Instruction:Models Approach: A Models Approach - Hardcover

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

Hardcover

ISBN 10: 0205160182 ISBN 13: 9780205160181

Publisher: Allyn & Bacon, 1996

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

About this title

From the Back Cover

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.

About the Author

Tom Estes holds the distinction of Professor Emeritus, University of Virginia. From 1970 to 2001, he served as professor of Reading Education in the Curry School of Education, University of Virginia. During his tenure at the University he was engaged in research related to how children learn to read, focusing on how they acquire the ability to read for the purpose of learning. He was principal investigator on an NIE/NSF research project on the relationship between text structure and comprehension. He is author of Reading and Learning in the Content Classroom, 2nd edition (1985) and Reading and Reasoning Beyond the Primary Grades (1986), both published by Allyn & Bacon.

 

Susan L. Mintz , associate professor at the Curry School of Education at the University of Virginia, is the program coordinator of Secondary Education.  She received her Ph.D. in teacher education from Syracuse University.  Dr. Mintz teaches both pre-service teachers and curriculum and instruction graduate students.  She is a member of the Secondary CLASS observation team at the University’s Center for the Advanced Study of Teaching and Learning.

Edition details

• Publisher: Allyn & Bacon
• Publication date: 1996
• ISBN 10: 0205160182
• ISBN 13: 9780205160181
• Binding: Hardcover
• Language: English
• Edition number: 2
• Number of pages: 382