Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

I began this review with three objectives: (a) to determine whether recent learning-to-teach studies form a coherent body of literature, (b) to use any common themes that emerged from these studies to construct a model of professional growth for novice and beginning teachers, and (c) to draw inferences from the model concerning the nature of preservice teacher education programs likely to promote growth by capitalizing on naturally occurring processes and stages. I review 40 learning-to-teach studies published or presented between 1987 and 1991: 27 deal with preservice teachers, 13 with first-year or beginning teachers. All were naturalistic and qualitative in methodology. Studies within each of those divisions are clustered and summarized according to major themes that emerged from findings. The model I ultimately infer from the 40 studies confirms, explicates, and integrates Fuller’s (Fuller & Bown, 1975) developmental model of teacher concerns and Berliner’s (1988) model of teacher development based on...

Professional Growth Among Preservice and Beginning Teachers

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

On Educational psychology: A cognitive view.

http://mentorship.staff.sd62.bc.ca/files/2014/10/mentoring-beg-teachers-journal.pdf

Mentoring beginning teachers: What we know and what we don't

A conceptual framework composed of eight categories of mentoring activities that address five domains of beginning teachers' concerns was developed based on the reported activities of 150 teachers who were lead mentors. The study suggests that experienced teachers possess an extensive repertoire of helping strategies and that, with opportunities for collaboration, teachers can develop and shape complex mentoring roles that meet beginning teachers' needs. Conditions that influence mentoring relationships include school context factors and mentor and beginning teacher characteristics. Mentoring programs thus should not attempt to rigidly specify mentoring roles. With support, experienced teachers can provide assistance tailored to the circumstances of beginning teachers in individual schools.

Teacher Mentoring: An Analysis of Roles, Activities, and Conditions:

Rooted in behavioral theory, particularly the radical or selectivist behaviorism of B.F. Skinner (1953, 1954, 1966, 1968, 1974), the direct instruction (DI) approach to teaching is now well into its third decade of influencing curriculum, instruction, and research. It is also in its third decade of controversy. Our purpose is to present the DI model with the notion that the designer can and should use the model effectively based on appropriate assessment of the learners, content, context, and task at hand. To accomplish our goal, we begin with a general discussion of the basic DI framework, followed by a summary of the major DI models that have been used in live instructional contexts. We then shift to a review of how DI has been used in technology-based learning environments. Finally, we conclude with a look into the future of DI.

https://www.itma.vt.edu/courses/tel/resources/magliaro(2005)_direct_instruction.pdf

Direct Instruction Revisited: A Key Model for Instructional Technology

Since the first publication of this chapter in the previous edition of the Handbook, some changes have occurred in the theoretical landscape. Cognitive psychology has moved further away from its roots in information processing toward a stance that emphasizes individual and group construction of knowledge. The notion of the mind as a computer has fallen into disfavor largely due to the mechanistic representation of a human endeavor and the emphasis on the mind–body separation. Actually, these events have made B. F. Skinner’s (1974) comments prophetic. Much like Skinner’s discussion of use of a machine as a metaphor for human behavior by the logical positivists who believed that “a robot, which behaved precisely like a person, responding in the same way to stimuli, changing its behavior as a result of the same operations, would be indistinguishable from a real person, even though,” as Skinner goes on to say, “it would not have feelings, sensations, or ideas.” If such a robot could be built, Skinner believed that “it would prove that none of the supposed manifestations of mental life demanded a mentalistic explanation” (p. 16). Indeed, unlike cognitive scientists who explicitly insisted on the centrality of the computer to the understanding of human thought (see, for example, Gardner, 1985), Skinner clearly rejected any characterizations of humans as machines. In addition, we have seen more of what Skinner (1974) called “the current practice of avoiding” (the mind/body) “dualism by substituting ‘brain’ for ‘mind.” Thus, the brain is said to “use data, make hypotheses, make choices, and so on as the mind was once said to have done” (p. 86). In other words, we have seen a retreat from the use of the term “mind” in cognitive psychology. It is no longer fashionable then to posit, as Gardner (1985) did, that “first of all, there is the belief that, in talking about human cognitive activities, it is necessary to speak about mental representations and to posit a level of analysis wholly separate from the biological or neurological on one hand, and the sociological or cultural on the other” (p. 6). This notion of mind, which is separate from nature or nurture, is critical to many aspects of cognitive explanation. By using “brain” instead of “mind,” we get the appearance of avoiding the conflict. It is, in fact, an admission of the problem with mind as an explanatory construct, but in no way does it resolve the role that mind was meant to fill. Yet another hopeful sign is the abandonment of generalities of learning and expertise in favor of an increased role for the stimuli available during learning as well as the feedback that follows (i.e., behavior and consequences). Thus we see more about “situated cognition,” “situated learning,” “situated knowledge,” “cognitive apprenticeships,” “authentic materials,” etc. (see, for example, Brown, Collins, & Duguid, 1989; Lave, 1988; Lave & Wenger, 1991; Resnick, 1988; Rogoff & Lave, 1984; Suchman, 1987) that evidence an explicit acknowledgment that while behavior “is not ‘stimulus bound’. . . nevertheless the environmental history is still in control; the genetic endowment of

/pdf/behaviorism-and-instructional-technology-4bbdrpow50.pdf

Behaviorism and Instructional Technology.

Four case studies are presented that reveal the unique induction experiences of 3 elementary teachers and 1 secondary teacher over 2½ years. Based on data from semistructured interviews and several secondary sources, the cases show the influence of 4 major factors-students, colleagues, school context, and parents-on beginning teachers' socialization. We argue that beginners have 2 roles, teaching effectively and learning to teach, and that induction programs should recognize and support both roles. From the cases, we show that learning to teach is a highly individualized process that varies according to beginners' beliefs and expectations about teaching and the teaching situations they encounter. Because teaching is inherently complex and performed under conditions that can vary significantly from year to year, induction takes time, as much as 3 years, and requires the support of understanding colleagues. We conclude with a description of 1 successful induction program involving 70 pairs of beginners and ...

Teaching and Learning to Teach: The Two Roles of Beginning Teachers

Although there are numerous models to practive instructional design (ID), few instructional models to teach instructional design have been documented. This article documents a five-year study of two instructors who collaborated on formally studying their teaching of a master's level instructional design course. A reflexive instructional approach was used, in which the teachers examined their teaching while students were being prompted to reflect on their learning of instructional design through a course-long ID project. In this article we summarize our views on learning, teaching, and instructional design. A design and development framework from developmental research (Richey & Nelson, 1996) was used to describe our teaching in terms of the design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994–1998.

Susan G. Magliaro

Papers

Teacher Mentoring: An Analysis of Roles, Activities, and Conditions:

Direct Instruction Revisited: A Key Model for Instructional Technology

Behaviorism and Instructional Technology.

Teaching and Learning to Teach: The Two Roles of Beginning Teachers

A Reflexive Model for Teaching Instructional Design