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The topics are relevant but the writing is incredibly poor. A ghost writer or undergrad editor would improve this book. The flow of the writing is convoluted and difficult to follow. There are constant references forward and backward to other chapters. The content has problems with correctness and accuracy and there are many errors in the quizzes. The errors are ridiculous. I can't imagine that Richard Arends doesn't know a simile from a metaphor. Maybe he just doesn't care since students are being required to line his pockets despite the low quality of the writing.
Here's a few of the many text problems:
• "The moon was as ripe as tropical fruit." This is simile was given as an example of a metaphor. (pg. 294)
• "Chapter 2 described the large number of found in today's classrooms." (pg 201) Seems like there might be something missing from that sentence.
• This analogy is not technically incorrect but the language shifts unexpectedly from technical to informal. It is at best, a mediocre example of an analogy. BEEF:BOVINE :: PORK: ______. According to the book the answer is "of course... pigs." (pg. 294) If beef is bovine, pork should be swine... Pigs and bovine are not consistent language. This is supposed to be a college level text.
• Leather and steel are listed as nonexamples of fabric. That is a narrow, inaccurate view of the world. Steel fabrication is a common term that Arends ignores or is ignorant of. It would be accurate to say that leather and steel are nonexmples of woven fabric. (pg. 340) This is supposed to be a college level text.
• Quiz Question Error - has an incorrect “right” answer. According to pg 218, Stiggins (2007) found teachers spend as much as 1/3 of their time on assessment-related activites. 1/3 is equal to 33%, so the correct answer is "30-50%." However, Arends says that the correct answer is "20-30%."
Anyone learning to teach should be taught using well written text, not a muddle of errors and confusing, convoluted chapters.
THE SCIENTIFIC BASIS FOR THE ART OF TEACHING
A PERSPECTIVE ON EFFECTIVE TEACHING
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