This text is a more flexible type of General Methods text, one that can be mixed and matched to fit a variety of curriculum arrangements. The book consists of the chapters from on the major teaching models from Arends' LEARNING TO TEACH, Fourth Edition and is a brief version of that text. It is part of a new multi-volume series whose early volumes (in addition to this one) include: Airasian, ASSESSMENT IN THE CLASSROOM; Brophy, MOTIVATION IN THE CLASSROOM; Meece, CHILD AND ADOLESCENT DEVELOPMENT FOR TEACHERS; and Silverman, CASE STUDIES FOR TEACHER PROBLEM SOLVING.
"synopsis" may belong to another edition of this title.
Flexibility- because of its length and price, it can be used either as a core text in general methods courses or as part of a customized teaching package in any course (general methods, educational psychology) that deals with the major models of instruction. It is ideal for those large 6-9 hour block courses (sometimes spanning two semesters) that merge together a variety of topics such as assessment, motivation, classroom management, and instructional methods.
Planning, Management, and Assessment- these three basic teaching functions are first discussed in Chapter 1 and then re-examined in later chapters in terms of the specific instructional model under discussion.
Common Chapter Structure- for each of the five models covered, the author first presents a brief overview of the model, then examines its theoretical and empirical rationale, and finally provides a step-by-step guide to its use.
Built-in-Field Guide- each chapter concludes with several pages of observation, interview, and reflection activities that allow students to adapt the contents of the book to their field experience.
This brief version of the author's larger text is approximately 60% shorter and is designed for those general methods courses or educational psychology courses where instructors want to use a customized teaching package. The book provides separate chapters on each of the five most commonly used teaching models: Direct Instruction, Cooperative Learning, Project-Based Teaching, Discussion, and Independent Study.
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