Instructional Patterns: Strategies for Maximizing Student Learning / Edition 1 available in Paperback
- Pub. Date:
- SAGE Publications
Instructional Patterns: Strategies for Maximizing Student Learning uniquely examines instruction from the learners' point of view. In this text, authors Larry C. Holt and Marcella Kysilka comprehensively examine various instructional patterns including Teacher Centered, Teacher Student Interactive, Student Centered, and Thinking and Organizing the Content, to help readers plan research based instructional strategies that make the most of a student's learning experience. The book also looks at historical, psychological, and social factors that affect instructional decision making, as well as practical issues of instruction such as lesson planning, classroom management and assessment, and accountability.
|Edition description:||New Edition|
|Product dimensions:||8.00(w) x 10.00(h) x (d)|
About the Author
Larry C. Holt (Ed.D., University of Cincinnati) is an Associate Professor at the University of Central Florida in the department of Educational Studies. His research interest include general methods, student learning, middle level education, and technology. His first book was published by the National Middle School Association entitled, Cooperative Learning in Action. A second book entitled, Teach Me I dare you will be published in 2006. He was a Fulbright scholar to the country of Lithuania 1997-98.
Dr. Marcella L. Kysilka, professor emerita in the College of Education at the University of Central Florida received her bachelor’s degree from Ohio State University; her master’s from Kent State University and her Ph.D. in Curriculum and Instruction from the University of Texas at Austin. Dr. Kysilka has held many leadership roles in professional organizations including the presidency of Kappa Delta Pi and editor of The Educational Forum, Board of Directors and Leadership Council of the Association for Supervision and Curriculum Development and associate editor of the Journal for Curriculum and Supervision, President of Florida Association for Supervision and Curriculum Development, President of the International Study Association for Teachers and Teaching, and Executive Secretary of the American Association for Curriculum and Teaching. Dr. Kysilka currently serves as editor of the Florida Educational Leadership journal. Dr. Kysilka has published over 60 journal articles and eight books. While at the University of Central Florida, Dr. Kysilka served as a full professor in the Educational Studies department, as Associate Dean of Academic Affairs, as Director of Educational Research, as Assistant Chair to the Educational Studies Department and as Coordinator of the Curriculum and Instruction Doctoral Program. She currently is a consultant with P.A.C.E. High School in Cincinnati, Ohio, a school for underachieving inner city students and teaches part-time for the College of Mt. St. Joseph.
Table of Contents
PrefacePART I: FACTORS THAT INFLUENCE ALL INSTRUCTIONChapter 1: Where We’ve Been, What We Know, and Where We’re GoingChapter 2: Confluent Forces and Differentiated Instructional PracticesPART II: PRACTICAL ISSUES OF INSTRUCTIONChapter 3: Developing the Lesson MethodologyChapter 4: Classroom Organization and ManagementChapter 5: Classroom Assessment and AccountabilityPART III: TEACHER-CENTERED PATTERNSChapter 6: Direct InstructionChapter 7: Mastery LearningPART IV: TEACHER-STUDENT INTERACTIVE PATTERNSChapter 8: Cooperative LearningChapter 9: Role PlayPART V: STUDENT-CENTERED PATTERNSChapter 10: Nondirective TeachingChapter 11: Self-taught InstructionPART VI: THINKING AND ORGANIZING THE CONTENTChapter 12: Thinking PatternsChapter 13: MemorizationChapter 14: Attaining ConceptsChapter 15: Inquiry