Rent 9780072878509 | Learning to Teach with Guide Field Experiences and Portfolio Development, Student CD and Online...

Summary Table of Contents

This best-selling text provides comprehensive coverage of general teaching methods and models, as well as of the executive skills of teaching--including planning, classroom management, assessment, motivation, and use/management of time and space. "Theoretical and Empirical Support" sections provide a broad sampling of the knowledge base that underlies and supports the recommended teaching practices found in the latter part of each chapter. The text also takes a strong applied approach, with chapter-ending case studies including responses from in-service teachers, interactive case study activities and "Teachers on Teaching" audio clips on the Interactive Student CD-ROM, reflection features, and portfolio resources.

Preface

xii

Your Portfolio

Student Guide to Learning to Teach

xxii

Part 1 Teaching and Learning in Today's Classrooms

(92)

... MORE

The Scientific Basis for the Art of Teaching

(36)

Historical Perspective on Teaching

(11)

Role Expectations in Earlier Times

(1)

Twentieth-Century Role Expectations

(1)

Teaching Challenges for the Twenty-first Century

(9)

A Perspective on Effective Teaching for the Twenty-first Century

(12)

The Ultimate Goal of Teaching

(2)

A View of the Effective Teacher

(1)

Personal Qualities for Developing Authentic Relationships

(1)

Knowledge Base to Guide the Art of Practice

(3)

Repertoire of Effective Practice

(4)

Reflection and Problem Solving

(1)

Learning to Teach

(5)

Models of Teacher Development

(2)

Early Influences on Teaching

(3)

Reflections from the Classroom

(1)

Summary

(1)

Portfolio and Field Experience Activities

(2)

Student Learning in Diverse Classrooms

(55)

Perspective and Overview

(3)

Theoretical and Empirical Support

(8)

Equity

(1)

Differential Treatment of Students

(3)

Learning Abilities, Styles, and Preferences

(4)

Exceptionalities

(11)

Students with Disabilities

(8)

Gifted and Talented Students

(3)

Culture, Ethnicity, and Race

(11)

Perspectives on Culture, Ethnicity, and Race

(2)

Working with Students in Racially and Culturally Diverse Classrooms

(8)

Language Diversity

(5)

Differences in Dialects

(3)

Second-Language Acquisition

(1)

Working with Language Diversity in the Classroom

(1)

Gender Differences

(4)

Nature of Gender Differences

(1)

Origins of Gender Differences

(2)

Stereotyping and Differential Treatment

(1)

Working with Gender Differences in the Classroom

(1)

Social Class Differences

(3)

Characteristics and Performance of Low-SES Students

(1)

Differential Treatment of Low-SES Students

(1)

Working with Low-SES Students in the Classroom

(1)

Some Final Thoughts and Schoolwide Issues

(1)

Reflections from the Classroom

(2)

Summary

(2)

Portfolio and Field Experience Activities

(2)

Part 2 The Leadership Aspects of Teaching

(166)

Teacher Planning

(40)

Perspective on Planning

(2)

Planning---The Traditional View

(1)

Planning---An Alternative Perspective

(1)

Theoretical and Empirical Support

(5)

Consequences of Planning

(2)

Planning and the Beginning Teacher

101

(3)

Planning Domains

104

(2)

Planning and the Instructional Cycle

104

(1)

The Time Spans of Planning

105

(1)

The Specifics of Planning

106

(21)

Choosing Curriculum Content

106

(3)

Tools for Choosing Content

109

(2)

Instructional Objectives

111

(4)

Taxonomies for Selecting Instructional Objectives

115

(6)

Lesson Plans and Unit Plans

121

(5)

Individualizing Instruction through Planning

126

(1)

Planning for Time and Space

127

(3)

Time

128

(1)

Space

129

(1)

Reflections from the Classroom

130

(1)

Summary

131

(2)

Portfolio and Field Experience Activities

133

(1)

Classrooms As Learning Communities

134

(40)

Perspective of Classrooms As Learning Communities

139

(2)

Fusion of the Individual and the Group

139

(2)

Theoretical and Empirical Support

141

(14)

Human Motivation

141

(4)

Features of Learning Communities

145

(8)

Research on Motivation and Learning Communities

153

(2)

Strategies for Motivating Students and Building Productive Learning Communities

155

(13)

Believe in Students' Capabilities and Attend to Alterable Factors

155

(3)

Avoid Overemphasizing Extrinsic Motivation

158

(1)

Create Learning Situations with Positive Feeling Tones

158

(1)

Build on Students' Interests and Intrinsic Values

159

(1)

Structure Learning to Accomplish Flow

160

(1)

Use Knowledge of Results and Don't Excuse Failure

161

(1)

Attend to Student Needs, Including the Need for Self-Determination

161

(2)

Attend to the Structure of Learning Goals and Difficulty of Instructional Tasks

163

(1)

Use Multidimensional Tasks

163

(1)

Facilitate Group Development and Cohesion

164

(4)

Some Final Thoughts

168

(1)

Reflections from the Classroom

169

(1)

Summary

170

(2)

Portfolio and Field Experience

172

(2)

Classroom Management

174

(38)

Perspective on Classroom Management

177

(2)

Theoretical and Empirical Support

179

(5)

Reinforcement Theory

179

(1)

Classroom Ecology and Group Processes

180

(3)

Effective Teaching Research

183

(1)

Child-Centered Traditions

183

(1)

Preparing for Effective Classroom Management

184

(16)

Preventative Classroom Management

184

(10)

Managing Inappropriate and Disruptive Behavior

194

(6)

Classroom Management Programs

200

(8)

Traditional Programs Based on Reinforcement Theory

203

(1)

Programs That Aim Toward Self-Management and Community

203

(3)

The Caring Classroom

206

(2)

A Final Thought and Look to the Future

208

(1)

Reflections from the Classroom

208

(2)

Summary

210

(1)

Portfolio and Field Experience Activities

211

(1)

Assessment and Evaluation

212

(47)

Perspective on Assessment and Evaluation

215

(4)

Importance of Assessment and Evaluation

215

(2)

Key Assessment and Evaluation Concepts

217

(2)

Theoretical and Empirical Support

219

(3)

Effects of Grades and Testing on Students

220

(2)

Teacher Bias in Assessment and Grading

222

(1)

Statewide and Schoolwide Assessment Programs

222

(7)

Statewide and Schoolwide Use of Standardized Tests

222

(4)

Nature of Standardized Tests

226

(1)

Norm-Referenced and Criterion-Referenced Tests

226

(2)

Advantages and Disadvantages of Different Approaches

228

(1)

Communication of Standardized Test Results

228

(1)

A Teacher's Assessment Program

229

(2)

Diagnosing Prior Knowledge

229

(1)

Providing Corrective Feedback

230

(1)

Testing for Summative Evaluation and Reporting

230

(1)

A Special Case of Using Assessment Information to Diagnose Students with Disabilities

231

(1)

Specifics of Testing and Grading

231

(14)

General Principles

232

(1)

Test Construction and Use

233

(7)

Grading

240

(4)

Summary Guidelines for Testing and Grading

244

(1)

A Look to the Future of Testing and Grading

245

(8)

Assessing Performance

245

(1)

Authentic Assessment

246

(2)

Designing and Scoring Performance and Authentic Assessments

248

(2)

Student Portfolios and Narrative Descriptions

250

(1)

Assessing Group Effort and Individually Contracted Work

250

(1)

Experimenting with New Approaches

251

(1)

Assessment Bill of Rights

252

(1)

Reflections from the Classroom

253

(2)

Summary

255

(2)

Portfolio and Field Experience Activities

257

(2)

Part 3 The Interactive Aspects of Teaching

259

(198)

Presenting and Explaining

262

(34)

Overview of Presentation Teaching

265

(1)

Theoretical and Empirical Support

266

(9)

Structure and Organization of Knowledge

266

(1)

Meaningful Verbal Learning

267

(1)

Cognitive Psychology of Learning

268

(4)

Empirical Support

272

(3)

Planning and Conducting Presentation Lessons

275

(14)

Planning for Presentations

275

(6)

Conducting Presentation Lessons

281

(8)

Managing the Learning Environment

289

(2)

Assessment and Evaluation

291

(1)

Reflections from the Classroom

291

(1)

Summary

292

(2)

Portfolio and Field Experience Activities

294

(2)

Direct Instruction

296

(28)

Overview of Direct Instruction

299

(1)

Theoretical and Empirical Support

300

(2)

Behavioral Theory

300

(1)

Social Learning Theory

301

(1)

Teacher Effectiveness Research

302

(1)

Planning and Conducting Direct Instruction Lessons

302

(14)

Planning for Direct Instruction

303

(3)

Conducting Direct Instruction Lessons

306

(10)

Varying Direct Instruction Lessons to Meet Diverse Needs

316

(1)

Managing the Learning Environment

316

(1)

Assessment and Evaluation

317

(1)

A Final Thought: Considering the Use of Direct Instruction

318

(1)

Reflections from the Classroom

319

(2)

Summary

321

(1)

Portfolio and Field Experience Activities

322

(2)

Concept Teaching

324

(28)

Overview of Concept Teaching

327

(1)

Theoretical and Empirical Support

328

(4)

Concepts and Higher-Level Thinking

328

(1)

The Nature of Concepts

329

(2)

Human Development and Concept Learning

331

(1)

Planning and Conducting Concept Lessons

332

(14)

Planning for Concept Teaching

333

(7)

Adapting Plans to Meet Diverse Needs

340

(1)

Conducting Concept Lessons

341

(5)

Managing the Learning Environment

346

(1)

Assessment and Evaluation

346

(2)

Reflections from the Classroom

348

(1)

Summary

349

(2)

Portfolio and Field Experience Activities

351

(1)

Cooperative Learning

352

(36)

Overview of Cooperative Learning

355

(2)

Theoretical and Empirical Support

357

(4)

Concept of the Democratic Classroom

357

(1)

Intergroup Relations

358

(1)

Experiential Learning

359

(1)

The Effects of Cooperative Learning

359

(2)

Planning and Conducting Cooperative Learning Lessons

361

(13)

Planning for Cooperative Learning

361

(10)

Conducting Cooperative Learning Lessons

371

(3)

Adapting Cooperative Learning Lessons for Diverse Learners

374

(1)

Managing the Learning Environment

374

(6)

Helping with Transitions

376

(1)

Teaching Cooperation

376

(4)

Assessment and Evaluation

380

(3)

Testing Academic Learning

380

(2)

Assessing Cooperation

382

(1)

Grading Cooperative Learning

383

(1)

Recognizing Cooperative Effort

383

(1)

Cooperative Learning: A Final Thought

383

(1)

Reflections from the Classroom

384

(2)

Summary

386

(1)

Portfolio and Field Experience Activities

387

(1)

Problem-Based Learning

388

(34)

Overview of Problem-Based Learning

391

(4)

Special Features of Problem-Based Learning

392

(3)

Theoretical and Empirical Support

395

(3)

Dewey and the Problem-Oriented Classroom

396

(1)

Piaget, Vygotsky, and Constructivism

396

(1)

Bruner and Discovery Learning

397

(1)

Planning and Conducting Problem-Based Lessons

398

(13)

Planning for PBL Lessons

399

(6)

Conducting PBL Lessons

405

(4)

Using Learning Centers for Problem-Based Learning

409

(2)

Tailoring Problem-Based Lessons for All Students

411

(1)

Managing the Learning Environment

411

(2)

Dealing with Multitask Situations

411

(1)

Adjusting to Differing Finishing Rates

412

(1)

Monitoring and Managing Student Work

412

(1)

Managing Materials and Equipment

412

(1)

Regulating Movement and Behavior Outside the Classroom

412

(1)

Assessment and Evaluation

413

(4)

Assessing Understanding

414

(1)

Using Checklists and Rating Scales

414

(1)

Assessing Adult Roles and Situations

414

(1)

Assessing Learning Potential

414

(2)

Assessing Group Effort

416

(1)

Problem-Based Learning: A Final Thought

417

(1)

Reflections from the Classroom

418

(1)

Summary

419

(1)

Portfolio and Field Experience Activities

420

(2)

Classroom Discussion

422

(35)

Overview of Classroom Discussion

425

(1)

Theoretical and Empirical Support

426

(4)

Discourse and Cognition

427

(1)

Classroom Discourse Patterns

428

(1)

Teacher Questioning

429

(1)

Wait-Time

430

(1)

Planning and Conducting Discussion Lessons

430

(15)

Planning for Discussion

431

(6)

Conducting Discussions

437

(6)

Adapting Discussions for Diverse Learners

443

(2)

Managing the Learning Environment

445

(4)

Slow the Pace and Broaden Participation

445

(1)

Increase Interpersonal Regard and Understanding

446

(2)

Use Tools That Highlight Discourse and Thinking Skills

448

(1)

Assessment and Evaluation

449

(3)

Follow-up Discussions

449

(2)

Grading Classroom Discussions

451

(1)

Classroom Discourse Patterns: A Final Thought

452

(1)

Reflections from the Classroom

452

(2)

Summary

454

(1)

Portfolio and Field Experience Activities

455

(2)

Part 4 The Organizational Aspects of Teaching

457

(35)

School Leadership and Collaboration

458

(34)

Perspective of Schools as Workplaces

462

(7)

Schools Are Human Systems

463

(1)

Schools Have Histories and Cultures

463

(1)

Schools Exist in Context

463

(1)

Schools Have Features in Common with Other Organizations

464

(1)

Schools Have Unique Features

465

(2)

Norms, Roles, and the Culture of Teaching

467

(2)

Theoretical and Empirical Support

469

(5)

Nature of Teachers' Work

469

(2)

Research on School Effectiveness

471

(1)

Features of Effective Schools

472

(2)

Organizational Skills for Teachers

474

(14)

Working with Colleagues

476

(1)

Working with Administrators and Leadership Personnel

477

(1)

Working with Parents

478

(4)

Working for School Improvement

482

(6)

Reflections from the Classroom

488

(1)

Summary

489

(1)

Portfolio and Field Experience Activities

490

(2)

Resource Handbook

Unit 1 Reading and Using Research

492

(12)

Key Research Ideas

492

(3)

Research Questions and Problems

492

(1)

Model for Research on Teaching

492

(2)

Independent and Dependent Variables

494

(1)

Approaches to Educational Research

495

(3)

Assumptions about Scientific Knowledge

495

(1)

Types of Research Studies

496

(1)

Descriptive Research

496

(1)

Experimental Research

497

(1)

Correlational Research

497

(1)

Causal-Comparative Research

497

(1)

Statistical Concepts and Research Conventions

498

(2)

Sampling

498

(1)

Randomness

499

(1)

Numbers and Conventions

499

(1)

Reading and Keeping Abreast of Research

500

(4)

Reading Research with a Critical Eye

500

(1)

Reading a Research Report: An Example

501

(1)

Keeping Abreast of Research

502

(2)

Unit 2 Action Research for Classroom Teachers

504

(1)

Perspective and Rationale

504

(2)

A Short History

504

(1)

Why Action Research

505

(1)

Doing Action Research

506

(6)

Types of Action Research

506

(1)

Action Research Processes

507

(1)

Problem and Question Formulation

507

(2)

Gathering Information

509

(2)

Interpreting and Using Information from Action Research

511

(1)

Action Research: An Example

512

(1)

David's Questions

512

(1)

David's Data Collection Methods

512

(1)

David's Results and Interpretations

513

Glossary

(1)

References

(1)

Credits

(1)

Index

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