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Strategies and models for teachers : teaching content and thinking skills

Author: Paul D Eggen; Donald P Kauchak
Publisher: Boston : Pearson/Allyn and Bacon, ©2006.
Edition/Format:   Print book : English : 5th edView all editions and formats
Summary:
This K-12 teaching methods text opens each chapter with case studies illustrating a model in actual classroom practice and translates cognitive principles of learning into teaching strategies. The text focuses on active learning, the use of research, cognitive psychology, and experience and It emphasizes the teacher's central role in the learning process. As in past editions, the fifth edition of Strategies and  Read more...
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Additional Physical Format: Online version:
Eggen, Paul D., 1940-
Strategies and models for teachers.
Boston : Pearson/Allyn and Bacon, ©2006
(OCoLC)621916741
Document Type: Book
All Authors / Contributors: Paul D Eggen; Donald P Kauchak
ISBN: 0205453325 9780205453320
OCLC Number: 57352777
Notes: Revised edition of: Strategies for teachers. 4th ed. 2001.
Description: viii, 376 pages : illustrations, maps ; 25 cm
Contents: 1. Models of teaching and developing as a teacher --
2. Learning, motivation, and models of teaching --
3. Essential teaching strategies and the teaching of thinking --
4. Group interaction models --
5. The inductive model --
6. The concept attainment model --
7. The integrative model --
8. The problem-based learning models --
9. The direct-instruction model --
10. The lecture-discussion model.
Responsibility: Paul D. Eggen, Donald P. Kauchak.

Abstract:

This K-12 teaching methods text opens each chapter with case studies illustrating a model in actual classroom practice and translates cognitive principles of learning into teaching strategies. The text focuses on active learning, the use of research, cognitive psychology, and experience and It emphasizes the teacher's central role in the learning process. As in past editions, the fifth edition of Strategies and Models for Teachers continues to focus on instruction, using a models approach that links prescriptive teaching strategies to specific content and thinking objectives. This edition is composed of two main parts: the first three chapters outline advances in effective teaching, cognitive learning and motivation theory, and the teaching of thinking. The remaining chapters offer detailed coverage of the individual models, including suggestions for modifications that make them adaptable to a variety of teaching-learning situations. A new chapter on learning, motivation, and models of teaching, together with new sections in each chapter describing the learning and motivation functions for each phase of each model, help provide a more solid conceptual foundation for the models while simultaneously retaining the models' classroom applications. The practicality of this text is one of its key selling points, promising to make the fifth edition an even more vital tool for instructors and students than the previous editions have been.

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