1 Foundations of American Education, Fifth Edition L. Dean Webb, Arlene Metha, & K. Forbis Jordan L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

2 Chapter 15 Instructional Practices in Effective Schools PowerPoint Presentation L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

3 Instructional Goals and Objectives Educational Goals describe personal attributes, not skills Educational Objectives clearly defined and measurable Taxonomies of Educational Objectives a classification system L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

4 Models of Instruction Gardner’s Theory of Multiple Intelligences –verbal-linguistic intelligence –logical-mathematical intelligence –spatial intelligence –Bodily-kinesthetic intelligence L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

5 Models of Instruction (continued) Gardner’s Theory of Multiple Intelligences (continued) –musical intelligence –interpersonal intelligence –intrapersonal intelligence –naturalist intelligence L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

6 Models of Instruction (continued) The Information Processing Family of Models Inquiry Instruction 1.identification or recognition of problem 2.exploration of problem 3.organization and analysis of data 4.identification of tentative conclusion 5.testing of conclusion L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

7 Models of Instruction (continued) The Information Processing Family of Models (continued) Critical Thinking Instruction teacher organizes and provides direction student is an active participant in learning Synectics L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

8 Models of Instruction (continued) The Information Processing Family of Models (continued) Synectics 1.creating-something-new model 2.making the strange familiar L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

9 Models of Instruction (continued) The Social Family of Models Cooperative Learning 1.teacher goes over goals and motivates students 2.information is presented 3.students are organized in study groups 4.students work together to accomplish interdependent tasks 5.students present group’s end product 6.recognition of group and individual efforts L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

10 Models of Instruction (continued) The Social Family of Models (continued) Problem-based Learning students are responsible for their own learning collaboration outcomes must be applied back to problem self- and peer-assessment activities must be valid in the real world student examinations must measure student progress toward goals L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

11 Models of Instruction (continued) The Personal Family of Models Nondirective Instruction Phase One: Defining the situation Phase Two: Exploring the problem Phase Three: Developing insight Phase Four: Planning and decision making Phase Five: Integration L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

12 Models of Instruction (continued) The Behavioral Family of Models Direct Instruction teacher controls and directs the learning process teacher determines the methods of presentation teacher determines form of evaluation L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

13 Models of Instruction (continued) The Behavioral Family of Models (continued) Mastery Learning learning units are sequential students learn at the mastery level taught through group instruction teacher centered L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

14 Relationship Between Teaching and Learning Four Types of Learners –imaginative –analytic –commonsense –dynamic L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

15 Whole-School Reform Models Conclusions –Disadvantaged children are capable of achieving national-average performance levels. –The strengths of the model should match the school’s needs and assets. –The model needs to be a supportive and accepting environment, to be successful. L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

16 Whole-School Reform Models (continued) Conclusions (continued) –Fiscal support for the new program is critical. –Ongoing technical support is critical. –Lower-grade programs are more successful. –Whole-school programs are more successful than pullout programs. L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.

17 Whole-School Reform Models (continued) Conclusions (continued) –Externally designed programs achieve more consistent implementation –great variation in range of costs –start-up costs and continued funding should be considered in program selection L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations of American Education, 5e. Copyright © 2007 by Pearson Education, Inc.