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

Noninvasive and seamless interfacing between the sensors and human skin is highly desired for wearable healthcare. Thin-film-based soft and stretchable sensors can to some extent form conformal contact with skin even under dynamic movements for high-fidelity signals acquisition. However, sweat accumulation underneath these sensors for long-term monitoring would compromise the thermal-wet comfort, electrode adherence to the skin, and signal fidelity. Here, we report the fabrication of a highly thermal-wet comfortable and conformal silk-based electrode, which can be used for on-skin electrophysiological measurement under sweaty conditions. It is realized through incorporating conducting polymers poly(3,4-ethylenedioxythiophene): polystyrenesulfonate (PEDOT:PSS) into glycerol-plasticized silk fiber mats. Glycerol plays the role of tuning the mechanical properties of silk fiber mats and enhancing the conductivity of PEDOT:PSS. Our silk-based electrodes show high stretchability (>250%), low thermal insulation (∼0.13 °C·m2·W-1), low evaporative resistance (∼23 Pa·m2·W-1, 10 times lower than ∼1.3 mm thick commercial gel electrodes), and high water-vapor transmission rate (∼117 g·m-2·h-1 under sweaty conditions, 2 times higher than skin water loss). These features enable a better electrocardiography signal quality than that of commercial gel electrodes without disturbing the heat dissipation during sweat evaporation and provide possibilities for textile integration to monitor the muscle activities under large deformation. Our glycerol-plasticized silk-based electrodes possessing superior physiological comfortability may further engage progress in on-skin electronics with sweat tolerance.

Highly Thermal-Wet Comfortable and Conformal Silk-Based Electrodes for On-Skin Sensors with Sweat Tolerance.

Using tetraethoxysilane (TEOS) as the source of silica, fibre reinforced silica aerogels were synthesized via fast ambient pressure drying using methanol (MeOH), trimethylchlorosilane (TMCS), ammonium fluoride (NH4F), and hexane. The molar ratio of TEOS/MeOH/(COOH)2/NH4F was kept constant at 1 : 38 : 3.73 × 10−5 : 0.023 and the gel was allowed to form inside the highly porous meta-aramid fibrous batting. The wet gel surface was chemically modified (silylation process) using various concentrations of TMCS in hexane in the range of 1 to 20% by volume. The fibre reinforced silica aerogel blanket was obtained subsequently through atmospheric pressure drying. The aerogel blanket samples were characterized by density, thermal conductivity, hydrophobicity (contact angle), and Scanning Electron Microscopy. The radiant heat resistance of the aerogel blankets was examined and compared with nonaerogel blankets. It has been observed that, compared to the ordinary nonaerogel blankets, the aerogel blankets showed a 58% increase in the estimated burn injury time and thus ensure a much better protection from heat and fire hazards. The effect of varying the concentration of TMCS on the estimated protection time has been examined. The improved thermal stability and the superior thermal insulation of the flexible aerogel blankets lead to applications being used for occupations that involve exposure to hazards of thermal radiation.

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Synthesis and Characterization of Fibre Reinforced Silica Aerogel Blankets for Thermal Protection

Three Dimensional Multi-User Virtual Environments (MUVEs) are promising tools in education because of the unique affordances they offer. These learning affordances imply certain actions that in turn can lead to corresponding learning activities. There seems to be a lack of reports on which of the affordances of MUVEs for learning and teaching are used and how they are enacted by relevantly designed learning activities. This study investigates the learning activities conducted in Second Life, the most popular and widely used among the "sandbox" type MUVE platforms, as reported in 205 empirical studies, by associating them with the learning affordances they enact. As necessary step towards this goal, the study proposes a new classification of learning affordances of MUVEs and a new concrete set of learning activities based on the literature review. Learning affordances include free navigation, creation, modeling and simulation, multichannel communication, collaboration and cooperation and content presentation and/or delivery. By using the open, axial and selective coding offered by the grounded method, the learning activities that emerged from the exhaustive empirical review, are well associated with the proposed six learning affordances, validating in return the functionality of the proposed set of learning affordances. The five more general learning activities, resulting from the selective coding, are content creation, content exploration and interaction with content, social interaction, gaming, participation in representations of real life events and situations. Further research on other MUVEs is needed to establish this framework.

Learning activities as enactments of learning affordances in MUVEs: A review-based classification

Anxiety affects human capabilities and behavior as much as it affects productivity and quality of life. It is considered to be the main cause of depression and suicide. Anxious states are detectable by specialists by virtue of their acquired cognition and skills. There is a need for non-invasive reliable techniques that performs the complex task of anxiety detection. In our study, we investigate the impact of different parameters, notably: trial duration, feature type, feature combination and anxiety levels number. The system is evaluated using our own database containing recorded Electroencephalogram (EEG) signals from 23 participants during anxiety elicitation by means of face-to-face psychological stimuli. EEG signals were captured with an Emotiv Epoc headset as a cost-efficient wireless wearable equipment. Two labeling methods are used and results are presented accordingly. Our findings showed that anxiety is well elicited in 1 s. For Self Assessment Manikan SAM-based detection, Stacked Sparse Autoencoder (SSAE) with different type of features achieves 83.50% and 74.60% for 2 and 4 anxiety levels detection, respectively. Results are improved using the Hamilton-based method. We obtained a rate of 86.7% for 4 levels detection using SSAE. The presented results prove the benefits of the use of a low-cost EEG headset instead of medical non-wireless devices and create a starting point for new researches in the field of anxiety detection.

Psychological stimulation for anxious states detection based on EEG-related features

Hong Kong Polytechnic University educators used the Second Life virtual world to help students learn the relationships between key concepts in designing clothing for functional comfort.

Creative educational use of virtual reality: working with Second Life.

A successful high-performance sportswear design that considers human factors should result in a significant increase in thermal comfort and reduce energy loss. The authors describe a body-mapping approach that facilitates the effective ergonomic design of sportswear. Their general framework can be customized based on the functional requirements of various sports and sportswear, the desired combination and selection of mapping areas for the human body, and customized quantitative data distribution of target physiological indicators.

Customized Body Mapping to Facilitate the Ergonomic Design of Sportswear

There are necessary procedures that apply self-assessment to evaluate subjects' emotions in the traditional affective stimulation systems. This paper describes a new attempt to use some of the VR games as emotional materials to arouse basic emotions and evaluate the affective arousal effects with Self-Assessment Manikin (SAM). This provides an objective and active way to stimulate emotions (e.g. happiness, sadness, fear, relaxation, disgust, and rage) when players are immersed in VR games. In our study, we standardized the VR games for affective materials according to the picture, video, and audio in the traditional affective stimulation systems as references, and employed SAM to verify the validity of the Mehrabian emotion model. This is the first time an active approach has been used to evoke emotions through VR games, which serves as an alternative between cognitive psychology and computer science.

Applying Self-Assessment Manikin (SAM) to Evaluate the Affective Arousal Effects of VR Games

Developments in computer capabilities, networks, mobile devices, and social media have enabled researchers and educators to increasingly employ blended strategies when developing new learning technologies. In addition, there is a growing need to develop discipline-specific learning technologies as result of expanding research in various domains. The study reported here was conducted in the context of a textile and clothing higher education course. The key aim was to develop a new learning technology for university students, specifically to help them learn about clothing thermal functional design (CTFD).

Educational Virtual-Wear Trial: More Than a Virtual Try-On Experience

This article discusses what would be needed to realize visual avatars that could dress us well and potentially impact our health by suggesting clothes appropriate for our activities.

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Mingliang Cao

Papers

Creative educational use of virtual reality: working with Second Life.

Customized Body Mapping to Facilitate the Ergonomic Design of Sportswear

Applying Self-Assessment Manikin (SAM) to Evaluate the Affective Arousal Effects of VR Games

Educational Virtual-Wear Trial: More Than a Virtual Try-On Experience

Toward Visual Avatars that Dress You Well and Impact Your Health