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Models of Teaching

Models of Teaching
Connecting Student Learning With Standards

July 2012 | 504 pages | SAGE Publications, Inc
ôModels of Teaching is a great asset for beginning teachers as they integrate their pre-service training with the standards-based curricula in schools.ö ùAmany Saleh, Arkansas State University ôThis is a practical text that focuses on current practices in education and demonstrates how various models of teaching can address national standards.ö ùMarsha Zenanko, Jacksonville State University ôModels of Teaching provides excellent case studies that will enable students to æseeÆ models of teaching in practice in the classroom.ö ùMargaret M. Ferrara, University of Nevada, Reno Models of Teaching: Connecting Student Learning With Standards features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. DellÆOlio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how the models can incorporate state content standards and benchmarks, as well as technology standards. This book provides students with a theoretical and practical understanding of how to use models of teaching to both meet and exceed the growing expectations for research-based instructional practices and student achievement. Key Features:Shows how each model looks and sounds in classrooms at all levels: Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections.Offers detailed descriptions of the phases of each model: Each model is accompanied by a detailed chart and discussion of the steps of the model. Applies technology standards and performance indicators: Each chapter addresses how the particular model can be implemented to meet technology standards and performance indicators.Connects philosophies of curriculum and instruction: This book connects each model to a philosophy of curriculum and instruction that undergirds that model so teachers understand both how to teach and why. Promotes student interaction with the text: Exercises at the end of each chapter provide the opportunity for beginning teachers to work directly with core curricula from their own state, and/or local school district curricula. High Quality Ancillary Package! Web-based Student Study SiteùThe interactive study site provides practice tests, flash cards, a lesson plan template, suggested assignments, links to state content and technology standards, field experience guides, and much more. InstructorsÆ Resource CDùThis helpful CD for instructors offers PowerPoint slides, an electronic test bank, Web resources, a teaching guide for the case studies, lesson plan template instructions, and much more.Intended Audience:This is an excellent core textbook for advanced undergraduate and graduate students studying Elementary and/or Secondary Teaching Methods in the field of Education.Talk to the authors! Jeanine DellÆOlio: Tony Donk:
1. Working with Standards and Benchmarks

Addressing the question, “What will I teach?”

The standards-based reform movement

State and Local Standards

National Professional Organizations


2. Philosophies of Curriculum and Instruction

Academic Rationalism

Cognitive Processing

Curriculum as Technology


Social Reconstructionism


3. The Role of Assessment

Summative Assessments

Formative Assessment

Assessment and Issues of Quality

Facilitating Student Self-Assessment


4. Direct Instruction

Case Study 4.1: 3rd Grade Abbreviations in Addresses

Case Study 4.1: Post-Lesson Reflection

The Stages of Direct Instruction

Case Study 4.2: Middle School – Improper Fractions and Mixed Numbers

Case Study 4.2: Post-Lesson Reflection

A Brief History and Background of Direct Instruction

Technology and Direct Instruction

Direct Instruction, Content Standards, and Benchmarks

Why Choose Direct Instruction?


Putting it Together

5. Concept Attainment

Case Study 5.1: Second Grade Science

Post-Lesson Reflection

Stages of Concept Attainment

Case Study 5.2: Fifth Grade Math

Case Study 5.2 Post-Lesson Reflection

A Brief History and Background of Concept Attainment

Concept Attainment and Technology

Concept Attainment, Content Standards, and Benchmarks

Why Choose Concept Attainment?


Putting It Together

6. The Inductive Model

Case Study 6.1: First and Second Grade Multiage Social Studies

Case Study 6.1: Post-Lesson Reflection

The Stages of the Inductive Model

Case Study 6.2: Fifth Grade Social Studies

Case Study 6.2: Post-Lesson Reflection

A Brief History and Background of the Inductive Model

Technology and the Inductive Model

The Inductive Model, Content Standards, and Benchmarks

Why Choose the Inductive Model?


Putting It Together

7. Reciprocal Teaching (RT)

Case Study 7.1: Fifth Grade Reading

Case Study 7.1 Post-Lesson Reflection

The Stages of Reciprocal Teaching

Case Study 7.2: High School Government

Case Study 7.2: Post-Lesson Reflection

A Brief History and Background of Reciprocal Teaching

Technology and Reciprocal Teaching

Reciprocal Teaching, Content Standards and Benchmarks

Why Choose Reciprocal Teaching?


Putting it Together

8. Question-Answer Relationship (QAR)

Case Study 8.1: Third Grade Language Arts

Case Study 8.1 Post-Lesson Reflection

The Stages of QAR

Case Study 8.2: Middle School Science

Case Study 8.2: Post-Lesson Reflection

A Brief History and Background of QAR

Technology and QAR

QAR, Content Standards and Benchmarks

Why Chose QAR?


Putting it Together

9. Jigsaw

Case Study 9.1 High School Social Studies

Case Study 9.1 Post-Lesson Reflection

Stages of the Jigsaw Model

Case Study 9.2 Sixth Grade On-Line Research – A Jigsaw Modification

Case Study 9.2 Post Lesson Reflection

Additional Cooperative Learning Structures

A Brief History and Background of Jigsaw

Technology and Jigsaw

Jigsaw, Content Standards, and Benchmarks

Why Choose Jigsaw?


Putting It Together

10. Role Playing

Case Study 10.1 Middle School Anger on the Playing Fields

Case Study 10.1 Post-Lesson Reflection

Themes in Role Playing for Social Studies and Literature

Case Study 10.2 Fourth Grade The Tattle Tale Problem

Case Study 10.2 Post Lesson Reflection

A Brief History and Background of Role Playing

Technology and Role Playing

Role Playing, Content Standards, and Benchmarks

Why Choose Role Playing?


Putting It Together

11. Inquiry-Based Learning

Case Study 11.1: Middle School Science

Case Study 11.1: Post-Lesson Reflection

Structuring Inquiry-Based Learning Experiences

Case Study 11.2: Third Grade – Inquiry-Based Units

Case Study 11.2: Post-Lesson Reflection

A Brief History and Background of Inquiry-Based Learning

Technology and Inquiry-Based Learning

Inquiry-Based Learning, Content Standards, and Benchmarks

Why Choose Inquiry-Based Learning?


Putting It Together

12. Synectics

Case Study 12.1: Middle School Writing

Case Study 12.1 Post-Lesson Reflection

The Stages/Structure of Synectics

Case Study 12.2: High School Science

Case Study 12.2: Post-Lesson Reflection

A Brief History and Background of Synectics

Technology and Synectics

Synectics, Content Standards and Benchmarks

Why Chose Synectics?


Putting it Together

13. Advance Organizers

Case Study 13.1: High School Science

Case Study 13.1 Post-Lesson Reflection

The Stages of Advance Organizers

Case Study 13.2: Fifth Grade Social Studies

Case Study 13.2: Post-Lesson Reflection

A Brief History and Background of Advance Organizers

Technology and Advance Organizers

Advance Organizers, Content Standards and Benchmarks

Why Chose Advance Organizers?


Putting it Together

14. Developing Original Instructional Units Based on Standards, Benchmarks, and Grade Level Expectations

What Is Curriculum? What Is Instruction?

State and District Content

Emphasizing the Relevance of the Curriculum

Diversity in Your Classroom

Sequencing Instructional Units

Unit Organization

Choosing Models of Teaching

Modifying Instruction for Students with Special Needs



Assessment and Evaluation of Student Learning

Assessing and Evaluating Teacher Effectiveness

Student-Centered Rationales for Curricular and Instructional Decisions

Modifying Curriculum



“The models approach provides a way of connecting theory and practice in ways that other approaches do not. Some of the texts that I have used discuss theory separately from application, and it's always a challenge for students to grasp the connection and figure out how they could use the knowledge in practice. I have seen the models approach used with a graduate level course in instructional technology that I used years back. It's good to see that applied to an undergrad course. I have ongoing concerns about starting with technology. I would much rather focus on the teaching and then figure out the technology. Using a models approach has the potential to give students a stronger conceptual base into which they can think about technology.”

Kedmon Hungwe
Michigan Tech University

"It is a good textbook for teacher-educators as well as for teachers who are facing evolutionary changes in the pedagogy of classroom instruction and how this classroom instruction could be supplemented by ICT—web-based student study site...This publication is a good case for useful contemporary reference."

V.P. Garg
Journal of Educational Planning and Administration
Journal of Educational Planning and Administration

Great overview of general models of teaching

Dr Audra Parker
Elementary Education, George Mason University
March 25, 2015

Jeanine M. Dell'Olio

Tony Donk

Also available as a South Asia Edition.

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ISBN: 9781412918107

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