Instruction: A Models Approach

Mary Alice Gunter,Thomas H. Estes

ISBN 10: 0205121314 / ISBN 13: 9780205121311

Published by Allyn and Bacon, 1990

About this Item

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Bibliographic Details

• Title: Instruction: A Models Approach
• Publisher: Allyn and Bacon
• Publication Date: 1990
• Language: English
• ISBN 10: 0205121314
• ISBN 13: 9780205121311
• Binding: hardcover
• Condition: Good

About this title

Synopsis

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.

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.