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Tables of Contents for Teaching in the Block
Chapter/Section Title
Page #
Page Count
About the Authors
xv
Preface
xix
Block Scheduling: What is It? Why Do It? How Do We Harness Its Potential to Improve Teaching and Learning?
1
28
Why are Schools Changing to Block Scheduling?
2
4
Models of Block Scheduling
6
15
Alternate Day Schedules
6
5
The 4/4 Semester Plan
11
5
Trimester Plans
16
1
Reconfiguring the 180-Day School Year
17
4
Curriculum Planning and Instructional Design for the Block Schedule
21
4
Curriculum Reorganization
21
1
Instructional Design in the Block Schedule
21
1
Explanation
21
1
Application
22
1
Synthesis
23
2
Strategies to Engage Active Learners
25
2
References
27
2
Socratic Seminars
29
36
Socratic Questioning: Then and Now
29
2
Preparing for a Socratic Seminar
31
10
Room Arrangement
31
2
Teacher Preparation
33
5
Student Preparation
38
3
Steps and Rules for Seminar
41
4
What do Socratic Seminars Look Like?
41
1
What are the Rules for the Seminar?
42
1
For Students
42
2
For Teachers
44
1
Applying the Seminars to the Disciplines
45
3
Troubleshooting the ``What Ifs...''
48
3
What if the Opening Question is Asked and No One Responds?
48
1
What if One Student Tries to Dominate the Seminar?
49
1
What if Some Students do not Speak During Seminar?
49
1
What if Students Go off on a Line of Reasoning That is Faulty or Inaccurate and Start Building on It?
50
1
Assessment of Seminars
51
9
Model Lesson
60
3
The Bottom ``Line''
63
1
References
64
1
Other Sources
64
1
The Collaborative Classroom
65
44
Introduction
65
1
Cooperative Learning: The Process
66
2
Class Building
66
1
Team Formation
67
1
Team Building and Team Identity
67
1
Cooperative Learning Structures
67
1
Celebration and Reward
68
1
Applying the Cooperative Process to the Classroom
68
38
Class Building
69
1
Forming Initial Teams
69
2
Team Building
71
3
Two Cooperative Learning Structures
74
1
Roundtable
74
1
Think/Pair/Share (TPS)
75
3
Team Formation Revisited: Moving to More Permanent Teams
78
2
Raw Score Competition
80
1
Improvement Points
80
2
Carolina Teams
82
3
1--2--4 Activity Plan: Cooperative Worksheets
85
3
Personal Share Pairs
88
6
Alphabetic Foods
94
1
Instruction With Teams
95
1
Team Discussion and Circle of Knowledge
96
1
Celebration and Reward
97
1
Pairs Not Teams?
98
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