Instruction: A Models Approach : 2nd Ed. -

Gunter, Mary Alice; Estes, Thomas H.; Schwab, Jan H Asbrouck

ISBN 10: 0205160182 / ISBN 13: 9780205160181

Edité par Allyn & Bacon, 1995

A propos de cet article

Hardcover/pub. 1995/Gd. condition/382 pages - The principles and practices of teacher instruction. (AE56142z).

N° de réf. du vendeur 6142z

Détails bibliographiques

• Titre: Instruction: A Models Approach : 2nd Ed. -
• Éditeur: Allyn & Bacon
• Date de parution: 1995
• Langue: anglais
• ISBN à 10 chiffres: 0205160182
• ISBN à 13 chiffres: 9780205160181
• Reliure: Hard Cover
• Édition: 2ème Édition
• État de l'article: Good
• Catalogues du vendeur:
  • Education

A propos de ce titre

Synopsis

A clearly organized text which begins with planning for instruction, providing a description of educational goals, evaluation strategies, content organization, and selecting instructional tools. The second part matches objectives to instruction and provides ten models for teaching. The final section

Quatrième de couverture

Instruction: A Models Approach, 5/E

Mary A. Gunter, Universityof Virginia
Thomas H. Estes, Universityof Virginia
Susan L. Mintz, Universityof Virginia

ISBN: 0205508863

 

 

“I have found this text to be very helpful in its presentation of the strategies and the processes involved… I am a particular fan of the Cooperative Learning Models.”

-Carolynn Reynolds, California State University at Chico

 

 

Now in its fifth edition, Instruction: A Models Approach identifies and explains more than a dozen instructional models, placing them within a process that is instructionally aligned and based on standards.  Drawn from current research and the most effective practices, the models are closely linked to the preparation of objectives, differentiation practices, and assessment options.  The user-friendly text is a valued resource among K-12 and preservice teachers.

 

New features to this edition include:

 

• Chapters on Planning for Instruction that offer information about state standards, instructional alignment among objectives, assessment, and instruction, as well as strategies for planning and aligning instruction.
• Heavily revised chapters on Direct Instruction, Problem-Centered Inquiry Models, and the Socratic Seminar Model.

New chapters on Eggen and Kauchak’s Integrative Model and Supporting Strategies for Instructional Models that include information on scaffolding, information recall strategies, nonlinguistic representations, identifying similarities and differences, thing-pair-shares, summarizing, and reciprocal teaching.