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Teaching in K-12 Schools : A Reflective Action Approach (with MyEducationLab)

by: Eby, Judy W.; Herrell, Adrienne L.; Jordan, Michael L.

Teaching in K-12 Schools : A Reflective Action Approach (with MyEducationLab)

by: Eby, Judy W.; Herrell, Adrienne L.; Jordan, Michael L.

ISBN 13:
9780131381339
ISBN 10:
0131381334
Edition: 5th
Format: Package
Copyright: 03/11/2010
Publisher: Pearson

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Teaching in K-12 Schools : A Reflective Action Approach (with MyEducationLab) > ISBN13: 9780131381339

Summary

Well known for its emphasis on reflection, this very accessible K-12 general methods book has updated its model for reflective planning in teaching to better illustrate the connection between planning and professional standards.In addition to reflective teaching, this edition explores classroom management, diversity, standards, curriculum and lesson planning, active and authentic learning, technology in education, assessment, and working in the school community.General K-12 Inservice Teachers.

Chapter 1: Reflective Action in Teaching

Definitions of Reflective Thinking and Action

Reflective Action Builds on Withitness

Withitness

Reflective Action as it Relates to Withitness

National Standards

Reflecting on Your Ethics and Principles

A Graphic Model of reflective Action in Teaching

Communicating With Parents

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIO OF PROFESSIONAL PRACTICES

References

Chapter 2 : Creating a Safe, Healthy, and Happy Classroom

The First Week of School

Diana’s Reflective Process

Strategies Designed to Meet Student Needs

Planning for the First Day of School

Teacher’s Body Language

Establishing Rules and Consequences

Using Positive Consequences and Rewards

Reflective Action Case Study

Classroom Meetings

Issues in Classroom Management

Economic and Social Differences May Cause Varied Expectations of Students

Cheating by Students and Teachers

Establishing Two-Way Communication with Parents

Teaching Students How to Resolve Conflicts

Reflective Action Case Study

Scheduling Time for Active Learning

Daily and Weekly Schedules

Planning Time

Communicating with Parents

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIIO OF PROFESSIONAL PRACTICES

References

Chapter 3 : Lesson Planning and Sequencing

Clarifying Educational Goals and Outcomes

Writing Useful and Appropriate Outcome Statements

Writing Objectives o Fit Goals and Outcome Statements

Educational Objectives

Planning for Higher Level Thinking

Planning Lessons for Active learning

Predicting Possible Outcomes of Your Lesson Plans

Varying Objectives for Students with Special Needs

Writing a Well Organized Lesson Plan

A Lesson Plan Model

Sequencing Objectives in School Subjects

Sequencing Objectives in Mathematics

Sequencing Objectives in Language Arts

Sequencing Objectives in Science

Sequencing Objectives in Social Studies

Sample Lesson Plans

Sample First Grade Lesson Plan

Sample Science Lesson Plan

Long Term Curriculum Planning

An Example of a Middle School Plan for Mathematics

Collaborative Long-Term Planning

High School Teachers Collaborate in Long-Term Planning

Communicating With Parents

Playing Catch Up

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIO OF PROFESSIONAL PRACTICES

References

Chapter 4 : Planning Curriculum Units

Planning Curriculum Units

Diane Leonard’s First 3 Months at School

How School Curricula Are Planned

National Standards and Federal Mandates

State Standards are the Basis for Curriculum Planning

Other Influences that Affect Curriculum Planning

Evaluation and Use of Textbooks

Planning Thematic Units to Fit Your Curriculum

Deciding on a Unit Focus

Creating a Curriculum Unit Using reflective Action

Sequencing Learning Experiences

Designing the Curriculum to Reflect Multicultural Values

Planning Curriculum for a Multicultural Bilingual Classroom

Time Lines that Fit Your Goals and Outcome Statements

Examples of Thematic Units

A Multi-disciplinary Primary Unit

A Fourth Grade Social Studies/Literature Unit

A Middle School Mathematics Unit

A Science Unit at Yellowstone Park

Long Range Planning for Unit Study

Language Arts Planning for the Primary Grades

Communicating With Parents

Playing Catch Up

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIO OF PROFESSIONAL PRACTICES

References

Chapter 5 : Assessing Students’ Diverse Needs

Language Acquisition and the Classroom Teacher

Language Scaffolding

The Stages of Language Acquisition

Five Factors in Meeting the Needs of Diverse Students

The Forgotten Minority

Interactive Goal Setting

Building Self-Esteem and Intrinsic Motivation

The Enhancing Effects of Success

Reforming Schools to Provide Multicultural Values

Using Assessment Devices to Identify Student Needs

Interpreting Data from Students’ Cumulative Folders

Avoid Labeling Students

Authentic Assessment for a Diverse Student Body

Placement and Grouping Decisions

Performance Sampling

Communicating With Parents

Playing Catch Up

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIO OF PROFESSIONAL PRACTICES

References

Chapter 6 : Establishing a Basis for Active, Authentic learning

Retrieval Process

Schema Theory

Advance Organizers

Differentiated Instructional Strategies

Presentation Skills that Increase Clarity and Motivation

Getting Students’ Attention

Enthusiasm

Clarity

Smooth Transitions

Timing

Variation

Interaction

Systematic Classroom Instruction

Direct Instruction of New Knowledge and Skills

Teacher Modeling and Demonstrations

Structuring Tasks for Success

Matching Learning Styles and Teaching Styles

Learning Experiences Designed for Multiple Intelligences

Communicating With Parents

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIO OF PROFESSIONAL PRACTICES

References

Chapter 7 : Teaching Strategies That Increase Authentic learning

Examples of Teaching Strategies in Action

Discovery Learning

Inquiry Training

Role Playing

Storytelling

Simulation

Mastery Learning

Contracts for Independent learning

Group Rotations Using Learning Centers

Reflective Action Case Study – Establishing Learning Centers

Cooperative learning Strategies

Learning Teams Enhance Achievement

Cooperative learning of the Basic Skills

Cooperative learning in Science

Literature Circles

Peacemaking Groups

Creating Well-Balanced Cooperative Groups

The Effects of Cooperative Learning

Communicating With Parents

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIO OF PROFESSIONAL PRACTICES

References

Chapter 8 : Engaging Students in Classroom Discussions

Asking Questions that Stimulate Higher Level Thinking

Strategies for Interactive Discussions

Group Investigations

Discussions that Promote Critical Thinking

Discussions that Improve Observations Skills

Discussions that Enhance Comparison Skills

Discussions that Guide Classification Skills

Discussions that Identify Assumptions

Socratic Dialogues

Discussions that Enhance Creative Thinking

Discussions that Encourage Imagination and Inventiveness

Prewriting Discussions

Discussions that Address Multiple Intelligences

Role of the teacher in Leading Discussions

Communicating With Parents

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIO OF PROFESSIONAL PRACTICES

References

Chapter 9 : Balancing Standards and Creative Activities

The Importance of the Arts

Encourage Creativity – Provide Materials

Materials from Homes

Materials from Merchants

Other Sources of Materials

Setting a Creative Tone

Creative Atmosphere

How to Encourage Creativity in Students

The Self-Fulfilling Prophesy

Stereotypes Stifle Creativity

Ways to Demonstrate Valuing Creativity

Core Attitudes in Creative Thought

Creativity in the Language Arts

Email stories

Creative Activities in Mathematics

Creative Activities in Social Sciences

Creative Activities in Science

Creative Activities in the Visual and Performing Arts

Humor and Creativity

Styles of Humor-oriented Teaching

Creativity Training

Communicating With Parents

Playing Catch Up

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIO OF PROFESSIONAL PRACTICES

References

Chapter 10 : Assessing and Reporting Student Accomplishments

How teachers Select and Use Assessment Procedures

Informal Observations

Performance Tasks to Show Mastery of Objectives

Rubric for Communication Skills and Oral Presentations

Criterion-Referenced Quizzes and Tests

Mastery Learning Assessment

Essays Evaluated with Rubric Guidelines

Oral Reports and Examinations

Designing Authentic Assessment Tasks

Rubrics, Checklists, and Rating Scales

Learning Contracts

Portfolios of Student Products

Reflective Action Case Study – A Teacher’s Reflection on Portfolio Assessment

Videotape Records

Grading Cooperative Group Projects and Products

Reporting Student Accomplishments

Electronic Management Systems

Computation of Grades

Writing Anecdotal Records

Involving Students in Evaluation Procedures

Communicating With Parents

Playing Catch Up

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIO OF PROFESSIONAL PRACTICES

References

Chapter 11 : Integrating Technology into the Curriculum

Preparing Students to Thrive in a High -Tech World

Using technology to Track How Teachers Meet State Standards

Reasons to Incorporate Technology into Your Curriculum

Managing Your Classroom With (and For) Technology

Enhancing Your Instructional Strategies with Productivity Software

Word Processing Programs

Presentation Software

Data Manipulation

Spreadsheets

Databases

Educational Software

Extending Classroom Experiences Beyond the Classroom Walls

Computer-Assisted Research Projects

Computer Literacy Program at Beardsley School

Tracking the Return of Spring on the Internet

The Advantages of Teacher to Teacher Networking

Communicating With Parents

Playing Catch Up

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIO OF PROFESSIONAL PRACTICES

References

Chapter 12 : Reflecting on Teaching and the School Community

The Teacher’s Role in he Community

No Child Left Behind

Two-Way Communication with Parents

Fall Open House

Parent-Teacher Conferences

Talking to Parents about Underachievement

Through the Eyes of Parents

Teaching and Learning in a Multicultural Community

Visits to Students’ Homes

Newsletters and Notes

Telephone Calls

Spring Open House and Other Special Events

Community Involvement in Classroom Activities

Parents as Volunteers

Community Resources

Character and Moral Education Programs

Teachers Mentoring and Coaching One Another

Interacting with Colleagues in Creating Professional Portfolios

The Powerful Influence a Teacher Can Make

Playing Catch Up

Guided Group Exploration

REFLECTIVE ACTION EXPERIENCES FOR YOUR PORTFOLIO OF PROFESSIONAL PRACTICES

References

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