Effective teaching methods need to be supported by psychology solidly based in cognitive concepts. The theory to guide instruction is cognitive psychology. The concepts in this book lead the teacher to develop a theory of instruction as opposed to operating on intuition. The theory based on psychological concepts allows the teacher develop applications which fit their style. Evidenced based concepts are presented in this book oriented to what teachers do to plan and deliver instruction. To support those ideas the book provides a strong application of intrinsic motivation.
Harold Jones has been an elementary teacher, middle school math and science teacher and a high school math teacher. After a career in K-12 teaching he became a teacher educator at the university level. He has experience in rural schools as well as urban schools. A year of work with the Santee Sioux provided him a first hand experience with native Americans. During his college level work he became very interested in translating cognitive psychology as a basis for teaching methods which is the impetus for this book.
CHAPTER 1 ACTIVATING MOTIVATION CHAPTER 2 TASKS AND INDIVIDUAL DIFFERENCES CHAPTER 3 PREPARING TO GET ATTENTION CHAPTER 4 INTRODUCING CONCEPTS THROUGH A WHOLISTIC APPROACH CHAPTER 5 DEVELOPING CONCEPTS BY ELABORATION CHAPTER 6 ELABORATING CONCEPTS FOR LASTING MEMORIES CHAPTER 7 MOTIVATIONAL AND EMOTIONAL ASPECTS OF ELABORATING CONCEPTS CHAPTER 8 FACILITATING TRANSFER OF KNOWLEDGE CHAPTER 9 ASPECTS OF THINKING PROCESSES CHAPTER 10 APPLYING RESEARCH TO DEVELOP METHODS