Models of Teaching

Bruce Joyce is a practitioner–scholar in education, who has previously held professorships at the University of Delaware, USA; The University of Chicago, USA; The Ontario Institute of Studies in Education, Canada; and Teachers College, Columbia, USA. Emily Calhoun, former Coordinator of the League of Professional Schools the University of Georgia, USA, is currently the director of The Phoenix Alliance in Saint Simons Island, Georgia, USA.

Foreword Preface Preamble Part One: Models of Teaching and Communities of Learners Chapter 1: The Search for Effective Ways To Educate—Introducing the Models of Teaching Chapter 2: Creating Communities of Expert Learners: Building on Our Students’ Capacity To Learn Part Two: Basic Information-Processing Models of Teaching Chapter 3: Learning to Learn Inductively: Exploring Data Sets, Creating Categories, and Developing Concepts Chapter 4: Scientific Inquiry: Building Learning Around Investigations and Teaching the Culture of Sciencing Chapter 5: Concept Attainment: The Explicit Teaching of Concepts Chapter 6: The Picture Word Inductive Model: Developing Literacy through Inquiry Part Three: Special Purpose Information-Processing Models Chapter 7: Synectics: Teaching the Left Brain to Put the Right Side to Work Chapter 8: Memorization: Getting the Facts Straight, Now and for the Long Term Chapter 9: Using Advance Organizers to Design Presentations--From Lectures to Courses, Including Media Part Four: The Social Family of Models of Teaching Chapter 10: Partners in Learning: Getting Everybody on Board Chapter 11: Group Investigation--the Classic Democratic-Process-Inquiry-Driven Model: Beginning with a Puzzlement, a Problem, or a Project Chapter 12: Role Playing for the Study of Values Part Five: The Personal Family of Models Chapter 13: Nondirective Teaching: The Learner at the Center Chapter 14: Inquiry Training Part Six: The Behavioral Family of Models Chapter 15: Using Explicit Instruction and Metacognition When Teaching Reading Comprehension Chapter 16: Mastery Learning: Bit by Bit, Block by Block, We Climb Our Way to Mastery Chapter 17: Direct Instruction: Applied Psychology Goes to Work Part Seven: The Conditions of Learning and Educators as Curriculum Developers, Learners, and Leaders of School Renewal Chapter 18: The Dynamics of Disequilibrium: Making Discomfort Productive Chapter 19: The Conditions of Learning: Creating Curricula and Designing Instruction Chapter 20: Teachers Coaching Teachers: Facilitating Learning and Neutralizing the Discomfort of Change Appendix: Peer Coaching Guides References and Related Literature Index