<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>