Methods of teaching : applying cognitive science to promote student learning / Preston D. Feden, Robert M. Vogel.

Contents
SECTION I: Why Change?
Chapter 1: Why Change the Way We Teach?
SCENARIO
INTRODUCTION
Has Society Changed that Much?
Have Schools Changed?
Should Schools Change?
Setting the Record Straight About Public Education
The Context of Schooling
Contexts Then and Now
SPOTLIGHT ON BEHAVIOR MANAGEMENT
Should Teaching Change?
Deep Understanding versus Surface Learning
Promoting Conceptual Change
The Expanding Knowledge Base About How People Learn
How Should Schools and Teaching Change?
How Can Teachers Change?
LEARNING AND TEACHING IN THE AGE OF TECHNOLOGY
What If Schools and Teaching Changed?
How Can Planning for Instruction Change?
Start Planning with a Big Idea
Start Instruction by Cueing Prior Knowledge with a Compelling Attention Getter
Continue by Helping Them Learn Content
Then Help Them Practice What They Learned
Finally, Let Them Apply What They Learned to a Different Problem
SCENARIO REVISITED
A VOICE FROM THE FIELD
INTRODUCTION TO PLANNING FOR INSTRUCTION
PLANNING FOR INSTRUCTION CHAPTER
SUMMARY GETTING TO THE CORE

SECTION II: Changing Classroom Practices to Promote Deep Understanding
Chapter 2: Powerful Principles from Theoretical Perspectives
SCENARIO
INTRODUCTION
How Do Theories Work?
How Do Traditional and Contemporary Theories Differ?
How Do Humans Learn?
What is Social Cognitive Theory?
Modeling Effects Modeling Processes
How Does Contextualist Theory Help Us to Understand Learning?
Constructed Knowledge Language, Learning and Development
The Social Context of Learning
What is Information Processing Theory?
SPOTLIGHT ON BEHAVIOR MANAGEMENT
Attention, Recognition, and Human Memory
Getting Information into Long-Term Memory Declarative and Procedural Knowledge
What Motivates Humans to Learn?
LEARNING AND TEACHING IN THE AGE OF TECHNOLOGY
Intrinsic versus Extrinsic Motivation
Theory Meets Practice
What Motivation Theories Suggest
SCENARIO REVISITED
A VOICE FROM THE FIELD PLANNING FOR INSTRUCTION
CHAPTER SUMMARY
GETTING TO THE CORE

Chapter 3: Practical Applications of Powerful Principles
SCENARIO
INTRODUCTION
What Assumptions Do Teachers Often Make?
How Can We Apply Theory to Practice?
How Can We Create Powerful Instruction to Promote Deep Learning?
How Can We Use Cooperative Learning to Promote Deep Learning?
Some Specific Cooperative Learning Strategies
A Practical Example of a Cooperative Learning Activity
How Can Information Processing Theory Help Us COVER Information?
Information Processing Theory Helps Us COVER Information
SPOTLIGHT ON BEHAVIOR MANAGEMENT
Information Processing Theory Helps Us COVER Information
Information Processing Theory Helps Us COVER Information
A Classroom Example of COVER
Why Are Practice and Feedback Important?
What Context is Necessary for Promoting Learning?
Motivation and the Natural Cycle of Learning
LEARNING AND TEACHING IN THE AGE OF TECHNOLOGY
A Classroom Example of 4MAT
4MAT and the Connection to Powerful Instruction
SCENARIO REVISITEDA VOICE FROM THE FIELD
PLANNING FOR INSTRUCTION
CHAPTER SUMMARY
GETTING TO THE CORE

Chapter 4: Using Powerful Instructional Strategies
SCENARIO
INTRODUCTION
What Specific, Powerful Instructional Strategies Can Teachers Employ?
Research-Based Strategies Interactive Direct Instruction Powerful Questions Questioning Strategies Guide Using Problems to Promote Learning
SPOTLIGHT ON BEHAVIOR MANAGEMENT
Case Study Method Project Learning as a Powerful Strategy
Learning Centers in Your Classroom
LEARNING AND TEACHING IN THE AGE OF TECHNOLOGY
Graphic and Visual Organizers
What Other Instructional Methods Can Teachers Use in Classrooms?
How Can Instructional Methods Be Aligned with Standards?
Standards-Based Education Standards and Powerful Instructional Strategies
SCENARIO REVISITED
A VOICE FROM THE FIELD
PLANNING FOR INSTRUCTION
CHAPTER SUMMARY
GETTING TO THE CORE
SECTION III: Changing Classroom Practices to Accommodate Learner Differences

Chapter 5: Teaching and Learning Styles
SCENARIO
INTRODUCTION
How Do the Social Categories of Culture, Class, and Gender Differences Affect Our Classrooms?
What Do We Mean by "Styles"?
What Do Learning Styles Have to Do With Active Processing of Information?
What is Psychological Type?
The Different Psychological types
SPOTLIGHT ON BEHAVIOR MANAGEMENT
Using Type Theory in Our Classrooms
What Are "Mindstyles"?
The Four Mindstyles Using Mindstyles in the Classroom
How Do Learning Styles Relate to Social Categories?
How Is the 4MAT System Also a Learning Style Theory?
Are There Connections Among Jung's Types, Gregorc's Mindstryles, and McCarthy's 4MAT System?
LEARNING AND TEACHING IN THE AGE OF TECHNOLOGY
What is Meant by Multiple Intelligences?
SCENARIO REVISITED
A VOICE FROM THE FIELD
PLANNING FOR INSTRUCTION
CHAPTER SUMMARY
GETTING TO THE CORE

Chapter 6: Powerful Principles Applied to Special Education
SCENARIO
INTRODUCTION
Briefly, What is the History of Special Education in America?
How Do We Group Learners for Instruction in America's Schools?
How Homogenous Are Our Classrooms, Really?
Grade Designations in Regular Education Labels in Special Education
How Should We Use General and Specific Information?
The Emergence of Developmental Theory Some Significant Developmental Differences
How Do Powerful Principles Relate to Learners with Special Needs?
IEPs and Traditional Learning Theory Using Powerful Principles in Special Education Classrooms Adopting a Growth Paradigm
SPOTLIGHT ON BEHAVIOR MANAGEMENT
How Can We Teach Groups of Learners with Diverse Abilities and Needs?
Social Dimensions and Special Education Differentiated Instruction
What Are Some Specific Techniques to Use with Learners with Disabilities?
How Can Powerful Principles Accommodate Learners with Special Needs in Regular Classrooms? Teach Students Learning Strategies
LEARNING AND TEACHING IN THE AGE OF TECHNOLOGY
Use Specific Techniques to Accommodate Learners
SCENARIO REVISITED
A VOICE FROM THE FIELD
PLANNING FOR INSTRUCTION
CHAPTER SUMMARY
GETTING TO THE CORE

SECTION IV: Changes Needed to Support Powerful Classroom Practices

Chapter 7: From Tests to Authentic Performances
SCENARIO
INTRODUCTION
How Important Is Assessment?
What Are the Major Categories of Assessment?
Norm- and Criterion-Referenced Standardized Tests A Closer Look at Standardized Tests Reliability and Validity of Standardized Tests The SAT as an Example Standardized Tests: The Pros and Cons In Pursuit of Trivia
SPOTLIGHT ON BEHAVIOR MANAGEMENT Standardized Tests and Social Bias Standardized Tests in Perspective
How Do Standardized Tests Relate to Classroom Assessment?
So What is a Teacher to Do?
Developing Valid Conventional Tests Using What We Know from Research
Use Multiple Sources
Do More Formative Assessment
Assess While You Teach, Teach While You Assess
Consider Balancing Traditional with Alternative Assessments
How Do We Get from Alternative Assessment to Evaluation?
Develop and Use Rubrics
LEARNING AND TEACHING IN THE AGE OF TECHNOLOGY
Some Examples of Rubrics Portfolios in the Assessment Process
How Can We Use Assessment to Understand Student Learning?
How Can We Put All of This Together?
SCENARIO REVISITED
A VOICE FROM THE FIELD
PLANNING FOR INSTRUCTIO
NCHAPTER SUMMARY
GETTING TO THE CORE

Chapter 8: Core Concepts, Generative Topics, Essential Questions, and Integrated Themes
SCENARIO
INTRODUCTION
Does Focusing on Big Ideas Help Us Design Better Instruction?
What Are Core Concepts?
Generating Core Concepts Using Core Concepts: Some Examples
What Are Generative Topics? Examples of Generative Topics
What Are Essential Questions?
Characteristics of Essential Questions Essential Questions in the Classroom
What is Meant by Integrated Themes? The Way We Learn, Naturally
LEARNING AND TEACHING IN THE AGE OF TECHNOLOGY
Example of Integrated Thematic Unit
How Are Big Ideas, Essential Questions, and Themes Related to Standards-Based Education?
SCENARIO REVISITED
A VOICE FROM THE FIELD
PLANNING FOR INSTRUCTION
CHAPTER SUMMARY
GETTING TO THE CORE

SECTION V: Putting It All Together

Chapter 9: A Blueprint for Change
SCENARIO
INTRODUCTION
Can Teaching Change?
What Is the Feden-Vogel Model?
Core Concepts Upon Which our Model is Based
The Planning Organizer
The Planning Template: Five Steps to Planning a Unit
The Lesson Plan Form
Components of the Lesson Plan Form
A CaveatIt's
All Very Interesting, But How Can These Tools Really Be Used?
What Are Some Examples of Putting These Tools to Use?
Example 1: The Deer Problem in Pennsylvania
SPOTLIGHT ON BEHAVIOR MANAGEMENT
Example 2: Area of Irregular Polygons Real Plans for Real Learners
LEARNING AND TEACHING IN THE AGE OF TECHNOLOGY A Word About Interdisciplinary Units
SCENARIO REVISITED
A VOICE FROM THE FIELD
PLANNING FOR INSTRUCTION
CHAPTER SUMMARY
GETTING TO THE CORE

Includes bibliographical references (p. R-1-R-8) and indexes.