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Instructional Process and Concepts in Theory and Practice, 1st ed. 2017 Improving the Teaching Process

Langue : Anglais

Coordonnateur : Akdeniz Celal

Couverture de l’ouvrage Instructional Process and Concepts in Theory and Practice
This book offers an accessible, practical and engaging guide that provides sample instructional activities supported by theoretical background information, with a focus on the nature of the instructional process in relation to several variables. It approaches instructional models, strategies, methods, techniques, tactics and planning from a new perspective and shares effective tips to help readers better understand the instructional process and its theoretical elements. The book addresses the following questions:
  • What is the nature of the instructional process?
  • What are the classifications of contemporary models and strategies developed within the instructional process?
  • Which groups yield the most effective methods and techniques, and how can they best be practically implemented?
  • What are the instructional tactics teachers need to take into consideration, in which groups are they collected, and which tips can help us employ each tactic?
Additionally, readers can adapt the book?s ready-to-use sample activities to their own educational settings. Overall, this book offers an enlightening discussion on contemporary practices related to the teaching process, a broad and holistic theoretical framework, and an ideal reference source for all students and scholars who are interested in the educational sciences.
PART ONE: INSTRUCTION PROCESS
Chapter I: Instructional Models
Introduction 
Section 1: Definition and Taxonomies of Models of Teaching 
a. Defining Models of Teaching
b. Taxonomies of Models of Teaching
Section 2: Behavioral Models of Teaching
a. Direct Instruction
b. Mastery Learning
Section 2: Cognitive Models of Teaching
a. Gagné's Nine Events of Instruction
b. Concept Attainment Model
c. Synectics: Teaching Creative Thinking 
Section 3: Social-Interaction Models of Teaching
a. Cooperative Learning
b. Argumentation-Based Teaching
Section 4: Personalized Learning
a. Keller’s Personalized System of Instruction
b. Differentiated Instruction
Section 5: Models of Teaching related with the Affective Domain 
a. The Values Development Model
b. ARCS Model of Motivational Design
Section 6: Conclusion
References 
Bibliography

Chapter II: Instructional Strategies
Introduction
Section 1: Definitions
a. Instruction, teaching, learning
b. Nature of Instruction
c. Instructional Strategy
Section 2: Classifications
a. Traditional taxonomies
b. Popular taxonomies
c. Cross-disciplinary taxonomies
d. Activity based taxonomies

Section 3: Activities (based on strategies)
a. Focus Strategies Activities
1. Learner Oriented Strategies
2. Instructor Oriented Strategies
b. Process Strategies Activities
1. Problem solving, sample event strategies
2. Discussion, brainstorming strategies
3. Modeling, role playing, simulation strategies
4. Making pupils think, interrogate, interpret strategies
5. Presentation strategies
6. Question and answer strategies
7. Making write, take notes, summarize strategies
8. Research and Project strategies
Section 4: Conclusion
References
Bibliography

Chapter III: Teaching Methods
Introduction
Section 1: Definitions
a. Nature of teaching methods
b. Classification of teaching methods
c. Basic factors affecting the choice of teaching methods
Section 2: Teaching Methods and Activities
a. Lecture method
b. Discussion method
c. Case study method
d. Demonstration
e. Dramatization
f. Individualized study method
Section 3: Conclusion
References
Bibliography

Chapter IV: Instructional Techniques
Introduction
Section 1: Definitions
a. The relationship between strategies, methods and techniques 
b. Instructional Techniques
c. The factors affecting the selection of instructional techniques
Section 2: Classifications
a. Techniques used in group learning
b. Techniques used in individual learning 
c. Commonly used techniques 
Section 3: Activities (based on techniques)
a. Techniques activities according to education levels 
1. Higher and Adult Education oriented techniques
2. Primary and Secondary Education oriented techniques
b. Technique activities according to learning skills
1. Techniques used in developing information organization skills 
2. Techniques used in developing thinking skills
3. Techniques used in developing discussion skills
4. Techniques used in developing problem solving skills 
Section 4: Conclusion
References
Bibliography
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Chapter V: Instructional Tactics
Introduction
Section 1: Planning Phase
a. Decide What to Teach
b. Decide How to Teach
Section 2: Presentation Phase
a. Presenting Content
b. Motivating Students
c. Guiding Student Study
d. Managing Classroom
Section 3: Evaluation Phase
a. Monitoring Students Understanding
b. Handling Homework, Testing, and Grading
Section 4: Conclusion
References
Bibliography

Chapter VI: Planning for Instruction
Section 1: Describing instructional aims
Section 2: Determining instructional objectives
a. Discipliner or interdisciplinary instruction
b. National or integrated international curriculum
c. Professional standards
d. Teacher competences
1. Knowledge of teaching profession
2. Knowledge of teaching field
3. Knowledge of liberal education
e. Pupils’ qualifications
f. The role of parents on the instructional process
Section 3: Organizing content
a. Nature of instruction process
b. Preparing activity
1. Tag of activity
2. Instruction design
3. Evaluation
References 
Bibliography


PART TWO: ACTIVITY SAMPLES
Chapter VII: Language of English
Section 1: Presentation of field
Section 2: Activity Samples
a. Activity One: Teaching English as a Foreign Language through Problem-based Learning
1. Tag of activity
2. Instruction Design: Problem-based Learning
b. Activity Two: Teaching English as a Foreign Language through Project-based Learning
1. Tag of activity
2. Instruction Design: Project-based Learning
c. Activity Three: Teaching English as a Foreign Language through Inquiry-based Learning
1. Tag of activity
2. Instruction Design: Inquiry-based Learning
d. Activity Four: Teaching English as a Foreign Language through Total Physical Response
1. Tag of activity
2. Instruction Design: Total Physical Response
e. Activity Five: Teaching English as a Foreign Language through Communicative Language Learning
1. Tag of activity
2. Instruction Design: Communicative Language Learning
f. Activity Six: Teaching English as a Foreign Language through Suggestopedia
1. Tag of activity
2. Instruction Design: Suggestopedia
Section 3: Conclusion
References 
Bibliography

Chapter VIII: Language of Turkish – First Levels
Section 1: Presentation of field
a. Briefing the first levels
1. The significance of Teaching Turkish as a foreign language
2. Current Approaches in Turkish as a foreign language teaching
3. Factors influencing the determination of the teaching methods/techniques
b. First Levels Methods and techniques in Turkish as a foreign language Teaching
Section 2: Activity samples
a. Activity One: Teaching the use of Turkish numbers
1. Tag of activity
2. Instruction Design I: Direct Model
3. Instruction Design II: Total Physical Response
b. Activity Two: Teaching the use of Turkish Adjectives 
1. Tag of activity
2. Instruction Design I: Direct Model
3. Instruction Design I: Cognitive-Code Method
c. Activity Three: The use of Teaching inserts in the Turkish state
1. Tag of activity
2. Instruction Design I: Direct Model
3. Instruction Design II: Cognitive-Code Model
4. Instruction Design III: Total Physical Response
d. Activity Four: Teaching the use of Turkish Verbs
1. Tag of activity
2. Instruction Design I: Direct Model
3. Instruction Design II: Communicative Model
e. Activity Five: Teaching the use of Turkish Idioms
1. Tag of Activity
2. Instruction Design I: Direct Model
3. Instruction Design II: Multiple Intelligence
Section 3: Conclusion
References 
Bibliography

Chapter IX: Language of Turkish – Middle Levels
Section 1: Presentation of field
a. Briefing the middle levels
b. Intermediate Methods and techniques in Turkish as a foreign language Teaching
Section 2: Activity samples
a. Activity One: Sentences
1. Tag of activity
2. Instruction Design: Creative Reading and Translation
b. Activity Two: My role
1. Tag of activity
2. Instruction Design: Drama
c. Activity Three: Who am I?
1. Tag of activity
2. Instruction Design: Question-Answer
d. Activity Four: This is mine, that is yours
1. Tag of activity
2. Instruction Design: Analogy & Metaphor
e. Activity Five: Find it!
1. Tag of activity
2. Instruction Design: Communication games
f. Activity Six: 
1. Tag of activity
2. Instruction Design: Grammar games
Section 3: Conclusion
References 
Bibliography



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Chapter X: Language of Turkish – Advanced Levels
Section 1: Presentation of field
a. Briefing the advanced levels
b. Advanced Methods and Techniques in Turkish as a foreign language Teaching
1. Approaches
a. Verbal Approach
b. Visual Approach
c. Thematic Approach
d. Natural Approach
e. Structuralist and Scientific Approach
f. Auditory Linguistic Approach
g. Cognitive Approach
h. Communicative Approach
2. Methods and techniques
a. Lecture
b. Question Answer
c. Discussion
d. Case Study
e. Business Union Learning
f. Verbal Expression (Forum, Dialogue, Debate, others.)
g. Drama
h. Brainstorming
3. Advanced Text Case and Activity
a. Reading Text
b. Listen of The Text
c. Talk About Text
d. Related Writing with Text
Section 2: Activity samples
a. Activity One: Replied with text reading related questions
1. Tag of activity
2. Instruction Design I: Verbal, visual approaches, BUL
b. Activity Two: Do you read the text, summarize (Clauses 8-10)
1. Tag of activity
2. Instruction Design I: Thematic approach, reading text, related writing
c. Activity Three: Your Language Information
1. Tag of activity
2. Instruction Design I: Auditory linguistic approach, verbal expression, talk about text
d. Activity Four: True Meaning Match
1. Tag of activity
2. Instruction Design I: Cognitive approach, verbal expression, talk about text
e. Activity Five: Future Which verb
1. Tag of Activity
2. Instruction Design I: Thematic approach, drama, reading text
f. Activity Six: Write against the meaning of words in a text dictionary
3. Tag of Activity
4. Instruction Design I: Cognitive approach, related writing with text
Section 3: Conclusion
References 
Bibliography

Chapter XI: History
Section 1: Presentation of field
a. Briefing
b. Methods and techniques in History Teaching
Section 2: Activity samples
a. Activity One: Religion-based wars in centuries XI. and XIII.: The Crusades
<1. Tag of activity
2. Instruction Design I: 5E Learning Model
b. Activity Two: War Killed 40 Million People: World War II
1. Tag of activity
2. Instruction Design I: Problem-Based Learning
c. Activity Three: A Revolution in France, A Change in the World: The French Revolution
1. Tag of activity
2. Instruction Design I: Computer-based Learning
d. Activity Four: Towards a Unipolar World: Dissolution of the USSR
1. Tag of activity
2. Instruction Design I: Project-Based Learning
e. Activity Five: Serial Production and Enrichment of the West: Industrial Revolution
1. Tag of activity
2. Instruction Design I: Keller Plan
Section 3: Conclusion
References 
Bibliography

Chapter XII: Geography
Section 1: Presentation of field
a. Briefing
1. The significance of Teaching Geography
2. Current Approaches in Geography teaching
3. Factors influencing the determination of the teaching methods/techniques
b. Methods and techniques in Geography Teaching
Section 2: Activity samples
a. Activity One: Energy sources
1. Tag of activity: 
2. Instruction Design I: The use of Social Network in Teaching Geography
b. Activity Two: The language of climates
1. Tag of activity
2. Instruction Design I: The use of Drama in Teaching Geography
c. Activity Three: The conscious of environment
1. Tag of activity
2. Instruction Design I: The use of Projects in Teaching Geography 
d. Activity Four: Preparing maps
1. Tag of activity
2. Instruction Design I: The use of Web-based GIS (Geographic Information Systems) in Teaching Geography
e. Activity Five: Settlements
1. Tag of activity
2. Instruction Design I: The use of Collaborative Learning in Teaching Geography
f. Activity Six: Natural disasters
1. Tag of activity
2. Instruction Design I: The use of Media in Teaching Geography
Section 3: Conclusion
References 
Bibliography

Chapter XIII: ICT (Information and Communication Technologies)
Section 1: Presentation of field
a. Briefing
b. Methods and techniques in ICT Education
2. Instructional Design I: Mastery Learning Model
3. Instructional Design II: 5E Model
4. Instructional Design III: Multiple Intelligence
b. Activity Two: Information Searching
1. Tag of activity
2. Instructional Design: Web-based learning 
c. Activity Three: Information Sharing
1. Tag of activity
2. Instructional Design: Inquiry
d. Activity Four: Creating Multimedia
1. Tag of activity
2. Instructional Design: Computer-based learning
e. Activity Five: Creating School Newspaper
1. Tag of activity
2. Instructional Design I: Project-based learning
Section 3: Conclusion
References 
Bibliography


PART THREE: EFFECTS OF INSTRUCTIONAL ACTIVITIES
Chapter XIV: Effects of instructional activities
Section 1: Discussion
Section 2: Further studies

References 
Appendix
Author index
Subject index
Bibliography
Currently, Dr. Celal Akdeniz (Editor) is an assistant professor in Curriculum and Instruction department at Suleyman Demirel University, Isparta, Turkiye. He attained his Ph.D. in Interdisciplinary Instruction in Curriculum and Instruction, Anadolu University. He has taught full time at S. Demirel University. He has a varied and rich  experience base spanning over 12 years of research, development in the areas of interdisciplinary instruction, personality and learning, personality and teaching, brain-based learning, intercultural education, instructional theories, modals, strategies, methods, techniques and tactics, instructional skills, curriculum development and evaluation. In these areas of expertise, he has published articles, books and given international presentations. He has organized than conducted two European Union Education projects on culture, education, environment and energy topics and subsequently edited a book based on the writings of the projects.  He also has 13 years of teaching and administration experience in the public schools. 

Introduces the theoretical basis of the instruction process and instructional concepts

Presents ready-to-use samples of instructional activities and interdisciplinary instruction in Turkish and English languages, history, geography and ICT fields

Compares instructional models, strategies and techniques and provides the original classifications associated with them

Offers activity design templates for teachers, undergraduate and graduate students as well as academicians

Includes supplementary material: sn.pub/extras

Date de parution :

Ouvrage de 573 p.

15.5x23.5 cm

Disponible chez l'éditeur (délai d'approvisionnement : 15 jours).

Prix indicatif 105,49 €

Ajouter au panier

Date de parution :

Ouvrage de 573 p.

15.5x23.5 cm

Disponible chez l'éditeur (délai d'approvisionnement : 15 jours).

Prix indicatif 105,49 €

Ajouter au panier