 126 </div> <div gmail_default?=""> Benefits of the Vocabulary Acquisition Model 128 </div> <div gmail_default?=""> ELEMENTARY GRADES LESSON </div> <div gmail_default?=""> Vocabulary Acquisition: Units of Measurement 128 </div> <div gmail_default?=""> MIDDLE/SECONDARY GRADES LESSON </div> <div gmail_default?=""> Vocabulary Acquisition: The Middle Ages 129 </div> <div gmail_default?=""> Summary 130 </div> <div gmail_default?=""> Extensions 131 </div> <div gmail_default?=""> Part Two Summary 133 </div> <div gmail_default?=""> </div> <div gmail_default?=""> <br> <div gmail_default?=""> PART THREE TEACHING WITH ADVANCED INSTRUCTIONAL MODELS 135 </div><br> <div gmail_default?=""> 8 The Integrative Model 137 </div> </div> <div gmail_default?=""> Chapter Objectives 137 </div> <div gmail_default?=""> In the Elementary Classroom 137 </div> <div gmail_default?=""> In the Middle/Secondary Classroom 139 </div> <div gmail_default?=""> Basis for the Integrative Model 142 </div> <div gmail_default?=""> Steps in the Integrative Model 143 </div> <div gmail_default?=""> Step 1: Planning for the Integrative Model 143 </div> <div gmail_default?=""> Step 2: Describe, Compare, and Search for Patterns in a Data Set 146 </div> <div gmail_default?=""> Step 3: Explain the Identified Similarities and Differences 147 </div> <div gmail_default?=""> Step 4: Hypothesize What Would Happen under Different </div> <div gmail_default?=""> Conditions 147 </div> <div gmail_default?=""> Step 5: Make Broad Generalizations about the Topic and the </div> <div gmail_default?=""> Discussion 147 </div> <div gmail_default?=""> Strategy Alert Summarizing 148 </div> <div gmail_default?=""> Summary of Steps in the Integrative Model 148 </div> <div gmail_default?=""> Evaluating Learning in the Integrative Model 150 </div> <div gmail_default?=""> Meeting Individual Needs with the Integrative Model 152 </div> <div gmail_default?=""> Strategy Alert Cubing 152 </div> <div gmail_default?=""> Benefits of the Integrative Model 153 </div> <div gmail_default?=""> ELEMENTARY GRADES LESSON </div> <div gmail_default?=""> Integrative Model: Fractions 153 </div> <div gmail_default?=""> MIDDLE/SECONDARY GRADES LESSON </div> <div gmail_default?=""> Integrative Model: Societal Changes Affecting Families 155 </div> <div gmail_default?=""> Summary 156 </div> <div gmail_default?=""> Extensions 156 </div> <div gmail_default?=""> </div> <div gmail_default?=""> </div> <div gmail_default?=""> 9 The Socratic Seminar Model 157 </div> <div gmail_default?=""> Chapter Objectives 157 </div> <div gmail_default?=""> In the Elementary Classroom 157 </div> <div gmail_default?=""> In the Middle/Secondary Classroom 159 </div> <div gmail_default?=""> The Basis for the Socratic Seminar Model 160 </div> <div gmail_default?=""> Versions of the Socratic Seminar 161 </div> <div gmail_default?=""> Questioning 163 </div> <div gmail_default?=""> Examples of Question Types 163 </div> <div gmail_default?=""> Steps in the Socratic Seminar Model 165 </div> <div gmail_default?=""> Step 1: Choose the Text–Written, Visual, or Audio 165 </div> <div gmail_default?=""> Step 2: Plan and Cluster Several Questions of Varying Cognitive </div> <div gmail_default?=""> Demand 165 </div> <div gmail_default?=""> Step 3: Introduce the Model to the Students 166 </div> <div gmail_default?=""> Step 4: Conduct the Dialogue 167 </div> <div gmail_default?=""> Step 5: Review and Summarize the Seminar 168 </div> <div gmail_default?=""> Step 6: Evaluate the Seminar with the Students Based on Previously Stated </div> <div gmail_default?=""> Criteria 168 </div> <div gmail_default?=""> Summary of Steps in the Socratic Seminar Model 170 </div> <div gmail_default?=""> Strategy Alert Reciprocal Teaching 171 </div> <div gmail_default?=""> Evaluating Learning in the Socratic Seminar Model 173 </div> <div gmail_default?=""> Meeting Individual Needs with the Socratic Seminar Model 173 </div> <div gmail_default?=""> Benefits of the Socratic Seminar Model 174 </div> <div gmail_default?=""> ELEMENTARY GRADES LESSON </div> <div gmail_default?=""> Socratic Seminar: Old Henry, by Joan W. Blos 174 </div> <div gmail_default?=""> MIDDLE/SECONDARY GRADES LESSON </div> <div gmail_default?=""> Socratic Seminar: The War Prayer and “Sullivan Ballou’s Letter to His </div> <div gmail_default?=""> Wife” 176 </div> <div gmail_default?=""> Summary 177 </div> <div gmail_default?=""> Extensions 177 </div> <div gmail_default?=""> </div> <div gmail_default?=""> 10 Cooperative Learning Models 179 </div> <div gmail_default?=""> Chapter Objectives 179 </div> <div gmail_default?=""> In the Elementary Classroom 179 </div> <div gmail_default?=""> In the Middle/Secondary Classroom 181 </div> <div gmail_default?=""> Basis of Cooperative Learning Models 182 </div> <div gmail_default?=""> The Cooperative Learning Model: The Template 184 </div> <div gmail_default?=""> Strategy Alert Numbered Heads 184 </div> <div gmail_default?=""> Planning Steps 185 </div> <div gmail_default?=""> Implementation Steps 185 </div> <div gmail_default?=""> Summary of Steps in the Cooperative Learning Template Model 186 </div> <div gmail_default?=""> Specific Cooperative Models 186 </div> <div gmail_default?=""> The Graffiti Model 186 </div> <div gmail_default?=""> The Jigsaw Model 188 </div> <div gmail_default?=""> The Structured Academic Controversy Model 192 </div> <div gmail_default?=""> The Student Teams-Achievement Division (STAD) Model 196 </div> <div gmail_default?=""> Evaluating Learning in the Cooperative Learning Models 199 </div> <div gmail_default?=""> Meeting Individual Needs with the Cooperative Learning Models 200 </div> <div gmail_default?=""> Benefits of the Cooperative Learning Models 201 </div> <div gmail_default?=""> ELEMENTARY GRADES LESSON </div> <div gmail_default?=""> Cooperative Learning Jigsaw: Clouds 201 </div> <div gmail_default?=""> MIDDLE/SECONDARY GRADES LESSON </div> <div gmail_default?=""> Cooperative Learning Graffiti: Formal and Informal Speech 202 </div> <div gmail_default?=""> Summary 203 </div> <div gmail_default?=""> Extensions 203 </div> <div gmail_default?=""> </div> <div gmail_default?=""> 11 Inquiry Models 205 </div> <div gmail_default?=""> Chapter Objectives 205 </div> <div gmail_default?=""> In the Elementary Classroom 205 </div> <div gmail_default?=""> In the Middle/Secondary Classroom 206 </div> <div gmail_default?=""> The Basis for an Inquiry Approach to Instruction 209 </div> <div gmail_default?=""> Inquiry Model 1: The Suchman Inquiry Model 212 </div> <div gmail_default?=""> Step 1: Select a Problem and Conduct Research 212 </div> <div gmail_default?=""> Step 2: Introduce the Process and Present the Problem 213 </div> <div gmail_default?=""> Step 3: Gather Data 213 </div> <div gmail_default?=""> Step 4: Develop a Hypothesis and Test It 214 </div> <div gmail_default?=""> Step 5: Explain the Hypothesis and State the Rules Associated </div> <div gmail_default?=""> with It 214 </div> <div gmail_default?=""> Step 6: Analyze the Process 214 </div> <div gmail_default?=""> Step 7: Evaluate 214 </div> <div gmail_default?=""> Summary of Steps in the Suchman Inquiry Model 215 </div> <div gmail_default?=""> Inquiry Model 2: The WebQuest Model 217 </div> <div gmail_default?=""> Step 1: The Teacher Selects a Problem and Conducts Preliminary </div> <div gmail_default?=""> Research 217 </div> <div gmail_default?=""> Step 2: Present the Problem in the WebQuest Unit 218 </div> <div gmail_default?=""> Step 3: Students Gather Data and Information to Solve the Problem 218 </div> <div gmail_default?=""> Step 4: Students Develop and Verify Their Solutions 219 </div> <div gmail_default?=""> Summary of Steps in the WebQuest Model of Inquiry 219 </div> <div gmail_default?=""> Inquiry Model 3: The Problem-Based Inquiry Model 219 </div> <div gmail_default?=""> Step 1: Engage with a Problem 221 </div> <div gmail_default?=""> Strategy Alert Generating and Testing Hypotheses 222 </div> <div gmail_default?=""> Step 2: Explore the Problem with the PBL Inquiry Chart 222 </div> <div gmail_default?=""> Step 3: Explain and Share the Information 223 </div> <div gmail_default?=""> Step 4: Elaborate and Take Action 223 </div> <div gmail_default?=""> Step 5: Evaluate the Process 223 </div> <div gmail_default?=""> Summary of Steps in the Problem- </div> <div gmail_default?=""> Based </div> <div gmail_default?=""> Inquiry Model 223 </div> <div gmail_default?=""> Evaluating Learning in the Inquiry Models 224 </div> <div gmail_default?=""> Meeting Individual Needs with the Inquiry Models 226 </div> <div gmail_default?=""> Benefits of Inquiry Models 226 </div> <div gmail_default?=""> Connections between Models 227 </div> <div gmail_default?=""> ELEMENTARY GRADES LESSON </div> <div gmail_default?=""> Problem-Based Inquiry: Monarch Butterflies and Stewardship 227 </div> <div gmail_default?=""> MIDDLE/SECONDARY GRADES LESSON </div> <div gmail_default?=""> Suchman Inquiry: Toxins 228 </div> <div gmail_default?=""> Summary 229 </div> <div gmail_default?=""> Extensions 230 </div> <div gmail_default?=""> </div> <div gmail_default?=""> 12 The Synectics Model 231 </div> <div gmail_default?=""> Chapter Objectives 231 </div> <div gmail_default?=""> In the Elementary Classroom 231 </div> <div gmail_default?=""> In the Middle/Secondary Classroom 232 </div> <div gmail_default?=""> Basis for the Synectics Model 235 </div> <div gmail_default?=""> Making the Familiar Strange 236 </div> <div gmail_default?=""> Step 1: Describe the Topic 236 </div> <div gmail_default?=""> Step 2: Create Direct Analogies 237 </div> <div gmail_default?=""> Step 3: Describe Personal Analogies 237 </div> <div gmail_default?=""> Step 4: Identify Compressed Conflicts 238 </div> <div gmail_default?=""> Step 5: Create a New Direct Analogy 238 </div> <div gmail_default?=""> Step 6: Reexamine the Original Topic 239 </div> <div gmail_default?=""> Summary of Steps in Making the Familiar Strange 239 </div> <div gmail_default?=""> Making the Strange Familiar 241 </div> <div gmail_default?=""> Step 1: Provide Information 241 </div> <div gmail_default?=""> Step 2: Present the Analogy 241 </div> <div gmail_default?=""> Step 3: Use Personal Analogies to Create Compressed Conflicts 241 </div> <div gmail_default?=""> Step 4: Compare the Compressed Conflict with the Subject 241 </div> <div gmail_default?=""> Step 5: Identify Differences 241 </div> <div gmail_default?=""> Step 6: Reexamine the Original Subject 242 </div> <div gmail_default?=""> Step 7: Create New Direct Analogies 242 </div> <div gmail_default?=""> Summary of Steps in Making the Strange Familiar 242 </div> <div gmail_default?=""> The Synectics Excursion 244 </div> <div gmail_default?=""> Step 1: Present the Problem 244 </div> <div gmail_default?=""> Step 2: Provide Expert Information 244 </div> <div gmail_default?=""> Step 3: Question Obvious Solutions and Purge 244 </div> <div gmail_default?=""> Step 4: Generate Individual Problem Statements 244 </div> <div gmail_default?=""> Step 5: Choose One Problem Statement for Focus 245 </div> <div gmail_default?=""> Step 6: Question through the Use of Analogies 245 </div> <div gmail_default?=""> Step 7: Force Analogies to Fit the Problem 245 </div> <div gmail_default?=""> Step 8: Determine a Solution from a New Viewpoint 245 </div> <div gmail_default?=""> Summary of Steps in the Synectics Excursion 246 </div> <div gmail_default?=""> Evaluating Learning in the Synectics Model 246 </div> <div gmail_default?=""> Meeting Individual Needs with the Synectics Model 248 </div> <div gmail_default?=""> Strategy Alert Graphic Organizers 249 </div> <div gmail_default?=""> Benefits of the Synectics Model 249 </div> <div gmail_default?=""> ELEMENTARY GRADES LESSON </div> <div gmail_default?=""> Synectics Model: The Civil War 250 </div> <div gmail_default?=""> MIDDLE/SECONDARY GRADES LESSON </div> <div gmail_default?=""> Synectics Model: Witches 251 </div> <div gmail_default?=""> Summary 252 </div> <div gmail_default?=""> Extensions 252 </div> <div gmail_default?=""> Part Three Summary 253 </div> <div gmail_default?=""> </div> <div gmail_default?=""> <br> <div gmail_default?=""> PART FOUR PUTTING IT ALL TOGETHER 255 </div><br> <div gmail_default?=""> 13 A Fourth Grade Case Study 257 </div> </div> <div gmail_default?=""> Chapter Objectives 257 </div> <div gmail_default?=""> Mrs. Evans’ Plan 258 </div> <div gmail_default?=""> Lesson One: Words We Use to Talk about Angles 259 </div> <div gmail_default?=""> Lesson Two: Exploring Angles 261 </div> <div gmail_default?=""> Lesson Three: Measuring Angles 262 </div> <div gmail_default?=""> Epilogue 264 </div> <div gmail_default?=""> Summary 264 </div> <div gmail_default?=""> Extensions 265 </div> <div gmail_default?=""> </div> <div gmail_default?=""> 14 A Middle School Case Study 266 </div> <div gmail_default?=""> Chapter Objectives 266 </div> <div gmail_default?=""> The Mumford Plan 270 </div> <div gmail_default?=""> Unit: Perspective–It All Depends on Where You Were When 272 </div> <div gmail_default?=""> Lesson One: Toward a Perspective on Point of View 272 </div> <div gmail_default?=""> Lesson Two: Perception–It Depends on Where You Are Coming from 273 </div> <div gmail_default?=""> Lesson Three: Relating Perception and Perspective 275 </div> <div gmail_default?=""> Epilogue 276 </div> <div gmail_default?=""> Summary 276 </div> <div gmail_default?=""> Extensions 277 </div> <div gmail_default?=""> </div> <div gmail_default?=""> 15 A High School Case Study 278 </div> <div gmail_default?=""> Chapter Objectives 278 </div> <div gmail_default?=""> Mr. Samuels’s Plan 279 </div> <div gmail_default?=""> Unit: Macbeth–A Study in Ambition Turned to Avarice 284 </div> <div gmail_default?=""> Epilogue 286 </div> <div gmail_default?=""> Summary 288 </div> <div gmail_default?=""> Extensions 288 </div> <div gmail_default?=""> </div> <div gmail_default?=""> 16 The Wisdom of Practice 289 </div> <div gmail_default?=""> Chapter Objectives 289 </div> <div gmail_default?=""> Good Teachers Are the Leaders of Their Classrooms 290 </div> <div gmail_default?=""> Good Teachers Create a Productive Environment for Learning 291 </div> <div gmail_default?=""> Relationship to Student Learning 292 </div> <div gmail_default?=""> Furniture Arrangement/Seating 292 </div> <div gmail_default?=""> Climate Control 292 </div> <div gmail_default?=""> Equipment and Displays 293 </div> <div gmail_default?=""> Good Teachers Manage Human Relations Effectively 293 </div> <div gmail_default?=""> Good Teachers Engage Learners in Their Own Learning 294 </div> <div gmail_default?=""> Good Teachers Teach Up 295 </div> <div gmail_default?=""> Capitalizing on What Students Know 296 </div> <div gmail_default?=""> Celebrating Differences between Students 296 </div> <div gmail_default?=""> Realizing That There Is More Than One Right Answer 296 </div> <div gmail_default?=""> Providing Appropriate, Quality Feedback 297 </div> <div gmail_default?=""> Good Teachers Are Good Learners 297 </div> <div gmail_default?=""> Recognizing the Importance of Professional Knowledge 297 </div> <div gmail_default?=""> Acting as Researchers 298 </div> <div gmail_default?=""> Good Teachers Develop Instructional Objectives with Learners 298 </div> <div gmail_default?=""> Good Teachers Find Out Why a Plan Is Not Working 299 </div> <div gmail_default?=""> Good Teachers Strive to Make Their Teaching Engaging 300 </div> <div gmail_default?=""> Good Teachers Give Learners Access to Information and Opportunity to </div> <div gmail_default?=""> Practice 300 </div> <div gmail_default?=""> Good Teachers Teach for Two Kinds of Knowledge 301 </div> <div gmail_default?=""> Summary 302 </div> <div gmail_default?=""> Extensions 302 </div> <div gmail_default?=""> Part Four Summary 303 </div> <div gmail_default?=""> Glossary 305 </div> <div gmail_default?=""> References 308 </div> <div gmail_default?=""> Index 312 </div> <div gmail_default?=""> </div> </div>
Rubrieken
- advisering
- algemeen management
- coaching en trainen
- communicatie en media
- economie
- financieel management
- inkoop en logistiek
- internet en social media
- it-management / ict
- juridisch
- leiderschap
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- non-profit
- ondernemen
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- personal finance
- personeelsmanagement
- persoonlijke effectiviteit
- projectmanagement
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- reclame en verkoop
- strategisch management
- verandermanagement
- werk en loopbaan