CHAPTER 14 PROVIDING INSTRUCTION

• Compare and contrast graded and nongraded schools
• Explain the differences between exploratory education and general education.
• Discuss the pros and cons of ability grouping.
• Associate learning styles with different teaching models.
• Discuss the role of technology in education

OUTLINEORGANIZING TEACHERS TO PROVIDE INSTRUCTION, pages 492-500

• See figure 14.1 on page 493 for common school organizational patterns. 
• Open space: schools that do not have classroom walls separating learning areas.
• Continuous progress education: a term used to describe programs that do not provide for grading for learners by ages.
• Instructional scheduling can include modular, block and/or flexible scheduling.
• Modular scheduling: scheduling different time periods for instruction.
• Block scheduling: see relevant research on page 499.
• Flexible scheduling: scheduling time periods for instruction vary by subject and intended learning outcomes.

ORGANIZING STUDENTS, PAGES 500-503

• Homogeneous:  a grouping term that is used to describe a group of learners who are alike in their learning habits, attitudes, and performances.
• Heterogeneous: a grouping term that is used to describe a group of learns who are not alike in their learning and attitude characteristics.
• Read professional dilemma on page 502.

INSTRUCTIONAL PRACTICES, pages 503-504

• Tracking: a term used to describe the program of a student that is pointing to a particular outcome, for example, a college prep program.  The program has a particular track or required sequence of courses.
• Taxonomy: a classification system.

MODELS OF LEARNING, pages 504-509

• The mastery learning model attempts to address the problems of differences in learning rate and abilities of students.
• Audiotutorial and individually prescribed instruction models provide for individual pacing of learning activities. See figure 14.2 on page 506
• A thinking skills model presents an 8-step approach for teachers to use if they wish to develop students' thinking skills while delivering the instructional program.  See figure 14.3 on page 507.

• Electronic technologies perform one or more of three general functions: store information, assist in the development of knowledge and skills, and link different locations. 
• Learning Resource Centers: the center supplements the typical verbal materials found in a library. It is also an adjunct classroom. 
• See figure 14.4 on page 512 for ratio of students to computers, 1992-1998.
• See figure 14.5 on page 512 for ratio of students to computers by schools level, 1997-1998.
• Read debate on page 515.
• Summary of chapter on page 519.

E-Mail: mfitzpat@stac.edu