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

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Corporate governance: the international journal of business in society

Accounting information must be accumulated and summarized before it can be communicated and analysed. In this chapter, we will discuss the steps involved in the accounting cycle. We will emphasize the subject of adjusting entries. Throughout an accounting period, cash receipts and cash disbursements are recorded. At the end of the accounting period, adjusting entries are required so that revenues and expenses are reflected on the accrual basis of accounting. Adjusting entries are simply entries required to bring account balances up to date. The failure to record proper adjustments will cause errors on both the income statement and the balance sheet.

Accounting Information System

Behavioral and psychological symptoms of dementia

Penerapan pembelajaran IPA terpadu sangat membutuhkan peranan dari guru Lesson study adalah salah satu dari banyak cara dimana guru dapat meningkatkan profesionalime mereka dalam pengajaran IPA secara terpadu Tujuan dari penelitian ini adalah mengembangkan pembelajaran IPA dengan menggunakan model pembelajaran Problem Base, dimana siswa akan memecahkan masalah yang diberikan oleh guru dengan menggunakan metode ilmiah Hasil penelitian menunjukkan bahwa dengan menggunakan model pembelajaran Problem Base melalui lesson study dapat membantu guru untuk mengembangkan seperangkat perangkat pembelajaran dan memberikan pembelajaran yang lebih baik Dapat diketahui dari peningkatan hasil observasi pada setiap tes dan nilai rata-rata siswa dari tes pertama sampai ketiga Kegiatan ilmiah dapat membantu siswa untuk memahami materi IPA yang diberikan oleh guru, dan mereka dapat mendapatkan pemahaman yang menyeluruh The implementation of Integrated Science Learning needs teacher enough Lesson study is one of many ways which teachers can increase their profesionalism in teaching science Integratedly The research aim to develop integrated science learning is using the problem base learning model, in which students will solve problem, given by teachers, using scientific methodes The result of this research shows that the integrated science learning with problem base learning model through lesson study activity can help teachers to develop sets of learning equipment and give the better learning It can be shown in the increasing observation result on every test and the average students score from the first until the third tests Students scientific working skill can help students to understand the science material given untedly by the teacher so that they can get the complete understanding

/pdf/pengembangan-pembelajaran-ipa-terpadu-dengan-menggunakan-3tri4zq27o.pdf

Pengembangan pembelajaran ipa terpadu dengan menggunakan model pembelajaran problem base melalui lesson study

Penelitian dengan tujuan untuk mengetahui pengaruh lama fermentasi terhadap kadar alkohol, pH, dan produksi gas pada proses fermentasi bioetanol dari whey dengan substitusi kulit nanas telah dilakukan. Penelitian menggunakan rancangan acak lengkap dengan 5 perlakuan yaitu T1, T2, T3, T4, dan T5, yang masing-masing adalah lama fermentasi 12, 24, 36, 48, dan 60 jam. Ulangan dilakukan sebanyak 4 kali untuk masing-masing perlakuan. Data diolah dengan menggunakan ANOVA, apabila ada pengaruh dilanjutkan dengan Uji Wilayah Ganda Duncan. Hasil Penelitian menunjukkan lama fermentasi berpengaruh nyata (P 0,05) terhadap kadar alkohol dan produksi gas. Kesimpulan, lama fermentasi berpengaruh menurunkan nilai pH, tetapi tidak berpengaruh meningkatkan kadar alkohol dan produksi gas.

/pdf/pengaruh-lama-fermentasi-terhadap-kadar-alkohol-ph-dan-xjynjd0eqf.pdf

PENGARUH LAMA FERMENTASI TERHADAP KADAR ALKOHOL, pH, DAN PRODUKSI GAS PADA PROSES FERMENTASI BIOETANOL DARI WHEY DENGAN SUBSTITUSI KULIT NANAS

Penelitian ini bertujuan (1) mengembangkan perangkat pembelajaran kebencanaan alam bervisi SETS yang terintegrasi dalam mata pelajaran IPA, (2) mengimplementasikan bahan ajar kebencanaan bervisi Science Environment Technology and Society (SETS) terintegrasi dalam mata pelajaran IPA, (3) meningkatkan pemahaman dan keterampilan guru dan siswa mengenai konsep, prinsip dan praktek penyelamatan diri jika terjadi bencana alam, (4) meningkatkan kolegialitas antara dosen dan guru serta antarguru dalam mem-belajarkan materi kebencanaan kepada siswa. Penelitian pengembangan (R&D) multitahun ini dilaksanakan berkolaborasi dengan guru di pendidikan dasar dan menengah. Tahap eksplorasi secara teoretis dan dievaluasi pakar terhadap fitur tema dan subtema dari model pembelajaran kebencanaan terintegrasi dalam mata pelajaran IPA bervisi SETS, telah dilakukan. Teknik analisis data dengan deskriptif persentase, uji Gain ternormalisasi, dan uji t. Hasil penelitian berupa lima fitur model pembelajaran seperti: Silabus, RPP, metode pembelajaran, bahan ajar, serta teknik dan jenis asesmennya yang dikembangkan meliputi materi IPA kelas IV, V,VI SD dan VII, VII, IX SMP. Kelima fitur dikemas dalam Buku Panduan Mengajarkan Kebencanaan Alam Terintegrasi dalam IPA (untuk Guru), Buku Ajar (untuk Siswa) dan suplemen berupa komik kartun. Hasil desiminasi menunjukkan bahwa perangkat pembelajaran yang dikembangkan layak diberikan kepada siswa, dan dapat meningkatkan pemahaman siswa dalam mengenali dan menangani bencana. The research aim to (1) developing of instructional of study of natural disaster Â have vision Â of SETS (Science Environment Technology Soceity) which integrated in subject of IPA, (2) materials implementation teach disaster Â have vision to of SETS integrated in subject of IPA, (3) improving understanding and skill of student and teacher concerning concept, principal and practice saving self if happened natural disaster, (4) improving team work among teacher and lecturer and also teacher interaction in learning disaster items to student. This Research and Development (R&D) is executed by teacher in education of base and is middle. This research represent research of multi years. Eksploration by theory and expert review to theme fitur and of sub theme of model study of disaster integrated in subject of IPA have vision to of SETS, have been done. Techniques of data analyze are descriptively percentage, test Gain normalization, and t-test. Result of research in the form of five fitur model study like: Syllabus, RPP, study method, teaching materials, and also technique and asesment its developed like items of IPA class of IV, V,VI SD and of VII, VII, IX SMP. Fifth [of] tidy fitur in Guide-Book Teach Natural disaster Integrated in IPA ( for the Teacher of) and Book Teaching (for Student). Despitefully, made also suplemen to study nature disaster in the form of cartoon comic. Result of study model desimination which have been developed to indicate that peripheral of passed to competent developed study of student, and can improve the understanding of student in recognizing and handling disaster.

/pdf/mitigasi-bencana-alam-berbasis-pembelajaran-bervisi-science-167l560it6.pdf

Mitigasi bencana alam berbasis pembelajaran bervisi science environment technology and society

The study was conducted to map the misconception pattern of chemistry prospective teachers who learned acid-base and argentometric titration. Further, it attempts to minimize misconception through a multiple representation model of learning chemistry with cognitive dissonance strategy. The first treatment was done on acid-base titration and the second treatment on argentometric titration materials. The multiple choice test with open reasons was administered to 30 undergraduate students. The finding shows that 28.6% students have the same pattern of misconception while learning in both of the courses. After the treatment, misconception decreased to 9.5% on the first treatment, and 9.4% on the second treatment. The model was found to be suitable to decrease the misconception, but could not change the misconception into “zero misconception”, especially for microscopic and symbolic representations.

/pdf/undergraduate-students-misconception-on-acid-base-and-3nru6cri0t.pdf

Undergraduate students’ misconception on acid-base and argentometric titrations: a challenge to implement multiple representation learning model with cognitive dissonance strategy

Penelitian ini bertujuan untuk: (1) Membandingkan prestasi belajar siswa pada materi Laju 
Reaksi menggunakan pembelajaran kimia berbasis multiple representasi dan konvensional , (2) 
Membandingkan prestasi belajar siswa pada materi Laju Reaksi dengan kemampuan awal 
tinggi dan kemampuan awal rendah, (3) Mengetahui interaksi antara pembelajaran yang 
digunakan dengan kemampuan awal siswa terhadap prestasi belajar siswa pada materi Laju 
Reaksi. Penelitian ini menggunakan metode quasi eksperimental dengan rancangan penelitian 
desain faktorial 2x2. Sampel diambil dengan teknik cluster random sampling. Teknik 
pengumpulan data menggunakan metode tes objektif untuk prestasi belajar kognitif, metode 
angket untuk prestasi belajar afektif dan metode observ asi untuk prestasi belajar psikomotor. 
Analisis data menggunakan Analisis Variansi Dua Jalan Sel Tak Sama. Berdasarkan hasil 
penelitian disimpulkan bahwa: (1) prestasi belajar siswa pada pembelajaran multiple
representasi lebih tinggi daripada pembelajaran konvensional pada materi Laju Reaksi. (2) 
prestasi belajar siswa dengan kemampuan awal tinggi lebih tinggi daripada siswa dengan 
kemampuan awal rendah pada materi Laju Reaksi. (3) tidak ada interaksi antara pembelajaran 
multiple representasi dan konvensional dengan kemampuan awal siswa terhadap prestasi 
belajar kognitif, afektif, dan psikomotor siswa pada materi Laju Reaksi.
Kata Kunci: Pembelajaran kimia, Multiple representasi, kemampuan awal

Pembelajaran kimia berbasis multiple representasi ditinjau dari kemampuan awal terhadap prestasi belajar laju reaksi siswa sma negeri i karanganyar tahun pelajaran 2011/2012

Sri Mulyani

Papers

Pengembangan pembelajaran ipa terpadu dengan menggunakan model pembelajaran problem base melalui lesson study

PENGARUH LAMA FERMENTASI TERHADAP KADAR ALKOHOL, pH, DAN PRODUKSI GAS PADA PROSES FERMENTASI BIOETANOL DARI WHEY DENGAN SUBSTITUSI KULIT NANAS

Mitigasi bencana alam berbasis pembelajaran bervisi science environment technology and society

Undergraduate students’ misconception on acid-base and argentometric titrations: a challenge to implement multiple representation learning model with cognitive dissonance strategy

Pembelajaran kimia berbasis multiple representasi ditinjau dari kemampuan awal terhadap prestasi belajar laju reaksi siswa sma negeri i karanganyar tahun pelajaran 2011/2012