Methods of teaching : applying cognitive science to promote student learning /
Preston D. Feden, Robert M. Vogel.
- Boston : McGraw-Hill, c2003.
- 1 v. (various paging) : ill. (some col.) ; 26 cm.
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.
0072305142 (alk. paper)
2002018854
Cognitive learning. Cognition in children. Thought and thinking--Study and teaching.