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- W251589401 abstract "■ In many reading education classes, a discrepancy exists between what we want our students to learn and how we teach. It is a discrepancy between our own practices as teacher educators and our belief that our students, the preservice teachers, need a variety of instructional strategies in order to be able to educate all children effectively. The traditional format of preservice classes, as well as of most college courses, has tended to consist of two avenues for learning: a monologue from teacher to student (better known as lecture format) and students' independent reading of classroom texts. Through lecture, content often is separated from process as professors dispense their knowledge into student containers rather than allow the students to fill their own containers with important, personally relevant learnings (Infantino, 1988, p. 19). This article will discuss a model for reading education courses in which students are treated as learners who are encouraged to engage actively in learning rather than as containers to be filled. This article supports prevailing beliefs that teacher educators should themselves model instructional approaches they expect their students to use in student teaching and beyond (Joyce & Weil, 1986). This viewpoint is aligned with Brandt's (1988) concept of curriculum, which suggests that content is best learned via carefully planned processes while, at the same time, process is best activated in tandem with thoughtfully chosen content. Our model, which we refer to as the Strategic Overlay Model (SOM), represents an attempt to practice what we teach by consciously overlaying content with process in college courses that are designed to instruct classroom teachers." @default.
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- W251589401 title "Practicing What We Teach in Reading Education Programs." @default.
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