Teaching Models: Designing Instruction for 21st Century Learners : 9780205609970

Teaching Models: Designing Instruction for 21st Century Learners

Kilbane & Milman
Published by
Pearson Higher Ed USA
Out of stock
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Practical help for transforming time-tested models of teaching with digital tools to to make 21st century learning more efficient, effective, and engaging.



This book is focused on helping educators design effective instruction that successfully addresses the individual and shared learning needs of the diverse population of students in today’s dynamic, fast-paced, technology-driven, global society. In it the authors show when and how to use the unprecendented variety of powerful teaching resources available, and how to coordinate their use to best prepare students for the education and workforce demands in their futures.


The authors emphasise the teacher’s role as an educational designer who approaches instructional planning with intention, uses knowledge of specialised systematic processes to identify and frame instructional challenges related to learners and content, and competently addresses those challenges by skillfully applying a broad repertoire of instructional models, strategies, and technologies.


Part I explains the ways in which functioning as an educational designer leads to more successful teaching, and Part II presents 10 powerful, proven models of teaching and demonstrates how they can be transformed for new relevance in the digital era and used to address the challenges of 21st century teaching.


Table of contents
  • PART I
  • Chapter 1: Teacher as Educational Designer
  • Chapter 2: Instructional Design, Educational Design and Designing Effective Instruction
  • Chapter 3: Instructional Tools for Educational Designers: Models, Strategies and Technologies
  • Chapter 4: Classroom-Based Assessment in the 21st Century
  • Chapter 5: The Direct Instruction Model
  • Chapter 6: The Concept Attainment Model
  • Chapter 7: The Concept Development Model
  • Chapter 8: The Inductive Model 
  • Chapter 9: The Vocabulary Acquisition Model
  • Chapter 10: The Inquiry Model
  • Chapter 11: The Cooperative Learning Model
  • Chapter 12: The Integrative Model
  • Chapter 13: The Problem-based Learning Model
  • Chapter 14: The Socratic Seminar Model
Features & benefits

In it readers:

  • Get the information and tools needed to become successful educational designers by developing:
    • a new mindset—that of an instructional problem-solver
    • a broad skill set—including assessment, communication and self-study
    • a high quality tool set—including technology tools and differentiated instruction practices
The book presents a new view of teaching as “educational design,” making the case for the necessity for a design orientation in today’s 21st century teaching:
  • Learn about ADDIE (Analysis, Design, Development, Implementation, and Evaluation), one of today’s widely used instructional design models today. ADDIE is simple, straight-forward, and works flexibly in many different situations to support the creation of instructional plans, experiences, and materials.
  • Understand the effectiveness of transforming existing models of teaching with technology and differentiated instruction practices, increasing 21st century relevance. Careful explanations and illustrations help facilitate the transfer of new knowledge into practice.
  • Use assessment and the assessment cycle to support high-quality instruction. The book emphasizes assessment throughout and includes a chapter (Ch. 4) that supports readers at all levels of experience as they use assessment. Technology tools show how assessment can be made easier and more practical, and connections to how assessment functions in a differentiated classroom is prominent.
  • Relate to the chapter content with the help of opening scenarios that illustrate the main points in a practical classroom setting. Included are lesson plans that connect to the scenario for each chapter that introduces an instructional model.
  • Plan lessons that incorporate the ideas in the chapter and address specific curriculum objectives in particular settings. Chapter 5 through 14 include lesson plans that show how ideas about instructional models, differentiated instruction, and technology tools.
  • Apply the chapter’s instructional model at different grade levels, by teachers with different instructional styles, using different materials and technology tools, through the chapter model scenarios in chapters 5 through 14.
  • Get suggestions for specific technology tools that support the steps or phases for the models presented and demonstrate their best use for specific areas of instruction.
  • Reinforce key points using the steps of model tables, which includes a short description of each step in the model being introduced and lists student and teacher roles.
  • Teacher Performance Activities encourage readers to develop the ability to transfer learning in the chapter to an actual practical setting, while fostering the competencies measured by the Teacher Performance Assessment.
  • Technology Integration Activities help readers develop technological pedagogical content knowledge (TPACK) and the ability to integrate technology tools successfully.
  • Reflect on the learning associated with each chapter through the journal entry feature included at the ends of Chapters one through 14.
  • Worksheets (Appendix C) provide the “do” experience for content throughout the text, including basic concepts and lesson plans, which promotes transfer of text material to practice.
  • Instructional Models Matrix (Appendix D) available to easily identify specific tools that might be useful and to:
    • determine which models align with instructional goals
    • find models that support  the execution of meaningful lessons
    • find models benefit from the use of readily available technologies
    • help identify important points in what’s been learned and/or read
Author biography

Clare Kilbane has worked with learners at all educational levels (from graduate school to grade school) for over 20 years. A former elementary educator and technology coordinator, Clare has a bachelors degree from the University of Dayton, a masters degree in Instructional Design from The Ohio State University and a Ph.D. in Educational Evaluation from the University of Virginia. She has been on the faculty at the University of Massachusetts Amherst, Capital University, and is currently an Associate Professor of Educational Technology at Otterbein University.  Clare has an active consulting practice with K-12 schools, is a frequent speaker at professional conferences, and has participated in numerous state-wide grants and research projects involving technology integration and digital portfolios.  She is the co-author of the Digital Teaching Portfolio Handbook and Digital Teaching Portfolio Workbook with Natalie Milman and has authored many other articles, online courses, and multimedia materials. She lives with her husband, daughter and two Glen of Imaal terriers in Columbus, Ohio.


Natalie B. Milman, Ph.D., is Associate Professor of Educational Technology and Coordinator of the Educational Technology Leadership Program in the Department of Educational Leadership at The George Washington University’s Graduate School of Education and Human Development. She earned her doctorate in Instructional Technology from the University of Virginia's Curry School of Education with a graduate specialization designed to prepare technology leaders. She has taught at the elementary school level as a second grade, a science specialist, mentor, and technology teacher in Los Angeles County, California. Her primary research interest is 21st century pedagogies. Her current research interests include one-to-one laptop and tablets initiatives, student engagement and learning through distance education, strategies and models for the effective integration of technology into the curriculum at all academic levels, and the use of digital portfolios for professional development. She has published numerous articles and presented at many conferences. She has co-authored two books about digital portfolios. She is the co-editor of the Current Practices Section of the journal, Contemporary Issues in Technology and Teacher Education, and is on the AERA Technology committee. She has also served as an officer in two AERA SIGs: 1) Technology as an Agent of Change in Teaching and Learning (past Chair, Program Co-Chair, Secretary/Treasurer) and 2) Portfolios and Reflection in Teaching and Teacher Education (past Chair, Secretary/Treasurer, and Program Chair; Webmaster). She lives in Virginia, outside of Washington, D.C., with her husband and two children.


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