Each of these new features is designed to make this edition the most usable and practical
one that we’ve ever prepared.We hope that after you’ve finished your formal study of this book,
you will continue to use it as a resource as you continue in your quest for professional growth.
As with previous editions, we continue to use cognitive learning and motivation theory,
research on classroom instruction, and our own work in classrooms as the frameworks for
our writing.Working with teachers and students in classrooms continues to provide us with
some of our most rewarding professional experiences, and we hope these experiences are
reflected in the practicality of the book. We realize that, although an understanding of
theory and research is essential for expert instruction, teaching situations differ, and teachers
continually make an enormous number of decisions to adapt to different learning contexts.
Though guided by the structure of a model, teachers make myriad decisions about the best
course of action in a particular situation. This is what makes teaching simultaneously
rewarding and challenging.
The book exists in two main parts. Chapters 1, 2, and 3 provide a foundation by
outlining advances in our understanding of learning and motivation, as well as essential
teaching strategies that support all instruction. Chapters 4 through 10 describe individual
models, including suggestions for adapting each model to the different teaching contexts
that you experience in your classroom. Our goal is to contribute to your professional
growth by expanding your repertoire of approaches to instruction
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