Abstract
This chapter is about designing instruction. It provides three models for organizing instruction: authentic instruction (giving students worthwhile goals), WHERE (backward design model that explains where students are headed, hooks students, explores the subject and equip the students, encourages students to rethink their ideas, and evaluate results), and differentiated instruction (instruction based on the levels that students are at, their interests, and their learning profiles). Next, the authors provide their own recommendations for organizing instruction. They believe that educators should provide connections for students, give students some control, organize content around concepts, challenge students, stress experiential learning, provide collaboration opportunities, collaborate with colleagues and specialists, and many more tips. Finally, the authors discuss the use of technology in instruction and teaching reading.
Reflection
A lot of this chapter is a review from Practicum. However, I did enjoy the section about teaching reading. I like the section of tips for how to teach reading. One-to-one tutoring is extremely important when it comes to learning how to read. I currently do this in a second grade class, working with students one-on-one as they read "just right" books for their levels. I encourage them to think about what they've read and also help them pronounce words that they have trouble with. I think it's great when schools have a program that allows for one-on-one instruction.
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