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Item Detail

Teaching in the Block: Strategies for Engaging Active Learners

Author(s): Canady, Robert Lynn; Rettig, Michael D.

ISBN10: 1883001234

ISBN13: 9781883001230

Cover: Hardcover

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List Price ~~$42.95~~
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About the Authors

Preface

xix

Block Scheduling: What is It? Why Do It? How Do We Harness Its Potential to Improve Teaching and Learning?

(28)

Why are Schools Changing to Block Scheduling?

(4)

Models of Block Scheduling

(15)

Alternate Day Schedules

(5)

The 4/4 Semester Plan

(5)

Trimester Plans

(1)

Reconfiguring the 180-Day School Year

(4)

Curriculum Planning and Instructional Design for the Block Schedule

(4)

Curriculum Reorganization

(1)

Instructional Design in the Block Schedule

(1)

Explanation

(1)

Application

(1)

Synthesis

(2)

Strategies to Engage Active Learners

(2)

References

(2)

Socratic Seminars

(36)

Socratic Questioning: Then and Now

(2)

Preparing for a Socratic Seminar

(10)

Room Arrangement

(2)

Teacher Preparation

(5)

Student Preparation

(3)

Steps and Rules for Seminar

(4)

What do Socratic Seminars Look Like?

(1)

What are the Rules for the Seminar?

(1)

For Students

(2)

For Teachers

(1)

Applying the Seminars to the Disciplines

(3)

Troubleshooting the ``What Ifs...''

(3)

What if the Opening Question is Asked and No One Responds?

(1)

What if One Student Tries to Dominate the Seminar?

(1)

What if Some Students do not Speak During Seminar?

(1)

What if Students Go off on a Line of Reasoning That is Faulty or Inaccurate and Start Building on It?

(1)

Assessment of Seminars

(9)

Model Lesson

(3)

The Bottom ``Line''

(1)

References

(1)

Other Sources

(1)

The Collaborative Classroom

(44)

Introduction

(1)

Cooperative Learning: The Process

(2)

Class Building

(1)

Team Formation

(1)

Team Building and Team Identity

(1)

Cooperative Learning Structures

(1)

Celebration and Reward

(1)

Applying the Cooperative Process to the Classroom

(38)

Class Building

(1)

Forming Initial Teams

(2)

Team Building

(3)

Two Cooperative Learning Structures

(1)

Roundtable

(1)

Think/Pair/Share (TPS)

(3)

Team Formation Revisited: Moving to More Permanent Teams

(2)

Raw Score Competition

(1)

Improvement Points

(2)

Carolina Teams

(3)

1--2--4 Activity Plan: Cooperative Worksheets

(3)

Personal Share Pairs

(6)

Alphabetic Foods

(1)

Instruction With Teams

(1)

Team Discussion and Circle of Knowledge

(1)

Celebration and Reward

(1)

Pairs Not Teams?

(2)

Peer Coaching

100

(1)

Contracts For Carolina Teams and Pairs

100

(1)

Student Discipline

101

(3)

Valuing One Another

104

(1)

Goodbyes

105

(1)

Reaching the Goal

106

(1)

References

106

(3)

Four Models of Teaching

109

(32)

Introduction

109

(2)

Concept Development

111

(6)

Describing the Model

111

(1)

Preparing for the Lesson

112

(1)

Using the Strategy

112

(1)

List as Many Items as Possible

112

(1)

Group the Items

113

(1)

Label the Items by Defining the Reasons for Grouping

114

(1)

Regroup or Subsume Individual Items or Whole Groups under Other Groups

115

(1)

Synthesize the Information by Summarizing the Data and Forming Generalizations

115

(1)

Evaluate Students' Progress by Assessing Their Ability to Generate a Wide Variety of Items and to Group Those Items Flexibly

116

(1)

Troubleshooting Potential Problems

116

(1)

Assessing and Grading Student Learning

117

(1)

Employing Appropriate Follow-up Activities

117

(1)

Concept Attainment

117

(8)

Describing the Model

117

(2)

Preparing for the Lesson

119

(1)

Using the Strategy

119

(1)

Select and Define a Concept

119

(1)

Select the Attributes

120

(1)

Develop Positive and Negative Examples

120

(1)

Introduce the Process to the Students

120

(1)

Present the Examples and List the Attributes

121

(1)

Develop a Concept Definition

122

(1)

Give Additional Examples

123

(1)

Discuss the Process with the Class

123

(1)

Evaluate

123

(1)

Troubleshooting Potential Problems

124

(1)

Assessing and Grading Student Learning

124

(1)

Employing Appropriate Follow-up Activities

125

(1)

Synectics

125

(5)

Describing the Model

125

(1)

Preparing for the Lesson

126

(1)

Describe the Topic

126

(1)

Create Direct Analogies

127

(1)

Describe Personal Analogies

127

(1)

Identify Compressed Conflicts

128

(1)

Create a New Direct Analogy

128

(1)

Reexamine the Original Topic

128

(1)

Evaluate

129

(1)

Troubleshooting Potential Problems

129

(1)

Assessing and Grading Student Learning

130

(1)

Employing Appropriate Follow-up Activities

130

(1)

Memory Model

130

(9)

Describing the Model

130

(2)

Preparing for the Lesson

132

(1)

Using the Strategies

132

(1)

Select the Information

132

(1)

Organize the Material

133

(1)

Develop Associations

133

(1)

Present Associations to the Class, Modeling the Process

134

(1)

Practice Using and Developing Associations

134

(1)

Evaluate

135

(1)

Applying the Model

135

(3)

Troubleshooting Potential Problems

138

(1)

Assessing and Grading Student Learning

138

(1)

Follow-up Activities

139

(1)

Conclusion

139

(1)

References

139

(2)

Simulations

141

(22)

What Constitutes a Simulation?

141

(4)

Uses for Classroom Simulations

142

(1)

Icebreakers

143

(1)

Developing Empathy and Understanding

143

(1)

Analyzing Social Problems

144

(1)

Exploring the Future

144

(1)

Developing Analytical and Research Skills

144

(1)

Developing Oral and Written Communication Skills

144

(1)

Selecting a Simulation

145

(1)

Designing a Simulation

146

(2)

Implementing Simulations

148

(2)

Using Simulations in the Content Areas

150

(10)

Social Sciences

151

(2)

Science

153

(1)

English

154

(1)

Mathematics

155

(1)

Some Advantages of Using Simulations

155

(1)

Student Interest

155

(1)

Attitudinal Change

156

(1)

Skills Enhancement

156

(1)

Cognitive Learning

156

(1)

Variety and Change of Pace

156

(1)

Realistic Experiences

156

(1)

Problem-solving Experiences

157

(1)

Transfer of Learning

157

(1)

Responsive Environment

157

(1)

Safety

157

(1)

Fun

157

(1)

Democratic

158

(1)

Addressing Limitations and Concerns

158

(1)

Unpredictability

158

(1)

Lack of Teacher Control

158

(1)

Costs

158

(1)

Complexity

159

(1)

Teacher Resistance

159

(1)

Time

159

(1)

Availability

159

(1)

Limited Participation

160

(1)

Conclusion

160

(1)

References

160

(1)

Other Resources for Simulations

161

(2)

Learning Centers

163

(30)

Center Planning

164

(12)

Why?

164

(3)

Who?

167

(1)

What?

168

(1)

Where?

169

(2)

When?

171

(2)

How?

173

(3)

Center Use Management

176

(3)

Applications of Instructional Models

179

(4)

Inductive Thinking

179

(1)

Cooperative Learning

180

(2)

Synectics

182

(1)

Concept Attainment

182

(1)

Assessment of Student Progress at Centers

183

(2)

Types of Center Materials and Equipment

185

(5)

Reading-Related Centers

186

(1)

Listening Centers

186

(1)

Task Cards

187

(1)

Case Study Activities

188

(1)

Tool Applications

188

(1)

Art-Related Projects

189

(1)

Workstations

190

(1)

Conclusion

190

(1)

References

191

(2)

Integrated Technology

193

(40)

Positive Benefits for Learners

193

(2)

How Do I Integrate Technology into My Instruction?

195

(2)

Computers and Software Technology

197

(17)

Integration of computers

198

(1)

Computer Products

199

(4)

Teacher-Guided Computer Application

203

(1)

Sample Teacher-Guided Computer Application

203

(1)

Student-Guided Computer Application

204

(1)

Teacher Responsibilities

204

(1)

Teacher Responsibilities for Student-Guided Computer and Video Activity

205

(6)

Student Responsibilities

211

(2)

Sample Learning Goals and Products for Student-Guided Use of Computers

213

(1)

Video Camera and VCR Technology

214

(14)

Teacher-Guided Video Application

214

(2)

Sample Teacher-Guided Video Application

216

(4)

Student-Guided Video Application

220

(3)

Preparation

223

(1)

Teacher Responsibilities

223

(1)

Student Responsibilities

224

(4)

The Need for Advance Planning

228

(1)

Conclusions

229

(1)

References

229

(1)

Technology Resources

230

(1)

Additional Technology Resources

230

(3)

Content Area Literacy Instruction: Reading and Writing Strategies

233

(36)

Content Area Literacy Knowledge and Skills

234

(1)

Diagnosis-based, Principle-based, Sanity-based Organization

235

(32)

Diagnosing

235

(5)

Teaching

240

(1)

Reading

240

(3)

Writing

243

(5)

Listening

248

(2)

Vocabulary

250

(4)

Organizing

254

(4)

Reading

258

(3)

Writing

261

(2)

Vocabulary

263

(1)

Grading

264

(3)

Conclusion

267

(1)

References

267

(2)

Direct Teaching, Lecturing, and Planning

269

The Direct Instruction Model

270

Review Previously Learned Material

270

State Objectives for the Lesson

271

Present New Material

271

Provide Guided Practice

272

Assign Independent Practice

273

Review

274

Using the Direct Instruction Approach in the Lecture

276

Review Previously Learned Material

277

State Objectives for the Lesson

278

Present New Material

279

Provide Guided Practice

281

Supervise Independent Practice

281

Review

283

Presenting the Talk

285

A Frame of Mind

285

Voice

286

Eye Contact

287

Movement

287

Gestures

288

Other Nonverbal Ideas

289

Clarity

289

Using the Direct Instruction Steps in Planning

290

Review Previously Learned Material

290

State Objectives for the Lesson

290

Present the New Material

291

Provide Guided Practice with Corrective Feedback

291

Assign Independent Practice with Corrective Feedback

291

Review Both During and at the End of the Lesson

291

How to Plan the 90-Minute Lesson

292

Scaffolding for Higher Order Thinking in Direct Instruction

293

Conclusion

297

References

298

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