Transcription of Overview - ASCD
1 Overview RON BRANDT. Ronald S. Brandt Executive Editor Nancy Carter Modrak Toward a Better Senior Editor Al Way Art Director Definition of Teaching he two developments that over renberg and Ehrenberg, 1982). Jo Ann trick the last 25 vears have most en- Other differences in terminology AssoKiate Editor riched our conception of teach- are evidence that our definition of Pamela Dronka ing are not easily reconciled. The teaching remains inchoate. Muska A.>s(-iate Editor search for alternatives to conventional Mosston and Sara Ashworth (p. 31), didactic teaching. which peaked in the who have spent years refining a spec- Fran Schweiger 1960s, stimulated invention of an array trum of teacher-student decision-mak- Assistant Editor of methods suitable for various in- ing modes, refer to these patterns as Elaine C. Dull structional purposes More recently, "styles," although others reserve that Prl iCunion Mlanager the "effective teaching" research has term for the enduring ways that differ- established a firm connection between ent types of individuals perceive and Teola T.
2 Jones Advertnising .Malgler traditional teacher behaviors and stu- process experience and information dent achievement on tests (Rosen- (Mamchur. 1984; McCarthy. 1985). Deborah A. Johnson shine, 1983). Reinforcing this second The effort to sort these things out iv strand is the work of Madeline Hunter may seem picky. but it is worthwhile. (1984), whose sensible interpretation Building on the work of writers, re- JoseEa Manlapaz CrIeriAl ANsisttii11 of psychological research has been the searchers. and innovators such as basis for numerous inservice pro- these, we are constructing a common grams language as we enlarge our vision of The apparent discrepancy betwee/X what it means to teach. We are learn- the two paradigms has been high- ing what processes are most suitable lighted by the current interest in for what ends. We are refining a body teaching for thinking Supervisors who of knowledge and a set of procedures have been urging teachers to main- that are the marks of a profession.
3 8 tain a businesslike atmosphere. give explicit directions to students, and ask References recitation-type questions to check Dillon. J T 'Research on Questioning for understanding are reminded and Discussion" Fducational Leders, that thoughtful discussion requires 42 (November 1984): 50-56. a somewhat different climate (Dillon, Ehrenberg, Svdelle and Ehrenberg. 1984) Lvle M BASICS Thi77kingLearning Strate- John Barell (p. 18) and Janet Kier- giWs Participants' Manuals A and B. fifth stead (p 25) demonstrate that one printing Coral Gables. Fla {now Coshocc- approach is not right and the other ton. Ohio]: Institute for Curriculum and wrong. both are right-but for differ- Instruction. 1982. ent objectives, No single model of Hunter. Madeline -Knor-%ing, Teaching. and Supervising" In '.singWar We Know teaching is sufficient to achieve all the .About Teaading Edited b! Philip L Hos- aims of schooling.}
4 Ford Alexandria. \a: .SCD. 1984 pp. 169- Commenting on the awakening in- 192. terest in teaching thinking, Bruce Joyce. Bruce R. and N\eil. Marsha MAod- Joyce (p 4) points out that teachers e&Lof Teaching, 2nd ed Englewood Cliffs, have a storehouse of models thev can NJ: Prentice-Hall, 1980. ,nh IS Intendeid rrlil;lril draw upon to teach students to think. Mamchur. Carolsn "Don't Let the Moon for leaders in elernenltar nIlnJsecondan- educa- He and Marsha Weil codified these Break Your Heanrt Educational Leader- tliol btlu is also for .Ian\i)1ri' irlltlteised In currlcu alternative procedures in their re- ship 41 (Februan 1984): -6-82. lint. Instrrl ulnerl sil. and leadership in McCarthy. Bernice "'What 4 Mat Training schitls ASCl) puhlicaltolns present .1variets of spected book..Models of Teaching Teaches C s About Staff Development". Vlea 'iintl T he' l liens expressed oir implied in (1980) Several have since been modi- Eduicational 42 (Apnl 1985): this puhblicillloln are Iltl ilecessanrih Ifcial p)si fied to make them more accessible to 61-68.
5 Ionst of the /sitlallton Coop-right 1985 b- teachers by Richard Strong and his Rosenshine. Barak Teaching Functions the . ssK'sciailio for ulperIlUsiin and ( Irriculum D)eeliopmnent All right rreserved associates (p. 9), who call their simpli- in Instructional Programs" The Elemten ISSN (X)01 1-84 fied models "strategies," following tarySchool loiznal 83 (March 1983): 335- M;nxH5 Sttk No 611 8;4,iSO Hilda Taba and her interpreters (Eh- 351. N1 19#85. Copyright 1985 by the Association for Supervision and Curriculum Development. All rights reserved.)
