[Ebook PDF] Models of Teaching, 9th Edition

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[Ebook PDF] Models of Teaching, 9th Edition

ISBN-13: 978-0134892580
ISBN-10: 0134892585

Author: Bruce R. Joyce (Author), Marsha Weil (Author), Emily Calhoun (Author)

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book.

Models of Teaching: The Heart of the Core gives readers well-developed approaches to teaching, grounded in research and experience and designed to ensure the high levels of learning they are intended to generate. With the goal of providing the strongest positive effect on student achievement while keeping in line with the current emphasis on standards-based education, Models of Teaching pairs rationale and research with real-world examples and applications to provide a strong foundation for future and new educators. The book encompasses all of the major psychological and philosophical approaches to teaching and schooling, includes thoroughly documented research on the various models of teaching and their subsequent positive effects on student success, and gives teachers the tools they need to build strong classrooms that accelerate student learning. This new edition features 25 video demonstrations of the models in action and describes each model in relation to the relevant Common Core Standards.

Preface
Models of Teaching connects educators—new and experienced teachers, school and district administrators, school and literacy coaches, providers of professional development, and college educators—to a storehouse of well-developed and studied ways of teaching. These models have strong rationales, use different lines of research, and provide expected student learning examples. All of them are informed by the experience of the hundreds of educators who have used and refined them. Thus, the models represent a base for professional teaching—professional meaning “using research to guide practice.”
Years ago many educators expected that research on teaching would result in a single model that was superior for all types of educational objectives. However, that was not the case when Bruce Joyce began writing Models of Teaching, and it is not the case today. Excellent teaching is made up of a repertoire of models that are very good for particular purposes but need to be assembled to generate a top-drawer learning environment for our students. In other words, teaching is not a one-dimensional operation. Rather, teaching reaches toward different students and across disciplines, responsible for a panoply of standards that require corresponding sets of teaching strategies and ways of reaching students.
Even today some policymakers hope that research will boil down the characteristics of effective teaching into a few principles. Though there are, in fact, some things that we all should do as teachers— and other things we should avoid—the kinds of teaching that will make the most difference to our students and give them the skills for lifelong learning are embodied in teaching strategies or models that provide those skills.
Although the comparison of various professions to medicine is somewhat shopworn, there are important parallels here. In medicine, we don’t have one antibiotic, one regimen, one type of test. Furthermore, some medical specialties are directed toward prevention as well as treatment. Complicating the assessment of both preventive measures and treatment is that interactions are probabilistic. Obesity is bad for the heart, but some thin people have heart trouble. In education we have models that help students learn how to think more clearly, to organize information better, to feel more confident—but like
medical treatments, educational treatments are probabilistic. Education is not like a game of billiards, where a properly struck ball goes where it is supposed to all the time. In our case, it is most of the time.
Over the last 30 years, three important developments have enhanced teaching. One is the continued research on particular models and the development of new ones. Refinements have enhanced their effectiveness. The second is the development of combinations of models into curricula that have great power.
Third is the development of electronic technologies that enlarge the library and bring massive amounts of information into the classrooms of even the youngest children. In modern classrooms, hundreds of physical books—fiction and nonfiction— surround the students, and electronic media access to vast resources provides encyclopedias and dictionaries that represent a real advance over print media. The Internet connects modern classrooms to a global network. The study of history is supported by original documents that are easy to access, including graphic material such as the 1,000,000 photos in the Library of Congress collection (www.loc.gov). NASA provides information about space exploration that was available to only a few insiders a dozen years ago.
ScienceFriday.com is a delightful site for students and teachers, with simulations available to incorporate into units and courses. Email enables any class to be connected with classes in many of the countries of the world. Young children can follow Jane Goodall’s career from her earliest studies to the development of the worldwide organization of children and adults who work together to create a better environment for all living things (including ourselves).
A note on information and communication technology (ICT) promises and worries: Everybody can profit by reading The Shallows (Carr, 2010) and Smarter Than You Think (Thompson, 2013). Carr lays out the worries that ICT will have seriously negative effects on certain skills and habits. For example, is the use of GPS navigation systems eroding skills in understanding and using maps? Can habitual web- surfing, tweeting, and texting friends generate a goalless, immediate-gratification-oriented state of mind? Or, on balance will the new activities generate new skills and intelligences? This debate will go on.
for some time.
In our case, we have come from writing manuscript on yellow tablets and typing the result with gallons of corrective fluid on hand. From there, the process evolved to writing and communicating with editors with word processors and graphics files. And at present the print book is also an ebook and is backed up by www.modelsofteaching.org, which brings materials for instructors and students and leads readers to video demonstrations of models, talks providing tips for learning them, PowerPoint tutorials, and more. You don’t just write, today, you relearn how to write.
However, as teachers, we need to teach the models of learning that enable our students to understand and exploit the web and use the communication channels to inform themselves and create global connections where interaction with other societies and their cultures becomes the new normal. The newly developed science frameworks and literacy standards are greatly improved over their predecessors and provide direction for K–12 teaching and learning. Thus, developed models of teaching can become even more effective because support materials, both print and electronic, have become richer.
Yet the field of education is being fiercely criticized at this time in history.
Governmental agencies are pressing schools with unprecedented force because current examinations of student learning, particularly the national studies of educational progress, have indicated serious problems. One such problem is that a third or more of our students are not learning to read and write effectively. How can that be, when teaching strategies and learning resources are developing so well?
A major reason is that those powerful models of teaching are unknown to many educators. They need to be known, learned, and used. This book and the resources connected to it can enable new and experienced teachers to broaden their repertoires, develop rich curricula, and enable all students to succeed. All these models work well with students who come to school with limited backgrounds and knowledge of the English language. Our cause is passionate. Education is not only present life; it is also the life of the future. As time passes, all of these models of teaching will be radically changed or
replaced by better ones. For now, let us give the students the best that we know.
What students learn today affects their lives in the long term. When we teach our children to read, we are helping them become lifelong readers. When they are learning to work together, they are becoming collaborative citizens of our democracy. When they learn science, they are developing the inquiry skills and habits to educate themselves and solve current and future problems.
Teaching is helping people create themselves. The effects of a teacher’s work are still maturing a half-century or more after students’ formal education is completed.