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Decision Making in Planning and Teaching

by: Thompson, Stephen J.; Kushner Benson, Susan N.; Pachnowski, Lynne M.; Salzman, James A.

Decision Making in Planning and Teaching

by: Thompson, Stephen J.; Kushner Benson, Susan N.; Pachnowski, Lynne M.; Salzman, James A.

ISBN 13:
9780801331350
ISBN 10:
0801331358
Edition: 1st
Format: Paperback
Copyright: 10/16/2000
Publisher: Pearson

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Summary

Based on Bransford and Stein's IDEAL model for problem-solving and decision-making, this comprehensive text explicitly illustrates the thought processes of successful teachers as they plan, implement, and evaluate instruction. Decision-Making in Planning and Teaching invites dialogue, application, and critical examination of thought processes by section and in chapters through real-world scenarios, current research studies, and practice-teaching sessions.

Preface

xix

Section I Identifying the Challenge

(80)

Studying Students

(38)

Conversation

(1)

Developing Competence

(1)

Introduction

(1)

Cognitive Psychology and the Construction of Knowledge

(2)

Cognitive Development

(6)

Cognition--Organization and Adaptation

(2)

Sensorimotor Stage

(1)

Preoperational Stage

(1)

Concrete Operations Stage

(1)

Formal Operations Stage

(1)

Social Construction of Knowledge

(2)

Prior Knowledge and Skills

(3)

Prior Knowledge

(2)

Pre-existing Learning Skills

(1)

Students and Motivation

(3)

What is Motivation?

(1)

Factors Affecting Motivation

(1)

Implications for Teaching

(1)

Multiple Intelligences

(5)

Community and Culture

(7)

Socioeconomic Status (SES)

(1)

Ethnicity

(1)

Language

(1)

Exceptionalities

(3)

School and Home Connections

(7)

Summary

(1)

Reflections

(1)

Teacher as Researcher

(2)

Analyzing Curriculum

(39)

Conversation

(1)

Developing Competence

(1)

Introduction

(1)

The Big Questions

(2)

Philosophies of Education-Attempts at Answering the ``Big Questions''

(13)

Perennialism--Classical Traditions, Great Books, and the Paideia Proposal

(5)

Essentialism--The ``Back to Basics'' Movement

(2)

Progressivism--Teaching Children, Not Subjects

(5)

Curriculum Planning--A Practical Guide

(1)

``Lenses'' On Curriculum

(10)

A Lens on Students

(1)

A Lens on Society

(1)

Society's Goals-Goals 2000

(1)

Functionalism-Opportunities for All

(3)

Critical Theory-Education for the Disenfranchised

(2)

A Lens on Content

(1)

Learned Societies

(1)

State and Local Curricula

(1)

A Lens on Teaching and Learning

(2)

Developing Curriculum

(11)

Diagnose Needs-A Lens on Students

(1)

Diagnose Needs-A Lens on Society

(1)

Diagnose Needs-A Lens on Content

(1)

Diagnose Needs-A Lens on Teaching and Learning

(1)

Identify Objectives

(1)

Select Content

(1)

Organize Content

(1)

Select Learning Experiences

(1)

Organize Learning Experiences

(1)

Determine What and How to Evaluate

(1)

Summary

(1)

Reflections

(1)

Teacher as Researcher

(3)

Section II Defining the Challenge

(74)

Constructing Units

(30)

Conversation

(1)

Developing Competence

(1)

Introduction

(1)

Courses, Units, and Lessons

(3)

Instructional Goals and Learner Objectives

(2)

Learner Objectives and the Domains of Knowledge

(2)

Learner Objectives and Gagne's five Categories of Learning Outcomes

(2)

Learner Objectives from the Cognitive Domain

(6)

Benjamin Blooms' Taxonomy of Educational Objectives

(2)

Jerome Bruner's Structure of Subject Matter

(2)

Robert Gange's Verbal Information and Intellectual Skills

(2)

Bloom, Bruner, and Gagne Compared

(1)

Learner Objectives from the Affective and Psychomotor Domain

(3)

Developing Instructional Units

102

(2)

Focus and Sequence of Instruction

102

(1)

Depth and Breadth of Coverage

103

(1)

Using a Planning Calendar to Identify Instructional Units

104

(1)

Using a Planning Matrix to Identify Lesson Objectives

105

(4)

Some Additional Notes of Creating and Using Planning Matrices

107

(2)

Writing Behavioral Objectives

109

(2)

Lesson Objectives and Behavioral Objectives Compared

111

(2)

Summary

111

(1)

Reflections

111

(1)

Teacher as Researcher

112

(1)

Constructing Lessons

113

(42)

Conversation

113

(1)

Developing Competence

114

(1)

Introduction

114

(1)

Why Plan?

115

(2)

Novice and Experienced Planners

116

(1)

Lesson Plan Framework

117

(6)

Lesson Objectives

118

(1)

Student Grouping

118

(1)

Instructional Methods and Strategies

118

(1)

Activities

119

(1)

Instructional Resources

120

(1)

Assessment/Evaluation

121

(2)

Three Whole Lesson Models and Plans

123

(25)

Direct Instruction Lesson Plan

123

(2)

Set Induction Phase

125

(1)

Interaction Phase

126

(1)

Closure Phase

126

(1)

Example Plans

127

(1)

Elementary Grades Model

127

(2)

Secondary Grades Model

129

(2)

Guided Literacy Lesson Plan

131

(1)

Set Induction Phase

132

(1)

Interaction Phase

133

(1)

Closure Phase

134

(1)

Example Plans

134

(1)

Elementary Grades Model

134

(1)

Secondary Grades Model

135

(2)

Cooperative Learning Lesson Plan

137

(3)

Set Induction Phase

140

(2)

Interaction Phase

142

(1)

Closure Phase

142

(1)

Example Plans

143

(1)

Elementary Grades Model

143

(2)

Secondary Grades Model

145

(3)

Planning in Inclusionary Classrooms

148

(7)

Summary

151

(1)

Reflections

152

(1)

Teacher as Researcher

152

(3)

Section III Exploring Alternatives

155

(178)

Mastering the Tools of the Profession

157

(31)

Conversation

157

(1)

Developing Competence

158

(1)

Introduction

159

(1)

Questioning

159

(16)

Lower- and Higher-Level Questions

159

(2)

Convergent and Divergent Questions

161

(2)

Planning Questions

163

(1)

When to Use Lower- and Higher-Level Questions

164

(1)

Pinnacle Questions

165

(1)

Avoiding ``Bad'' Questions

166

(3)

Wait Time

169

(1)

Responding to Students

170

(1)

Volleying

170

(5)

Clarity of Directions

175

(1)

Nonverbal Tools

176

(3)

Body Language

177

(1)

Physical Environment of the Classroom

178

(1)

Student Grouping

179

(9)

Alternative Criteria for Grouping Students

180

(3)

Methods of Grouping Students

183

(1)

Other Grouping Considerations

183

(2)

Summary

185

(1)

Reflections

185

(1)

Teacher as Researcher

186

(2)

Integrating Instructional Resources and Technology

188

(35)

Conversation

188

(1)

Developing Competence

189

(1)

Introduction

189

(1)

Timeless Wisdom

190

(2)

Modalities

190

(2)

Dale's Cone

192

(2)

Choosing the Right Resources

194

(10)

Presentation (Large-Group)

194

(1)

Presentation Software

194

(1)

Dry-erase Boards

195

(1)

Document Cameras

195

(1)

Smartboards

196

(1)

Standards for Effectively Using Visuals

197

(1)

Social Learning (Small-Group)

198

(1)

Word Processing Equipment

198

(1)

Semantic Mapping Software

199

(1)

Simulation Software

199

(1)

The Internet

199

(1)

Other Technological Options

200

(1)

Technology and Inquiry Learning

200

(1)

Technology and Independent Learning

201

(1)

Evaluating Textbooks

202

(1)

Other Resources

203

(1)

The Use of Instructional Software

204

(5)

Categories of Instructional Software

205

(1)

Tutorials

205

(1)

Drill and Practice

205

(1)

Database

205

(1)

Simulations

206

(1)

Games / Problem-Solving

206

(1)

Evaluating Instructional Software

206

(3)

Television and Other Teaching Tools

209

(1)

Community-Based Learning Experiences

210

(3)

Connecting to the Global Community

211

(1)

Field Trips

212

(1)

Curriculum-Based Resources

213

(1)

Creating Resources

214

(1)

Planning to Use Resources

215

(1)

Teacher Productivity Resources

215

(2)

217

(1)

Always Stay Current

218

(5)

Summary

220

(1)

Reflections

220

(1)

Teacher as Researcher

221

(2)

Collecting Teaching Strategies

223

(40)

Conversation

223

(1)

Developing Competence

224

(1)

Introduction

225

(3)

Activating and Organizing Students' Prior Knowledge

228

(5)

Brainstorming

228

(1)

PreReading Plan (PReP)

229

(1)

Anticipation Guide

230

(2)

Semantic Map

232

(1)

Developing Students' Concept Awareness and Vocabulary

233

(9)

Concept of Definition Mapping

236

(1)

Concept Attainment

237

(2)

Concept Circles

239

(1)

Structured Overview

240

(2)

Developing Students' Learning Processes and Strategies

242

(6)

Reciprocal Teaching

243

(3)

Think-Aloud

246

(2)

Making Students' Learning Purposeful

248

(4)

Questioning the Author (QtA)

249

(1)

Possible Sentences

249

(3)

Extending Students' Learning

252

(4)

Discussion Web

252

(2)

About-Point

254

(2)

Enhancing Students' Skills in Working Cooperatively

256

(7)

Student Teams-Achievement Divisions (STAD)

258

(1)

Teams-Games-Tournaments (TGT)

258

(1)

Jigsaw II

258

(1)

Dyads

259

(1)

Think-Pair-Share

260

(1)

Summary

261

(1)

Reflections

261

(1)

Teacher as Researcher

262

(1)

Selecting Learning Strategies

263

(40)

Conversation

263

(1)

Developing Competence

264

(1)

Introduction

265

(1)

Helping Students Become Scholars

266

(6)

Scholars and Students

266

(2)

Guidelines for Teaching Learning Strategies

268

(1)

Integrate Strategy Instruction into Lessons

268

(1)

Encourage Students to Modify Strategies

269

(1)

Debrief Students on Their Strategy Use

270

(1)

Provide Ongoing Support

270

(1)

Plan and Teach Sound Lessons

270

(1)

Parents Supporting Scholars

271

(1)

Teaching Learning Strategies: A Reminder

272

(2)

Improving Students' Memorizing Skills

274

(4)

Spatial Arrangement

274

(2)

Keyword

276

(1)

Acronyms

277

(1)

Developing Students' Note taking Skills

278

(4)

Idea Line

279

(1)

Palmatier's Unified Notetaking System (PUNS)

280

(2)

Developing Students' Ability to Summarize

282

(4)

Four-Sentence Summary

283

(1)

Guided Reading and Summarizing Procedure (GRASP)

284

(2)

Improving Students' Research Skills

286

(5)

I-Search

286

(3)

Team Research

289

(2)

Improving Students' Methods of Studying

291

(6)

Question Answer Relationships (QARS)

293

(2)

Heart

295

(1)

Predict-Organize-Rehearse-Practice-Evaluate (Porpe)

296

(1)

Developing Your Own Learning Strategies

297

(6)

Summary

300

(1)

Reflections

301

(1)

Teacher as Researcher

302

(1)

Planning Assessment Strategies

303

(30)

Conversation

303

(1)

Developing Competence

304

(1)

Introduction

304

(1)

The Language of Assessment

305

(1)

The Teaching-Learning Assessment Process

306

(1)

Teacher-Developed Assessments vs. Textbook Assessments

307

(1)

Types of Assessments

307

(1)

Assessment Formats

308

(1)

Designing Classroom Assessments

309

(4)

Validity and Reliability Defined

309

(1)

The Process of Assessment Development

309

(3)

General Guidelines for Developing Assessments

312

(1)

Using Paper-and-Pencil Tests to Assess Student Learning

313

(10)

Objective Tests

313

(6)

Essay Tests

319

(4)

Using Alternative Assessment Methods to Assess Student Learning

323

(2)

Product Assessments

323

(1)

Performance Assessments

324

(1)

Assessing Lesson Objectives from the Affective Domain

325

(2)

Portfolio Assessment

327

(1)

Standardized Tests

328

(1)

Assessing Children with Special Needs

329

(1)

Assessing Pre-K and Early Elementary Students

329

(4)

Summary

330

(1)

Reflections

331

(1)

Teacher as Researcher

331

(2)

Section IV Acting on the Plan

333

(22)

Introduction

334

(1)

December 9--Identifying the Challenges of Learners and Curricula

335

(1)

December 12--Defining the Challenge of What to Teach and How

336

(1)

December 16--Exploring Alternative Ways of Teaching

337

(2)

January 12--The Pre-Observation Interview

339

(4)

January 13--Acting on the Plan by Teaching the Lesson

343

(8)

After School--Looking at the Results During the Post-Observation Interview

351

(1)

April 26

352

(1)

Authors' Discussion

353

(2)

Section V Looking at the Results

355

(52)

Evaluating Student Achievement

357

(19)

Conversation

357

(1)

Developing Competence

358

(1)

Introduction

358

(1)

Setting Expectations

358

(1)

Looking at Test Quality

359

(5)

Difficulty of Individual Test Items

360

(2)

Multiple-Choice Distractor Analysis

362

(1)

Student Feedback

363

(1)

Overall Analysis of Student Response Patterns

363

(1)

Looking at Student Achievement

364

(3)

Class Achievement

364

(2)

Individual Student Achievement

366

(1)

Looking at Your Teaching

367

(1)

Assigning Grades

367

(3)

Grading Individual Assignments

368

(1)

Cumulative Report Card Grades

369

(1)

Record Keeping

370

(1)

Communicating Assessment Results

371

(1)

Grading Dilemmas

372

(4)

Summary

373

(1)

Reflections

373

(1)

Teacher as Researcher

374

(2)

Evaluating Teaching

376

(31)

Conversation

376

(1)

Developing Competence

377

(1)

Introduction

378

(1)

Reflecting on Your Own Teaching

378

(1)

Evaluating Lessons

379

(6)

Students as a Source of Feedback

380

(1)

Informal, Subjective Observations

380

(1)

More Formal, Objective Observations

381

(2)

Systematic Formative Assessments

383

(1)

Mentors

384

(1)

Evaluating Units

385

(7)

Student Information

386

(2)

School Sources

388

(1)

Other Professional Resources

389

(1)

Learned Societies

389

(1)

The Internet

390

(1)

Educational Resources Information Center (ERIC)

391

(1)

Kraus Curriculum Guides

391

(1)

Evaluating Yourself as a Professional

392

(2)

Praxis III/Pathwise

392

(1)

A Framework for Teaching

392

(2)

Interstate New Teacher Assessment and Support Consortium (INTASC)

394

(3)

Creating a Professional Portfolio

397

The Two Es of Teaching: Ethics and Efficacy

394

(13)

The Ethics of Teaching

399

(3)

Commitment to Students

402

(1)

Commitment to the Profession

403

(1)

Teacher Efficacy

403

(1)

Summary

404

(1)

Reflections

405

(1)

Teacher as Researcher

405

(2)

Appendix

407

(2)

Bibliography

409

(10)

Index

419

Amazon no longer offers textbook rentals. We do!

Decision Making in Planning and Teaching

Decision Making in Planning and Teaching

9780801331350

0801331358

Summary

Table of Contents

Supplemental Materials

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