INSTRUCTIONAL MODELS Instructional models are the overall approaches to instruction that are designed to accomplish particular instructional goals. It provides orientation on what should learn and direction on how to learn the following specific steps (procedures and structures). Instructional models differ from the specific teaching strategies or techniques in that each of these models has its own theoretical basis behind it and encompasses specific steps (syntax) that are designed to attain the
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sections of the course include coverage of learning theories and overviews of effective instructional practices. The instructional practice component addresses management‚ motivation‚ instructional techniques‚ and assessment. Required Text: Eggen‚ P. & Kauchak‚ D. (2013). Educational Psychology: Windows on Classrooms (9th edition). Upper Saddle River‚ NJ: Merrill. Class Materials: For most class sessions guided notes are posted to ANGEL in advance of class. These guided notes are not complete
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Teacher-centered instruction implies a high degree of teacher direction and a focus of students on academic tasks. According to this type of instruction the focus of the class is on language forms and structures (or what the teacher knows about the language) thus grammar-based activities or a grammar check activity could be taught using teacher-centered instruction. The teacher is considered a model: the teacher talks and the students listen and repeat (instructions in phonics – drilling can also
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Social stratification is an important concept in sociology and has many definitions which revolve around it being ‘a socially constructed concept’ which is based on ‘structured inequality’; ‘the inequality may be in the form of income and wealth‚ an individual’s biological or ethnic make-up‚ or may be as a result of age or disability’ (Scottish Further Education Unit‚ 2006). In addition‚ the inequalities exist ‘among persons and between social groups with respect to the access‚ acquisition and distribution
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I chose to interview Mrs. Hinson: she is a neighbor of mine but she is also a new teacher in the Great Falls school district at Loy Elementary school. Last year she was a substitute teacher working around at almost every school last year. When I asked if I could ask her a few questions she said that she would love to. Since the school year started up this week she wanted me to e-mail her. Mrs. Hinson was very happy to be able to help me. Even with her busy schedule‚ she let me know that she combined
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1.0 INTRODUCTION Teaching is basically a combination of art and science. While research tells us in a systematic way the differences between effective and less effective teaching strategies (the science of teaching) teachers must practice and apply what is known according to their own personality and to a certain extent‚ to their own intuition (the art of teaching) there is no one best way to teach‚ no super strategy. The specific experiences and learning task a teacher design for their students
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References: Educational Broadcasting Corporation. (2004). What is constructivism? Retrieved September 25‚ 2013‚ from http://www.thirteen.org/edonline/concept2class/constructivism/index.html Eggen‚ P.‚ and Kauchak‚ D.‚ (2010). Educational Psychology: Windows on Classrooms (8th Ed.). Upper Saddle River‚ NJ: Pearson Education‚ Inc. Hein‚ G. (1991). Constructivist learning theory. Retrieved September 25 2013‚ from http://www.exploratorium.edu/ifi/resources/constructivistlearning
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“Gay (2000) defines culturally responsive teaching as using the cultural knowledge‚ prior experiences‚ and performance styles of diverse students to make learning more appropriate and effective for them: it teaches to and through the strengths of these students.” I found this definition to be very effective and a great summary of the overall topic being covered. It hit on many of the different points and aspects of having a culturally responsive classroom and also how to be a culturally responsive
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Curriculum Contrasts: A Historical Overview: Kaleidoscope. Boston: Ryan & Cooper. Piaget‚ (1997). Piaget’s Theory of Intellectual Development Educational Psychology. New Jersey: Eggen & Kauchak. Maslow‚ A. (1968). Motivation as a Hierarchy of Needs: The Work of Maslow: Educational Psychology. New Jersey: Eggan & Kauchak. Wong‚ H. & Wong‚ R. (1991). The First Days of School: How to be an Effective Teacher. Sunnyvale‚ California: Harry K. Wong. Dewey‚ J. (1897). My Pedagogic Creed In K. Ryan and J
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Syndrome. Austin‚ Texas: Pro-ed An International Publisher‚ 1998. Prior‚ Margot. Learning and Behavior Problems in Asperger Syndrome. New York: The Guilford Press‚ 2003. | Berk‚ Exploring Lifespan Development (2007‚ Paperback)‚ 2007 Paul D. Eggen‚ Donald P. Kauchak Educational Psychology: Windows on Classrooms‚ 2007 http://www.autismireland.ie/about-autism/what-is-aspergers/
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