(EBook PDF) Strategies and Models for Teachers Teaching Content and Thinking Skills 6th Edition by Paul Eggen, Don Kauchak 0133467171 9780133467178 full chapters

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ISBN-10 :  0133467171 

ISBN-13 :  9780133467178

Author: Paul Eggen, Don Kauchak 

This K-12 teaching methods text continues to focus on instruction, using a models approach that links prescriptive teaching strategies to specific content and thinking objectives.    Well known for it’s practical case-study approach, the Sixth Edition of Strategies and Models for Teachers opens each chapter with a case study that illustrates an instructional model in practice and translates cognitive principles of learning into teaching strategies. This edition is composed of two main parts. In Part I the first three chapters describe principles of cognitive learning and motivation theory, teaching strategies that apply to all grade levels, and the teaching of thinking. In Part II, the remaining chapters offer detailed coverage of the individual models, with each model designed to help learners reach specific cognitive, social, and critical thinking goals. With a focus on active learning, utilizing research, cognitive psychology, experience, and emphasizes the teacher’s central role in the learning process teachers will find this an invaluable resource throughout their career.

Strategies and Models for Teachers: Teaching Content and Thinking Skills 6th Table of contents:

Chapter 1 Models of Teaching and Developing as a Teacher
Chapter Outline
Learning Objectives
Teachers Make a Difference
The Need for Instructional Alternatives
Strategies and Models for Teachers
Strategies for Teachers
Models of Teaching
Cognitive Learning Goals
Domains of Learning
Levels of Cognitive Goals
Learning and Teaching in Today’s World
Standards and the Need for Instructional Alternatives
The Standards Movement in Education
Standards in Today’s Schools
Professional Organizations’ Standards: Teacher Knowledge and Teacher Abilities
The Model Core Teaching Standards
The National Board for Professional Teaching Standards
The Common Core State Standards Initiative
Exploring Diversity: Learner Diversity in Today’s Schools
Linguistic Diversity
Learner Development
Learners with Exceptionalities
Responding to Diversity
Technology and Teaching: The Influence of Technology on Teaching and Learning
Decision Making and Reflective Practice
Reflective Practice and Models of Teaching
Summary
Teachers Make a Difference
The Need for Instructional Alternatives
Learning and Teaching in Today’s World
Decision Making and Reflective Practice
Important Concepts
Discussion Questions
Chapter 2 Learning, Motivation, and Models of Teaching
Chapter Outline
Learning Objectives
The Importance of Classroom Climate
Creating a Positive Classroom Climate
Modeling
Caring
Communicating Caring
Positive Expectations
Personal Teaching Efficacy
Exploring Diversity: Learner Diversity and Classroom Climate
Cognitive Learning Theory
Principles of Cognitive Learning Theory
Learning and Development Depend on Learners’ Experiences
People Want Their Experiences to Make Sense
People Construct Knowledge in Order to Make Sense of Their Experiences
The Knowledge Learners Construct Depends on Their Prior Knowledge and Experiences
Social Interaction and the Use of Language Facilitate Knowledge Construction
Learning Requires Practice and Feedback
Learning Is Enhanced When Learning Experiences Are Connected to the Real World
Attention and Perception
Characteristics of Attention
Attracting and Maintaining Attention
Perception
Student Memory and Classroom Learning
Working Memory
Long-Term Memory
Developmentally Appropriate Practice: Developmental Differences in Cognitive Learning
Learner Motivation
Motivation and Learning
Extrinsic and Intrinsic Motivation
Motivation to Learn
Promoting Motivation to Learn in Your Classroom
The Teacher: Teacher Behaviors and Beliefs
Order and Safety
Effective Teaching
Helping Students Succeed
Creating a Sense of Challenge
Personalizing Examples
Involving Students
Assessment and Feedback
Technology and Teaching: Using Technology to Increase Learner Motivation
Summary
The Importance of Classroom Climate
Cognitive Learning Theory
Learner Motivation
Important Concepts
Assessing Your Understanding
Discussion Questions
Chapter 3 Essential Teaching Strategies and the Teaching of Thinking
Chapter Outline
Learning Objectives
Planning for Instruction: An Essential Teaching Strategy
What Is Important for My Students to Learn?
What Do I Want My Students to Know or Be Able to Do?
How Will I Help Students Reach My Learning Objectives?
How Will I Know If Students Have Reached My Learning Objectives?
Are My Learning Activity and Assessments Logically Connected to My Objectives?
Learning Activities: Implementing Essential Teaching Strategies
Teacher Behaviors and Beliefs
Organization
Communication
Focus
Feedback
Praise
Written Feedback
Monitoring
Questioning
Questioning Frequency
Equitable Distribution
Prompting
Wait-Time
Cognitive Levels of Questions
Review and Closure
Exploring Diversity: Essential Teaching Strategies with Learners Having Diverse Backgrounds
Teacher Behaviors and Beliefs
Questioning
Feedback
Essential Teaching Strategies and the Teaching of Thinking
The Challenge of Critical Thinking
Promoting Critical Thinking in Your Classroom
Advanced Levels of Thinking
Teaching Thinking: Increasing Learner Motivation
A Climate for Thinking
Thinking Inclinations
Summary
Planning for Instruction: An Essential Teaching Strategy
Learning Activities: Implementing Essential Teaching Strategies
Essential Teaching Strategies and the Teaching of Thinking
Important Concepts
Assessing Your Understanding
Discussion Questions
Chapter 4 Student–Student Interaction Strategies: Groupwork, Cooperative Learning, and Discussions
Chapter Outline
Learning Objectives
Features of Effective Groupwork and Cooperative Learning
Benefits of Student–Student Interaction
Groupwork Strategies
Planning and Implementing Effective Groupwork
Preventing Off-Task Behavior
Developing Interaction Skills
Types of Groupwork
Think–Pair–Share
Pairs Check
Combining Pairs
Teammates Consult
Cooperative Learning Strategies
Jigsaw
Features of Jigsaw
Organized Bodies of Knowledge
Task Specialization
Planning Jigsaw Activities
Specifying Learning Objectives
Preparing Study Guides
Forming Student Teams
Supplementing Expert Presentations
Implementing Lessons Using Jigsaw
Assigning Experts
Information Gathering
Expert Meetings
Peer Instruction
Review and Closure
Student Teams Achievement Divisions (STAD)
Planning Lessons with STAD
Planning for Whole-Group Instruction
Organizing Groups
Planning for Team Study
Calculating Base Scores and Improvement Points
Implementing Lessons Using STAD
Phase 1: Instruction
Phase 2: Transition to Teams
Phase 3: Team Study
Phase 4: Recognizing Achievement
Team Scoring
Team Awards
Using Improvement Points in Grading
Assessing Learning When Using Groupwork and Cooperative Learning
Assessing Understanding of Content
Assessing Group Processes
Exploring Diversity: Promoting Interpersonal Relationships with Groupwork and Cooperative Learning
Critiquing Groupwork and Cooperative Learning
Discussion Strategies
Planning for Discussions
Identifying Topics
Specifying Learning Objectives
Developing Student Knowledge
Establishing Structure
Implementing Discussions
Phase 1: Introduction
Phase 2: Exploration
Obstacles to Effective Discussions
Phase 3: Closure
Assessing Learning When Using Discussion Strategies
Assessing Content and Critical Thinking
Assessing Social Development
Cooperative Learning and Discussions in Differing Learning Environments
Technology and Teaching: Developing Social Skills in Technology-Mediated Communication
Guidelines for Effective Electronic Communication
Developmentally Appropriate Practice: Cooperative Learning and Discussions with Students of Different Ages
Cooperative Learning and Discussions with Young Children
Increasing Motivation with Cooperative Learning and Discussions
Summary
Features of Effective Groupwork and Cooperative Learning
Groupwork Strategies
Cooperative Learning Strategies
Discussion Strategies
Cooperative Learning and Discussions in Differing Learning Environments
Important Concepts
Assessing Your Understanding
Discussion Questions
Chapter 5 The Guided Discovery Model
Chapter Outline
Learning Objectives
Content Taught with the Guided Discovery Model
Concepts: Categories with Common Characteristics
Characteristics
Teaching Difficult Concepts
Generalizations: Relationships among Concepts
Planning Lessons with the Guided Discovery Model
Identify Topics
Specify Learning Objectives
Prepare Examples and Nonexamples
Quality of Examples
Variety of Examples
Context for Examples
Types of Examples
Concrete Materials
Pictures
Models
Vignettes
Simulation and Role Play
Technology and Teaching: Using Technology to Create High-Quality Examples
Implementing Lessons Using the Guided Discovery Model
Phase 1: Introduction
Phase 2: The Open-Ended Phase
Phase 3: The Convergent Phase
Phase 4: Closure and Application
Implementing Lessons with the Guided Discovery Model: Emphasis on Thinking and Understanding
Implementing Lessons Using the Guided Discovery Model: Increasing Student Motivation
Student Involvement and Success
A Sense of the Unknown
Adapting the Guided Discovery Model in Different Learning Environments
Developmentally Appropriate Practice: The Guided Discovery Model with Different-Aged Learners
Guided Discovery Lessons with Young Children
Guided Discovery Lessons with Older Students
Exploring Diversity: Using the Guided Discovery Model with Members of Cultural Minorities
Creativity in Teaching
Spontaneous Guided Discovery Lessons
Length of Lessons
Assessing Student Learning
Aligning Assessments and Objectives
Using Assessment to Increase Learning
Critiquing the Guided Discovery Model
Summary
Content Taught with the Guided Discovery Model
Planning Lessons with the Guided Discovery Model
Implementing Lessons Using the Guided Discovery Model
Adapting the Guided Discovery Model in Different Learning Environments
Assessing Student Learning
Important Concepts
Assessing Your Understanding
Discussion Questions
Chapter 6 The Concept Attainment Model
Chapter Outline
Learning Objectives
Learning Objectives for the Concept Attainment Model
Developing and Elaborating Concepts
Developing Critical-Thinking Abilities
Planning Lessons Using the Concept Attainment Model
Identify Topics
Specify Learning Objectives
Select Examples and Nonexamples
Selecting Examples
Selecting Nonexamples
Sequence Examples and Nonexamples
Implementing Lessons Using the Concept Attainment Model
Phase 1: Introduction
Phase 2: Examples and Hypothesizing
Phase 3: The Analysis Cycle
Phase 4: Closure and Application
Concept Attainment Lessons: Critical Thinking and the Scientific Method
Increasing Learner Motivation with Concept Attainment Lessons
Increasing Motivation with Student Groupwork
Developing Self-Regulation with Concept Attainment Lessons
Adapting the Concept Attainment Model in Different Learning Environments
Developmentally Appropriate Practice: Concept Attainment Lessons with Young Children
Exploring Diversity: Concept Attainment Activities with Members of Cultural Minorities
Concept Attainment II
Concept Attainment III
Technology and Teaching: Using Computer Programs to Conduct Concept Attainment Activities
Assessing Student Learning in Concept Attainment Activities
Assessing Understanding of Concepts
Assessing Critical-Thinking Abilities
Summary
Learning Objectives for the Concept Attainment Model
Planning Lessons Using the Concept Attainment Model
Implementing Lessons Using the Concept Attainment Model
Adapting the Concept Attainment Model in Different Learning Environments
Assessing Student Learning in Concept Attainment Activities
Important Concepts
Assessing Your Understanding
Discussion Questions
Chapter 7 The Integrative Model
Chapter Outline
Learning Objectives
Learning Goals for the Integrative Model
Organized Bodies of Knowledge: Relationships among Facts, Concepts, and Generalizations
Developing Critical Thinking
Planning Lessons with the Integrative Model
Identify Topics
Specify Learning Goals
Content Goals
Planning for Critical Thinking
Prepare Data Representations
Gathering Data
Effective Data Displays
Technology and Teaching: Utilizing Databases with the Integrative Model
Specify Questions
Scope of Lessons
Implementing Lessons Using the Integrative Model
Phase 1: The Open-Ended Phase
Recording Information
Phase 2: The Causal Phase
Explainable Comparisons
Phase 3: The Hypothetical Phase
Phase 4: Closure and Application
Sequencing the Phases
Using the Integrative Model to Increase Student Motivation
Critiquing Judy’s Lesson
Adapting the Integrative Model in Different Learning Environments
Exploring Diversity: Using the Integrative Model with Students Having Diverse Backgrounds
Students’ Language Abilities
Using Existing Materials to Increase Efficiency
Phase 1
Phase 2
Phase 3
Phase 4
Phase 1
Phase 2
Phase 3
Phase 4
Developing Matrices during Class Discussions
Assessing Student Learning When the Integrative Model Is Used
Assessing Content Outcomes
Assessing Critical Thinking
Using Assessment to Increase Learning
Critiquing the Integrative Model
Summary
Learning Objectives for the Integrative Model
Planning Lessons with the Integrative Model
Implementing Lessons Using the Integrative Model
Adapting the Integrative Model in Different Learning Environments
Assessing Student Learning When the Integrative Model Is Used
Important Concepts
Assessing Your Understanding
Discussion Questions
Chapter 8 Problem-Based Learning
Chapter Outline
Learning Objectives
Planning Problem-Based Learning Lessons
Identify Topic
Specify Learning Objectives
Identify Problems
Access Materials
Implementing Problem-Based Learning Lessons
Phase 1: Review and Present Problem
Phase 2: Devise a Strategy
Phase 3: Implement the Strategy
Phase 4: Discuss and Evaluate Results
Technology and Teaching: Using Technology to Support Problem-Based Learning
Inquiry
Planning Inquiry Lessons
Identify Inquiry Question and Learning Objectives
Planning for Data Gathering
Implementing Inquiry Lessons
Phase 1: Identify Question
Phase 2: Generate Hypotheses
Phase 3: Gather and Display Data
Phase 4: Assess Hypotheses and Generalize
Using the Inquiry Model in Different Content Areas
Spontaneous Inquiry
Inquiry and Concept Attainment
Adapting Problem-Based Instruction in Different Learning Contexts
Developmentally Appropriate Practice: Using Problem-Based Learning with Different-Aged Students
Exploring Diversity: Using Problem-Based Learning with Students Having Diverse Backgrounds
Increasing Motivation with Problem-Based Learning
Assessing Learning in Problem-Based Activities
Alternative Assessment and Problem-Based Learning
Performance Assessments
Systematic Observation
Checklists
Rating Scales
Group versus Individual Assessment
Using Cases to Assess Student Understanding in Inquiry Lessons
Summary
Planning Problem-Based Learning Lessons
Implementing Problem-Based Learning Lessons
Inquiry
Adapting Problem-Based Instruction in Different Learning Contexts
Assessing Learning in Problem-Based Activities
Important Concepts
Assessing Your Understanding
Discussion Questions
Chapter 9 The Direct Instruction Model
Chapter Outline
Learning Objectives
Planning Lessons with the Direct Instruction Model
Identify Topics
Procedural Skills
Specify Learning Objectives
Prepare Examples and Problems
Implementing Lessons Using the Direct Instruction Model
Phase 1: Introduction and Review
Phase 2: Presentation
Phase 3: Guided Practice
Phase 4: Independent Practice
Implementing Lessons with the Direct Instruction Model: Emphasis on Thinking and Understanding
Implementing Lessons with the Direct Instruction Model: Increasing Student Motivation
Adapting the Direct Instruction Model in Different Learning Environments
Developmentally Appropriate Practice: Using the Direct Instruction Model with Different-Aged Learners
Exploring Diversity: Using Direct Instruction with Learners Who Are Culturally and Linguistically Diverse
Technology and Teaching: Capitalizing on Technology with Direct Instruction
Assessing Student Understanding When Using the Direct Instruction Model
Summary
Planning lessons with the Direct Instruction Model
Implementing lessons Using the Direct Instruction Model
Adapting the Direct Instruction Model in Different Learning Environments
Assessing Student Understanding When Using the Direct Instruction Model
Important Concepts
Assessing Your Understanding
Discussion Questions
Chapter 10 The Lecture–Discussion Model
Chapter Outline
Learning Objectives
Lectures and Lecture–Discussions
Planning Lessons Using the Lecture–Discussion Model
Identify Topics
Specify Learning Objectives
Example
Example
Structure Content
Prepare Lesson Introductions
Create Advance Organizers
Implementing Lecture–Discussion Lessons
Phase 1: Review and Introduction
Phase 2: Presentation
Phase 3: Comprehension Monitoring
Exploring Diversity: Comprehension Monitoring with Students Who Are Culturally and Linguistically Diverse
Example
Phase 4: Integration
Lecture–Discussion Cycles: The Building Blocks of Lessons
Phase 5: Closure
Adapting the Lecture–Discussion Model in Different Learning Contexts
Using the Lecture–Discussion Model to Teach Concepts and Generalizations
Planning for Teaching Concepts and Generalizations With the Lecture– Discussion Model
Implementing Lessons When Teaching Concepts and Generalizations with the Lecture–Discussion Model
Developmentally Appropriate Practice: Using the Lecture–Discussion Model with Different-Aged Students
Promoting Students’ Motivation When Using the Lecture–Discussion Model
Technology and Teaching: Capitalizing on Technology with Lecture–Discussions
Assessing Learning When Using the Lecture–Discussion Model
Example
Example
Summary
Lectures and Lecture–Discussions
Planning Lessons Using the Lecture–Discussion Model
Implementing Lessons Using the Lecture–Discussion Model
Adapting the Lecture–Discussion Model in Different Learning Contexts
Assessing Learning When Using the Lecture–Discussion Model

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