Instruction: A Models Approach

Instruction: A Models Approach, 5/E

Mary A. Gunter, University of Virginia
Thomas H. Estes, University of Virginia
Susan L. Mintz, University of Virginia

ISBN: 0205508863

“I have found this text to be very helpful in its presentation of the strategies and the processes involved… I am a particular fan of the Cooperative Learning Models.”

-Carolynn Reynolds, California State University at Chico

Now in its fifth edition, Instruction: A Models Approach identifies and explains more than a dozen instructional models, placing them within a process that is instructionally aligned and based on standards. Drawn from current research and the most effective practices, the models are closely linked to the preparation of objectives, differentiation practices, and assessment options. The user-friendly text is a valued resource among K-12 and preservice teachers.

New features to this edition include:

• Chapters on Planning for Instruction that offer information about state standards, instructional alignment among objectives, assessment, and instruction, as well as strategies for planning and aligning instruction.
• Heavily revised chapters on Direct Instruction, Problem-Centered Inquiry Models, and the Socratic Seminar Model.

This classroom-ready resource makes instructional models clear and relevant for readers by placing them within a standards-based and instructionally aligned process. Based on current research and best practice, the more than one dozen models provided in this text are closely linked to the preparation of objectives, differentiation practices, and assessment options.

The chapters follow a consistent, user-friendly format, and most chapters focus on a single model, broken down into steps, and followed by variations of the model, differentiation possibilities, assessment options, scenarios, and a summary. The chapters on cooperative learning and problem-centered inquiry contain several models. Three case studies–one each for kindergarten, middle school, and high school–provide extended understanding of matching objectives to instructional models (Part III).

In this new 5th edition, new chapters on Planning for Instruction offer detailed information about state standards, instructional alignment among objectives, assessment and instruction, and strategies for planning and aligning instruction. The chapters on Direct Instruction, Problem-Centered Inquiry Models, and the Socratic Seminar Model have been heavily revised. Entirely new chapters on Eggen and Kauchak’s Integrative Model and Supporting Strategies for Instructional Models include information on scaffolding, information recall strategies, nonlinguistic representations, identifying similarities and differences, think-pair-shares, summarizing, and reciprocal teaching. Differentiation Possibilities and Assessment Options are included with each instructional model.