Book Overview

In Chapter 1 we introduced the complexity of the teaching and learning process and the idea of the existence of an endless number of instructional possibilities to make a difference in student learning. We argued that no one best way to teach exists; each teacher can teach differently and be equally effective or ineffective.

In Chapter 2 we looked more precisely at those instructional possibilities and classified them into instructional concepts, skills, tactics, strategies, and organizers. The items within each of these five groups shift from least to most complex and can be integrated in an almost endless number of ways to assist teachers to more precisely and effectively respond to the ever-increasing classroom complexity.

In Chapters 4 to 11 we provide examples of instructional skills, tactics, and strategies that can be integrated in progressively complex ways to respond to the needs of the learners. As we state in the book, hundreds of skills, tactics, and strategies exist that can be integrated in a seemingly endless number of combinations - some effective … some not so effective. This book contains only a representative sample to illustrate the idea of intentional instructional integration.

In Chapter 12 we present a few instructional organizers (literatures such as multiple intelligences and children at risk) that inform us about the learner. These literatures increase the chances that educators make wise decisions related to the ideas presented in chapters 4-11.

In this web site information is presented in two broad areas. First we step back and provide you with information on where to find more information on those concepts, skills, tactics, and strategies included in this book. As part of that, we present what the research is reporting about some of the instructional processes presented in this book. This constitutes Chapter Three. Our rationale for choosing to place this information on a web site rather than in the book is that this information is constantly changing - this will allow the book to have a longer and more meaningful shelf life for the reader.

Second, we provide additional information related to the instructional skills, tactics, and strategies that educators employ in the design of learning environments. That includes: (1) additional presentations of skills, tactics, strategies; (2) examples of lessons that illustrate how teachers employing a variety of skills, tactics, and strategies; and (3) sample data sets for the ideas presented in Chapters Eight and Nine.