Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

教学模式 = Models of Teaching

Practice is a necessary but not sufficient condition to reach high levels of competence. Deliberate practice, which includes five basic elements, is needed to build expertise. Those elements include: 1. Effortful exertion to improve performance 2. Intrinsic motivation to engage in the task 3. Carefully tailored practice tasks that focus on areas of weakness 4. Feedback that provides knowledge of results, and 5. Continued repetition over a number of years (p. 256)

e‐Learning and the Science of Instruction

Recently, research on novel and low cost batteries has been widely conducted to realize large-scale energy storage systems. However, few of the battery systems have delivered performance equal to that of Li-ion batteries. Herein, we propose non-aqueous K-ion batteries by developing hexacyanoferrate(II) compounds (so-called Prussian blue analogues), K1.75Mn[FeII(CN)6]0.93·0.16H2O and K1.64Fe[FeII(CN)6]0.89·0.15H2O, as affordable positive electrode materials. In particular, K1.75Mn[FeII(CN)6]0.93·0.16H2O prepared by a simple precipitation process delivers a high capacity of 141 mA h g−1 at 3.8 V as the average operating potential, resulting in a comparable energy density to that of LiCoO2, with excellent cyclability and rate performance in K half-cells. Operando X-ray diffraction measurements reveal that the excellent electrochemical performance of this material is attributed to its open and flexible framework, which can realize fully reversible K+ extraction/insertion and a structural change from monoclinic to tetragonal via cubic phases. For the first time, we demonstrate an inexpensive high-voltage K-ion full cell with a K1.75Mn[Fe(CN)6]0.93·0.16H2O/graphite configuration to prove its feasibility as a new promising battery system for an environmentally friendly future.

A Novel K-Ion Battery; Hexacyanoferrate(II)/Graphite Cell

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http://library.um.ac.id/free-contents/downloadpdf.php/buku/introduction-to-real-analysis-robert-g-bartle-25593.pdf

Introduction to real analysis / Robert G. Bartle

The purpose of this study is to find out the effect of PjBL with WBL media as an instructional strategy and direct instructional (DI) strategy on the understanding (intercept) and the concept application of science-integrated learning media. The method of this research is Quasi-Experimental with 2x2 factorial design. The number of respondents is 110 pre-service teachers consisting of 68 respondents for the experimental class and 42 respondents for the control class. The sampling technique is purposive sampling with a class as an experimental class and another class as a control class. MANOVA is used to analyze the data. The result of the test shows that: (1) there is a difference in the average score of learning outcomes in understanding and science-integrated conceptual application among pre-service teachers who are taught with Web-based PjBL and DI strategies. The average score of understanding the concept of developing science-integrated learning media with a Web-based PjBL strategy is 88.81, DI is 85.69. The average score of the concept application with Web-based PjBL strategy is 89.07, DI is 85.69; (2) there are differences in the average score of understanding learning outcomes and the application of the concept of developing science-integrated learning media between pre-service teachers who have a cognitive style of FD and FI. The average score of understanding the concept of FD is 88.08, FI is 86.12. The average score of the concept application FD is 87.37, FI is 88.29. From these data, it can be concluded that the Web-based PjBL strategy has a better contribution than DI in improving the learning outcomes of understanding and application of the concept of developing science-integrated learning media.

/pdf/the-effect-of-pjbl-with-wbl-media-and-cognitive-style-on-4wnn3u1o5p.pdf

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

The study aims are to determine whether there is a difference in the average learning outcomes between students who are subject to Direct instruction model aided by mobile augmented reality and Direct instruction model supported by non mobile augmented reality. The presence or absence of significant differences in cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation, and low achievement motivation group. There is no interaction between learning strategies and achievement motivation toward cognitive learning outcomes.Population in this research is all student of semester 1 academic year 2016/2017 Sample is taken by using sampling cluster random sampling technique in mathematics education study of Universitas PGRI Semarang. Methods of data collection in this study are obtained by using interview methods, test methods, and method documentation. The results showed that: (a) There were significant differences in cognitive learning outcomes between groups of students treated with direct instructional strategies with MAR and group of students who were treated with direct instruction learning strategies with non-MAR. (B) There is a significant difference of cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation and low achievement motivation group. (C) There is an interaction between learning strategies and achievement motivation toward cognitive learning outcomes.

/pdf/effectiveness-of-direct-instruction-learning-strategy-5b72ln6yuq.pdf

Effectiveness of Direct Instruction Learning Strategy Assisted by Mobile Augmented Reality and Achievement Motivation on Students Cognitive Learning Results

enelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir tingkat tinggi antara siswa yang dibelajarkan dengan model project based learning (PjBL) dan siswa yang dibelajarkan dengan model konvensional yang ditinjau dari motivasi berprestasi. Penelitian ini merupakan quasi eksperiment dengan rancangan non equivalent control group. Data penelitian dikumpulkan dengan mengunakan instrumen tes kemampuan berpikir tingkat tinggi dan angket motivasi berprestasi. Hasil penelitian menunjukkan bahwa, (1) ada pengaruh yang signifikan model PjBL terhadap kemampuan berpikir tingkat tinggi, (2) ada pengaruh motivasi berprestasi terhadap kemampuan berpikir tingkat tinggi, dan (3) model PjBL dan motivasi berprestasi yang secara bersama-sama berpengaruh terhadap kemampuan berpikir tingkat tinggi.

/pdf/pengaruh-model-project-based-learning-pjbl-terhadap-2jk3bfhfrf.pdf

Pengaruh Model Project Based Learning (PjBL) Terhadap Kemampuan Berpikir Tingkat Tinggi Ditinjau dari Motivasi Berprestasi Siswa Kelas IV Sekolah Dasar

This research aimed to identify the effects of inquiry-based learning on the conceptual understanding of students with various learning styles in the multimedia learning environment. This research was factorial experiment with the quasi-experimental design. There were total of 157 primary school students in Bali, Indonesia being involved as the subjects of the study. There were two instruments used in this research. The first instrument was a questionnaire adapted from Index of Learning Style (ILS) developed by Felder and Soloman for measuring the verbal-visual learning styles. The second instrument was the conceptual understanding test for measuring students’ conceptual understanding in the form of multiple-choice test. The research discovered three findings as follows: (1) there is a significant difference in terms of conceptual understanding between students who are taught by inquiry-based learning and direct instruction strategy, (2) there is a significant difference in terms of students conceptual understanding between visual and verbal students, (3) there is a significant interaction between different learning strategies (inquiry based learning and direct instruction strategy) and students’ learning styles (visual verbal) toward students conceptual understanding.

The effects of inquiry-based learning and learning styles on primary school students’ conceptual understanding in multimedia learning environment

Abstrak: Peningkatan kualitas pembelajaran dengan menerapkan pembelajaran STEM sebagai suatu pendekatan preventif diharapkan mampu membantu siswa memaknai pembelajaran khususnya sains sehingga berimbas pada peningkatan keterampilan argumentasi. Pendekatan STEM disajikan sebagai jawaban atas tuntutan kebutuhan generasi berkualifikasi tinggi yang terfokus pada integrasi dari sains, teknologi, engineering dan matematika. Pengintegrasian STEM yang berkaitan dengan masalah kontekstual dianggap saling mendukung dengan pembelajaran sains yang memiliki relevansi dengan kehidupan. Namun dalam penerapannya, ditemukan variasi terkait pandangan tentang peran berbagai disiplin ilmu dalam pengintegrasian STEM. Hasil dari kajian literatur ini diharapkan berkontribusi pada rekomendasi penerapan pendekatan STEM dalam pembelajaran termasuk pada kebebasan untuk memahami dan menerapkan STEM di kelas bergantung pada kapasitas, kebutuhan, atau kenyamanan oleh guru maupun siswa.

/pdf/kajian-pustaka-integrasi-stem-untuk-keterampilan-argumentasi-1wtoeapz59.pdf

Kajian pustaka: integrasi stem untuk keterampilan argumentasi dalam pembelajaran sains

This study aimed to compare the students' motivation that learned by two different methods viewed from prior knowledge. This study used the quasi-experimental design. Data were obtained from motivation questionnaire which consist of 31 point statements. Data were analyzed using two ways ANOVA. The results showed that: (1) there was differences in students' motivation that learned with hands-on and demonstration in guided inquiry learning, (2) student with high prior knowledge have better motivation in learning rather than students with low prior knowledge, (3) there was no interaction between learning methods and prior knowledge on students' motivation. Penelitian ini bertujuan untuk mengetahui perbedaan motivasi belajar siswa yang dibelajarkan dengan 2 metode berbeda ditinjau dari kemampuan awal. Penelitian ini menggunakan rancangan eksperimen semu. Data penelitian diperoleh dari angket motivasi yang terdiri atas 31 butir pernyataan. Data dianalisis menggunakan ANOVA dua jalan. Hasil penelitian menunjukkan bahwa: (1) ada perbedaan motivasi belajar siswa yang dibelajarkan dengan praktikum dan demonstrasi dalam pembelajaran inkuiri terbimbing, (2) siswa dengan kemampuan awal tinggi memiliki motivasi belajar yang lebih baik dibandingkan siswa dengan kemampuan awal rendah, (3) tidak ada interaksi antara metode pembelajaran dan kemampuan awal terhadap motivasi belajar siswa.

/pdf/pengaruh-praktikum-dan-demonstrasi-dalam-pembelajaran-263724ilft.pdf

Pengaruh praktikum dan demonstrasi dalam pembelajaran inkuiri terbimbing terhadap motivasi belajar siswa pada materi asam basa ditinjau dari kemampuan awal

I Wayan Dasna

Papers

Effectiveness of Direct Instruction Learning Strategy Assisted by Mobile Augmented Reality and Achievement Motivation on Students Cognitive Learning Results

Pengaruh Model Project Based Learning (PjBL) Terhadap Kemampuan Berpikir Tingkat Tinggi Ditinjau dari Motivasi Berprestasi Siswa Kelas IV Sekolah Dasar

The effects of inquiry-based learning and learning styles on primary school students’ conceptual understanding in multimedia learning environment

Kajian pustaka: integrasi stem untuk keterampilan argumentasi dalam pembelajaran sains

Pengaruh praktikum dan demonstrasi dalam pembelajaran inkuiri terbimbing terhadap motivasi belajar siswa pada materi asam basa ditinjau dari kemampuan awal