Rent 9780131709300 | Secondary School Teaching: A Guide to Methods and Resources (with MyEducationLab) | Kellough, Richard D.; Kellough, Noreen G. @knetbooks.com

Summary Table of Contents

Now revised to align with the INTASC standards, Secondary School Teaching is a comprehensive guide to instructional methods and contains many practical exercises for active learning.This text provides a sound introduction to the challenges of today's secondary schools, teachers' professional responsibilities, thinking and questioning, classroom environment, curriculum, planning instruction, assessment using inquiry, teacher talk, and games, learning alone and in groups, and professional development.

Secondary School Teaching Today: Recognizing and Understanding the Challenge

(29)

The Classroom in a Nation of Diversity and Shifting Demographics: Understanding Your Challenge

(1)

... MORE

(7)

Start of the School Year Orientation

(2)

The School Year and Teachers' Schedules

(1)

Teaching Teams

(1)

The Community of Learners Concept

(1)

Nontraditional Scheduling

(1)

Exercise 1.1: What Message Is Being Conveyed?

(2)

Quality Education for Every Student

(1)

Responsive Practices for Helping Each Student Succeed

(1)

Middle-Level Schools

(2)

High Schools

(1)

The Fundamental Characteristic of Quality Education

(4)

Committed Teachers

(1)

Reflective Decision Making

(1)

Exercise 1.2: Conversation with a Classroom Teacher

(2)

School Leadership

(1)

The Community Served by the School

(1)

The No Child Left Behind Act of 2001

(1)

Home and School Connections

(1)

Community Service Learning

(1)

The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues

(2)

Key Trends and Practices

(1)

Major Problems and Issues

(1)

Meeting the Challenge: Recognizing and Providing for Student Differences

(1)

Reviewing the Developmental Characteristics of Children of Particular Age Groups

(5)

Exercise 1.3: Obtaining Personal Insight Regarding the Age or Grade Level I Might Prefer to Teach

(2)

Young Adolescents (Ages 9--14)

(1)

Older Adolescents (Ages 15--19)

(1)

Summary

(1)

Questions for Class Discussion

(1)

Related Web Sites

(1)

For Further Reading

(2)

Teacher Professional Responsibilities

(52)

The Teacher as a Reflective Decision Maker

(6)

Decision-Making Phases of Instruction

(1)

Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher Responsibility

(2)

Exercise 2.1: The Teacher as Reflective Decision Maker

(2)

Exercise 2.2: Reflective Decision Making: The Preactive Phase of Instruction

(2)

Selected Legal Guidelines

(1)

Student Rights

(1)

Teacher Liability and Insurance

(1)

Teaching Style

(9)

Multilevel Instruction

(1)

The Theoretical Origins of Teaching Styles and Their Relation to Constructivism

(2)

Exercise 2.3: Using Observation of Classroom Interaction to Analyze One Teacher's Style

(2)

Exercise 2.4: Using a Questionnaire to Develop a Profile and a Statement About My Own Emerging Teaching Style

(4)

Commitment and Professionalism

(12)

Noninstructional Responsibilities

(2)

Instructional Responsibilities

(2)

Exercise 2.5: Reviewing the Professional Responsibilities of a First-Year Teacher

(8)

Identifying and Building Your Instructional Competencies

(2)

Characteristics of the Competent Classroom Teacher: An Annotated List

(2)

Teacher Behaviors Necessary to Facilitate Student Learning

(5)

Three Basic Rules for Becoming a Competent Teacher

(1)

Facilitating Behaviors and Instructional Strategies: A Clarification

(1)

Structuring the Learning Environment

(1)

Accepting and Sharing Instructional Accountability

(1)

Demonstrating Withitness and Overlapping

(1)

Providing a Variety of Motivating and Challenging Activities

(1)

Modeling Appropriate Behaviors

(1)

Facilitating Student Acquisition of Data

(1)

Creating a Psychologically Safe Environment

(2)

Clarifying Whenever Necessary

(1)

Using Periods of Silence

(1)

Questioning Thoughtfully

(1)

Tools for Instruction

(13)

The Internet

(1)

Professional Journals and Periodicals

(1)

The ERIC Information Network

(1)

Copying Printed Materials

(1)

The Classroom Writing Board

(2)

The Classroom Bulletin Board

(1)

The Community as a Resource

(1)

Guest Speaker or Presenter

(1)

Field Trips

(2)

Media Tools

(3)

Computers and Computer-Based Instructional Tools

(1)

Using Copyrighted Video, Computer, and Multimedia Programs

(2)

Distance Learning

(1)

Summary

(1)

Questions for Class Discussion

(1)

Related Web Sites

(1)

For Further Reading

(1)

Thinking and Questioning: Skills for Meaningful Learning

(27)

Teaching Thinking for Intelligent Behavior

(2)

Characteristics of Intelligent Behavior

(2)

Direct Teaching for Thinking and Intelligent Behavior

(1)

Purposes for Using Questioning

(2)

Questions to Avoid Asking

(1)

Types of Cognitive Questions: A Glossary

(1)

Analytic Question

(1)

Clarifying Question

(1)

Convergent-Thinking Question

(1)

Cueing Question

(1)

Divergent-Thinking Question

(1)

Evaluative Question

(1)

Focus Question

(1)

Probing Question

(1)

Socratic Questioning

(1)

Levels of Cognitive Questions and Student Thinking

(3)

Exercise 3.1: Identifying the Cognitive Levels of Questions---A Self-Check Exercise

(2)

Guidelines for Using Questioning

(3)

Preparing Questions

(1)

Implementing Questioning

(1)

Exercise 3.2: Think Time and the Art of Questioning: An In-Class Exercise

(2)

Questions From Students: The Question-Driven Classroom and Curriculum

(12)

Questioning: The Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful Learning

(1)

Exercise 3.3: Examining Course Materials for Level of Questioning

(2)

Exercise 3.4: Observing the Cognitive Levels of Classroom Verbal Interaction

(2)

Exercise 3.5: Practice in Raising Questions to Higher Levels

101

(2)

Exercise 3.6: Creating Cognitive Questions

103

(2)

Exercise 3.7: A Cooperative Learning and Micro Peer Teaching Exercise in the Use of Questioning---Micro Peer Teaching I

105

(2)

Summary

107

(1)

Questions for Class Discussion

107

(1)

Related Web Sites

107

(1)

For Further Reading

107

(2)

The Classroom Learning Environment

109

(51)

The Importance of Perceptions

110

(1)

Classroom Control---Its Meaning---Past and Present

110

(5)

Historical Meaning of Classroom Control

111

(1)

Today's Meaning of Classroom Control and the Concept of Classroom Management

111

(1)

Classroom Management: Contributions of Some Leading Authorities

111

(4)

Developing Your Own Effective Approach to Classroom Management

115

(1)

Providing a Supportive Learning Environment

115

(5)

Consider the Physical Layout

115

(2)

Create a Positive Ambiance

117

(1)

Behaviors to Avoid When Using Encouragement to Motivate Students

117

(1)

Get to Know Your Students as People

118

(2)

Preparation Provides Confidence and Success

120

(1)

Effective Organization and Administration of Activities and Materials

120

(1)

Natural Interruptions and Disruptions to Routine

120

(1)

Classroom Procedures and Guidelines for Acceptable Behavior

120

(13)

Starting the School Term Well

120

(1)

Procedures Rather Than Rules; Consequences Rather Than Punishment

121

(1)

The First Day

122

(1)

Procedural Matters: What Students Need to Understand Early On

123

(2)

Exercise 4.1: Observing a Classroom for Frequency of External Interruptions

125

(4)

Exercise 4.2: Teachers' Classroom Management Systems

129

(2)

Exercise 4.3: Beginning the Development of My Classroom Management System

131

(2)

Using Positive Rewards as Motivators

133

(1)

Managing Class Sessions

133

(5)

Opening Activities

133

(2)

Exercise 4.4: Observation and Analysis of How Experienced Teachers Open Class Meetings

135

(2)

Smooth Implementation of the Lesson

137

(1)

Transitions Within Lessons

137

(1)

Inappropriate Student Behavior

138

(1)

Transient Nondisruptive Behaviors

138

(1)

Disruptions to Learning

138

(1)

Defiance, Cheating, Lying, and Stealing

138

(1)

Bullying, Fighting, Sexual Misconduct, and Violence

139

(1)

Teacher Response to Student Misbehavior

139

(1)

Direct Versus Indirect Assertive Intervention Strategies: A Clarification

139

(1)

Order of Behavior Intervention Strategies

139

(1)

Teacher-Caused Student Misbehavior

140

(15)

Scenarios for Case Study Review

140

(1)

Preventing a Ship From Sinking Is Much Easier Than Is Saving a Sinking One: Mistakes to Avoid

141

(8)

Exercise 4.5: Avoiding Sending Opposing Messages

149

(2)

Exercise 4.6: Identifying Teacher Behaviors That Cause Student Misbehavior---A Self-Check Review Exercise

151

(4)

Situational Case Studies for Additional Review

155

(2)

Summary

157

(1)

Questions for Class Discussion

157

(1)

Related Web Sites

158

(1)

For Further Reading

158

(2)

The Curriculum: Selecting and Setting Learning Expectations

160

(56)

Program Organization: Providing Successful Transitions

162

(1)

Curriculum and Instruction: Clarification of Terms

162

(1)

Core Curriculum

162

(1)

Curriculum Content: Essential Versus Supplemental

162

(1)

Exploratory Opportunities

162

(1)

Co-Curricular Versus Extracurricular

163

(1)

Advisory/Homebase Program

163

(1)

Planning for Instruction: Three Levels

163

(2)

Teacher--Student Collaborative Team Planning

164

(1)

Reasons for Planning

164

(1)

Components of an Instructional Plan

164

(1)

Curriculum Content Selection: Documents That Provide Guidance

165

(1)

Curriculum Standards

165

(12)

National Curriculum Standards by Content Area

166

(1)

State Curriculum Standards

166

(1)

Curriculum Standards and High-Stakes Testing

167

(2)

Exercise 5.1: Examining National Curriculum Standards

169

(2)

Exercise 5.2: Examining State Curriculum Standards

171

(2)

Exercise 5.3: Examining State Curriculum Frameworks

173

(2)

Exercise 5.4: Examining Local Curriculum Documents

175

(2)

Student Textbooks

177

(5)

Benefit of Textbooks to Student Learning

177

(1)

Problems with Reliance on a Single Textbook

177

(2)

Exercise 5.5: Examining Student Textbooks and Teacher's Editions

179

(2)

Guidelines for Textbook Use

181

(1)

Multitext and Multireadings Approach

181

(1)

Beginning to Think About the Sequencing of Content

182

(5)

Exercise 5.6: Preparing a Full Semester Content Outline

185

(2)

Preparing for and Dealing with Controversy

187

(4)

Exercise 5.7A: Dealing with Controversial Content and Issues

189

(1)

Exercise 5.7B: Censorship: Books That Are Sometimes Challenged

190

(1)

Aims, Goals, and Objectives: The Anticipated Learning Outcomes

191

(2)

Instructional Objectives and Their Relationship to Aligned Curriculum and Authentic Assessment

191

(1)

Learning Targets and Goal Indicators

191

(1)

Overt and Covert Performance Outcomes

192

(1)

Balance of Behaviorism and Constructivism

192

(1)

Teaching Toward Multiple Objectives, Understandings, and Appreciations: The Reality of Classroom Instruction

193

(1)

Preparing Instructional Objectives

193

(12)

Components of a Complete Objective

193

(1)

Exercise 5.8: Recognizing Verbs That Are Acceptable for Overt Objectives---A Self-Check Exercise

194

(1)

Exercise 5.9: Recognizing the Parts of Criterion-Referenced Instructional Objectives---A Self-Check Exercise

195

(1)

Exercise 5.10: Recognizing Objectives That Are Measurable---A Self-Check Exercise

196

(1)

Classifying Instructional Objectives

197

(1)

The Domains of Learning and the Developmental Needs of Students

197

(1)

Cognitive Domain Hierarchy

197

(2)

Affective Domain Hierarchy

199

(1)

Psychomotor Domain Hierarchy

200

(2)

Exercise 5.11: Recognition of Cognitive, Affective, and Psychomotor Objectives---A Self-Check Exercise

202

(1)

Exercise 5.12: Preparing My Own Instructional Objectives

203

(2)

Using the Taxonomies

205

(2)

Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals

206

(1)

Character Education and the Domains of Learning

206

(1)

Learning That Is Not Immediately Observable

207

(1)

Integrated Curriculum

207

(3)

Level 1 Curriculum Integration

208

(1)

Level 2 Curriculum Integration

209

(1)

Level 3 Curriculum Integration

209

(1)

Level 4 Curriculum Integration

210

(1)

Level 5 Curriculum Integration

210

(1)

Integrated Curriculum in a Standards-Based Environment

210

(1)

Planning for Instruction: A Seven-Step Process

210

(1)

The Syllabus

211

(2)

Use and Development of a Syllabus

211

(1)

Content of a Syllabus

211

(2)

Summary

213

(1)

Questions for Class Discussion

213

(1)

Related Web Sites

214

(1)

For Further Reading

215

(1)

Planning the Instruction

216

(40)

The Instructional Unit

217

(1)

Planning and Developing Any Unit of Instruction

217

(1)

Unit Format, Inclusive Elements, and Time Duration

218

(1)

Theoretical Considerations for the Selection of Instructional Strategies

218

(4)

Decision Making and Strategy Selection

219

(1)

Direct and Indirect Instruction: A Clarification of Terms

219

(1)

Degrees of Directness

219

(1)

Principles of Classroom Instruction and Learning: A Synopsis

220

(1)

Conceptual and Procedural Knowledge

220

(1)

Direct Versus Indirect Instructional Modes: Strengths and Weaknesses of Each

221

(1)

Selecting Learning Activities That Are Developmentally Appropriate

222

(1)

Styles of Learning and Implications for Teaching

222

(3)

Learning Modalities

222

(1)

Learning Styles

223

(1)

The Three-Phase Learning Cycle

223

(1)

Learning Capacities: The Theory of Multiple Intelligences

224

(1)

The Learning Experiences Ladder

225

(1)

Direct, Simulated, and Vicarious Experiences Help Connect Student Learning

226

(1)

Planning and Developing an Interdisciplinary Thematic Unit

226

(3)

Specific Guidelines for Developing an Interdisciplinary Thematic Unit

227

(1)

Developing the Learning Activities: The Heart and Spirit of the ITU

228

(1)

The Common Thread

228

(1)

Initiating Activities

228

(1)

Developmental Activities

228

(1)

Culminating Activity

228

(1)

Preparing the Lesson Plan

229

(5)

Rationale for Preparing Written Plans

229

(2)

Assumptions About Lesson Planning

231

(1)

A Continual Process

231

(1)

Well Planned but Open to Last-Minute Change

231

(1)

The Problem of Time

232

(1)

The Pressure of Standards-Based and High-Stakes Testing and the Felt Need to ``Cover'' the Prescribed Curriculum

233

(1)

Caution About ``The Weekly Planning Book''

233

(1)

Constructing a Lesson Plan: Format, Elements, and Samples

234

(6)

For Guidance, Reflection, and Reference

237

(1)

Basic Elements in a Lesson Plan

237

(1)

Descriptive Data

237

(1)

Goals and Objectives

237

(3)

Setting the Learning Objectives

240

(14)

A Common Error and How to Avoid It

240

(1)

No Need to Include All Domains and Hierarchies in Every Lesson

240

(1)

Rationale

240

(5)

Procedure

245

(1)

Assignments

246

(1)

Special Considerations, Notes, and Reminders

247

(1)

Materials and Equipment to Be Used

247

(1)

Assessment, Reflection, and Revision

247

(2)

Exercise 6.1: Analysis of a Lesson That Failed

249

(2)

Exercise 6.2A: Preparing a Lesson Plan

251

(1)

Exercise 6.2B: Self and Peer Assessment of My Lesson Plan

251

(2)

Exercise 6.3: Preparing an Instructional Unit: Bringing It All Together

253

(1)

Summary

254

(1)

Questions for Class Discussion

254

(1)

Related Web Sites

254

(1)

For Further Reading

255

(1)

Assessing and Reporting Student Achievement

256

(38)

Purposes and Principles of Assessment

258

(1)

The Language of Assessment

259

(2)

Assessment and Evaluation

260

(1)

Measurement and Assessment

260

(1)

Validity and Reliability

260

(1)

Authentic Assessment: Advantages and Disadvantages

260

(1)

Diagnostic, Formative, and Summative Assessment

261

(1)

Assessing Student Learning: Three Avenues

261

(3)

Assessing What a Student Says and Does

261

(2)

Assessing What a Student Writes

263

(1)

Assessment for Affective and Psychomotor Domain Learning

264

(1)

Student Involvement in Assessment

264

(3)

Using Student Portfolios

264

(1)

Using Checklists

265

(2)

Maintaining Records of Student Achievement

267

(1)

Recording Teacher Observations and Judgments

267

(1)

Grading and Marking Student Achievement

267

(3)

Criterion-Referenced Versus Norm-Referenced Grading

268

(1)

Determining Grades

268

(2)

Testing for Achievement

270

(3)

Standardized (Formal) Versus Nonstandardized (Informal) Tests

270

(1)

Purposes for Informal Testing

271

(1)

Frequency for Informal Testing

271

(1)

Helping Students Deal With Test Anxiety

271

(1)

Test Construction

272

(1)

Administering Tests

272

(1)

Controlling Cheating

272

(1)

Determining the Time Needed to Take a Test

273

(1)

Preparing Assessment Items

273

(3)

Classification of Assessment Items

274

(1)

Performance Testing

274

(1)

General Guidelines for Preparing for Informal Assessment of Student Learning

274

(1)

Attaining Content Validity

275

(1)

Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types

276

(13)

Arrangement

276

(1)

Completion Drawing

276

(1)

Completion Statement

276

(1)

Correction

277

(1)

Essay

277

(1)

Grouping

278

(1)

Identification

279

(1)

Matching

279

(1)

Multiple Choice

280

(1)

Performance

281

(1)

Short Explanation

282

(1)

True--False

282

(5)

Exercise 7.1: Preparing Assessment Items

287

(2)

Reporting Student Achievement

289

(1)

The Grade Report

289

(1)

Teacher Parental/Guardian Connections

289

(2)

Contacting Parents/Guardians

289

(1)

Meeting Parents/Guardians

290

(1)

Parent/Guardian Conference

290

(1)

Dealing with an Angry Parent or Guardian

291

(1)

Summary

291

(1)

Questions for Class Discussion

292

(1)

Related Web Sites

292

(1)

For Further Reading

292

(2)

The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and Games

294

(31)

Teacher Talk: Formal and Informal

295

(10)

Cautions in Using Teacher Talk

295

(1)

Teacher Talk: General Guidelines

295

(1)

Teacher Talk: Specific Guidelines

296

(7)

Exercise 8.1: The Lecture---Summary Review and Practice

303

(2)

Demonstration

305

(1)

Reasons for Using Demonstrations

305

(1)

Guidelines for Using Demonstrations

305

(1)

Inquiry Teaching and Discovery Learning

306

(3)

Problem Solving

306

(1)

Inquiry Versus Discovery

306

(1)

True Inquiry

307

(1)

The Critical Thinking Skills of Discovery and Inquiry

308

(1)

Integrating Strategies for Integrated Learning

309

(8)

Exercise 8.2: A Study of Inquiry and Strategy Integration

315

(2)

Educational Games

317

(6)

Classification of Educational Games

318

(1)

Functions of Educational Games

318

(3)

Exercise 8.3: Developing a Lesson Using Level II Inquiry, Thinking Skill Development, a Demonstration, or an Interactive Lecture---Micro Peer Teaching II

321

(2)

Summary

323

(1)

Questions for Class Discussion

323

(1)

Related Web Sites

323

(1)

For Further Reading

323

(2)

Organizing and Guiding Student Learning: Alone and in Groups

325

(43)

Mastery Learning and Personalized Instruction

326

(1)

Today's Emphasis: Quality Learning for Every Student

326

(1)

Assumptions About Mastery, or Quality, Learning

327

(1)

Elements of Any Mastery Learning Model: The Cycle of Teaching

327

(1)

Strategies for Personalizing the Instruction Now!

327

(1)

Working with and Individualizing the Learning Experiences for Specific Learners

327

(8)

Recognizing and Working with Students with Special Needs

327

(2)

Recognizing and Working with Students of Diversity and Differences

329

(1)

Language-Minority Students

330

(1)

Recognizing and Working with Students Who Are Gifted

331

(1)

Curriculum Tracking

332

(1)

Meaningful Curriculum Options: Multiple Pathways to Success

332

(1)

Recognizing and Working with Students Who Take More Time but Are Willing to Try

332

(2)

Recognizing and Working with Recalcitrant Learners

334

(1)

Recognizing and Working with Abused Children

334

(1)

Learning Alone

335

(1)

Learning in Pairs

335

(1)

The Learning Center

335

(1)

Learning in Small Groups

336

(1)

Purposes for Using Small Groups

336

(1)

Cooperative Learning

337

(1)

The Cooperative Learning Group (CLG)

337

(1)

The Theory and Use of Cooperative Learning

337

(1)

Roles Within the Cooperative Learning Group

337

(1)

What Students and the Teacher Do When Using Cooperative Learning Groups

338

(1)

When to Use Cooperative Learning Groups

338

(1)

Cooperative Group Learning, Assessment, and Grading

338

(1)

Why Some Teachers Experience Difficulty Using CLGs

338

(1)

Learning in Large Groups

338

(9)

Student Presentations

338

(2)

Whole-Class Discussion

340

(1)

Exercise 9.1A: Whole-Class Discussion as a Teaching Strategy: What Do I Already Know?

341

(4)

Exercise 9.1B: Whole-Class Discussion as a Teaching Strategy: Building Upon What I Already Know

345

(2)

Equality in the Classroom

347

(4)

Ensuring Equity

347

(2)

Exercise 9.2: Teacher Interaction with Students According to Student Gender

349

(2)

Learning from Assignments and Homework

351

(2)

Purposes for Assignments

351

(1)

Guidelines for Using Assignments

351

(1)

Opportunities for Recovery

352

(1)

How to Avoid Having So Many Papers to Grade That Time for Effective Planning Is Restricted

353

(1)

Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports

353

(2)

Values and Purposes of Project-Centered Learning

353

(1)

Guidelines for Guiding Students in Project-Centered Learning

354

(1)

Writing as a Required Component of Project-Centered Learning

355

(1)

Assessing the Final Product

355

(1)

Writing Across the Curriculum

355

(2)

Kinds of Writing

356

(1)

Student Journals

356

(1)

A Collection of 126 Annotated Motivational Teaching Strategies with Ideas for Lessons, Interdisciplinary Teaching, Transcultural Studies, and Student Projects

357

(7)

The Visual and Performing Arts

358

(1)

Family and Consumer Economics, Foods, and Textiles

358

(1)

English, Languages, and the Language Arts

359

(2)

Mathematics

361

(1)

Physical Education

361

(1)

Science

361

(2)

Social Studies/History

363

(1)

Vocational Career Education

364

(1)

Summary

364

(1)

Questions for Class Discussion

364

(1)

Related Web Sites

365

(1)

For Further Reading

366

(2)

Professional Development: A Continuing Process

368

(23)

Professional Development Through Student Teaching or Internship

369

(3)

Whether Student Teaching or Intern Teaching, It Is the Real Thing

369

(1)

Getting Ready for the Beginning Teaching Experience

369

(1)

First Impressions

370

(1)

Continuing to Get Ready

370

(1)

Student Teaching from the Cooperating Teacher's Point of View

370

(1)

Comments from the University Supervisor

371

(1)

What to Do Before an Observation

371

(1)

What to Do During an Observation

371

(1)

What to Do During an Observation Conference

372

(1)

What to Do After the Supervisor Leaves

372

(1)

Finding a Teaching Position

372

(4)

Guidelines for Locating a Teaching Position

372

(1)

The Professional Career Portfolio (or How to Get Hired by Really Trying)

373

(1)

Resources for Locating Teaching Vacancies

373

(1)

The Professional Resume

374

(1)

The In-Person Interview

374

(2)

Professional Development Through Reflection and Self-Assessment

376

(1)

Professional Development Through Mentoring

377

(1)

Professional Development Through Inservice and Graduate Study

377

(1)

Professional Development Through Participation in Professional Organizations

377

(1)

Professional Development Through Communications With Teachers

378

(1)

Professional Development Through Off-Teaching Work Experience

378

(1)

Professional Development Through Micro Peer Teaching

378

(11)

Exercise 10.1: Pulling It All Together---Micro Peer Teaching III

380

(9)

Summary

389

(1)

Questions for Class Discussion

389

(1)

Related Web Sites

389

(1)

For Further Reading

390

(1)

Glossary

391

(6)

References

397

(8)

Name Index

405

(6)

Subject Index

411

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Secondary School Teaching: A Guide to Methods and Resources (with MyEducationLab)

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