Postprint version. Published in Journal of Professional Issues in Engineering Education and Practice, Volume 131, Issue 4, October 1, 2005, pages 218-222.
NOTE: At the time of publication, the author Allen Estes was affiliated with the United States Military Academy - West Point, NY. Currently, August 2008, he is Head and Professor of Architectural Engineering at California Polytechnic State University - San Luis Obispo.
The definitive version is available at https://doi.org/10.1061/(ASCE)1052-3928(2005)131:4(218).
While the first five articles in this Journal of Professional Issues in Engineering Education and Practice (JPI) series covered a variety of teaching tools and techniques such as the chalkboard, questioning, drama, board notes, physical models, and demonstrations, the previous issue took a broader view and introduced a model instructional strategy. This strategy provides a conceptual framework that an instructor can use to develop classroom instruction in an organized and coherent manner. The strategy reflects the way that students actually learn and prompts the instructor to make conscious decisions about allocating responsibility for student learning and sequencing the contributing activities. This article takes an even wider perspective and attempts to answer the question, What constitutes good teaching?
Curriculum and Instruction