Instruction: A Models Approach

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9780205121311: Instruction: A Models Approach
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This classroom-ready resource makes instructional models clear and relevant for readers by placing them within a standards-based and instructionally aligned process.

Instruction: A Models Approach closely links more than ten instructional models based on current research and evidence-based practice to the preparation of objectives, differentiation practices, and assessment options.

The text includes scenarios of the models in both elementary and secondary classrooms, lesson plans for both elementary and secondary classes in a variety of content areas, and detailed steps for implementing the model using evidence based instructional strategies. Attention is paid to when and how the models can be used in particular contexts with specific skills and knowledge.

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From the Back Cover:

Instruction: A Models Approach, 5/E

Mary A. Gunter, University of Virginia
Thomas H. Estes
, University of Virginia
Susan L. Mintz
, University of 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.

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Mary Alice Gunter, Thomas H. Estes
Published by Allyn & Bacon (1991)
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Mary Alice Gunter, Thomas H. Estes
Published by Allyn & Bacon (1991)
ISBN 10: 0205121314 ISBN 13: 9780205121311
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