Rent 9780131193734 | Teaching In The Middle And Secondary Schools | Kellough, Richard D.; Carjuzaa, Jioanna @knetbooks.com

Summary Table of Contents

Teaching in the Middle and Secondary Schools, 8e, is a highly practical book for teachers in middle school and secondary schools. Teachers will find practical classroom applications for planning instruction, selecting and using instructional strategies, and assessment. Its modular format includes exercises and post-tests in each module. Inservice Teachers in Middle and Secondary Schools.

PART 1 Introduction to Teaching and Learning in Middle and Secondary Schools

(54)

Today's Middle and Secondary Schools: Purpose, Organization, Structure, and Reform

(29)

... MORE

Middle and Secondary Schools

(1)

Colonial Education: The First Schools

(1)

The Advent of Secondary Education: The Forerunners of Today's High Schools

(1)

Latin Grammar Schools

(1)

Academies

(1)

English Classical Schools: The First American Public High Schools

(1)

Funding for Public Secondary Education

(1)

The Creation of Junior High Schools

(1)

The Creation of Middle Schools

(1)

The Changing Purpose of Education

(1)

Reform Initiatives

(1)

Early Reform Efforts

(1)

Goals 2000

(1)

No Child Left Behind

(1)

Reforming Middle Schools

(1)

Today's Middle and Secondary Schools

(1)

Organizing Education to Meet Students' Needs

(3)

Organization

(1)

The Middle School Concept and Philosophy

(1)

Middle Schools and Junior High Schools

(1)

Organizational Provisions for Student Differences

(1)

Curriculum Tracks and Homogeneous Grouping

(1)

Structuring Schools to Meet Students' Needs

(3)

The Structure of Middle Schools and High Schools

(1)

The School Calendar Year

(1)

The School Day

(1)

Nonstandard Daily Starting Times

(1)

Teaching Teams

(1)

The School-Within-a-School (SWAS) Concept

(1)

Teacher's Daily Schedules

(1)

Common Planning Time for Interdisciplinary Teams

(1)

Nontraditional Scheduling

(1)

Block Scheduling: Advantages and Disadvantages

(1)

Modifying the Curriculum to Facilitate Student Learning

(1)

Striving to Present Quality Education for All Students

(1)

Providing Challenging Curriculum Options

(1)

Embracing Student Diversity to Meet Students' Needs

(1)

At-Risk Students

(1)

Responsive Practices for Helping All Students Succeed in School

(1)

Preparing Teachers to Teach in a Diverse Classroom

(2)

The Fundamental Characteristic of Exemplary Education

(1)

Committed Teachers

(1)

Reflective Decision Making and the Locus of Control

(2)

Decision-Making and Thought-Processing Phases of Instruction

(1)

Reflection and the Decision-Making Process

(1)

Developing a Teaching Style

(1)

A Model for Teaching

(1)

Accessing Community Resources to Meet Students' Needs: Telecommunications Networks, Members of the Community, and Parent Organizations

(1)

Vehicles for Obtaining and Sharing Ideas and Information

(1)

Home and School Connections

(1)

Community Service Learning

(1)

Telecommunications Networks

(1)

The Emergent Overall Picture

(2)

Key Trends and Practices Today

(1)

Problems and Issues That Plague the Nation's Schools

(1)

Your Emerging Teaching Style

(1)

Exercise 1.1 Methods of Instruction

(1)

Exercise 1.2 The Teacher as Reflective Decision-Maker

(1)

Exercise 1.3 The Preactive Phase of Instruction

(1)

Exercise 1.4 My First Micro Peer-Teaching Demonstration---MPT 1

(1)

Exercise 1.5 Reflecting Upon My Own School Experiences

(1)

Summary

(1)

Module 1 Posttest

(2)

Suggested Readings

(1)

Endnotes

(3)

Middle and Secondary School Students

(24)

Adolescence

(1)

Characteristics of Middle and Secondary School Students

(1)

Teaching Adolescents

(1)

Adolescent Development

(1)

Culture and Its Impact on Education

(2)

Cultural Identity

(1)

Cultural Competence

(1)

Cultural Sensitivity

(1)

Multicultural Education

(1)

The Classroom in a Nation of Increasing Diversity

(1)

Demographic Changes

(1)

Styles of Learning and Implications for Teaching

(1)

Learning Modalities

(1)

Exercise 2.1A Create an Ice-Breaker Activity Addressing the Learning Modalities

(1)

Exercise 2.1B Create a Warm-Up Activity Addressing the Learning Modalities

(1)

Learning Styles

(1)

The Learning Cycle

(1)

Learning Capacities: The Theory of Multiple Intelligences

(1)

Exercise 2.2 Modify a Lesson Plan to Integrate the Multiple Intelligences

(2)

Learning Style and Its Implications for Teaching

(1)

Meeting the Challenge: Recognizing and Providing for Student Differences

(1)

Instructional Practices That Provide for Student Differences: General Guidelines

(1)

Recognizing and Working with Exceptional Students

(1)

Guidelines for Working with Students with Special Needs in the Regular Classroom

(1)

Working with Culturally and Linguistically Diverse Students

(1)

Additional Guidelines for Working with English Language Learners

(1)

Best Practices for Promoting Success for All Students

(1)

Recognizing and Working with Students Who Are Gifted

(1)

Guidelines for Working with Gifted Students

(1)

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

(1)

Recognizing and Working with Recalcitrant Students

(1)

Teaching Toward Positive Character Development

(1)

Multitasking

(1)

Summary

(1)

Module 2 Posttest

(2)

Suggested Readings

(1)

Endnotes

(3)

PART 2 Planning for Instruction

(114)

Establishing and Maintaining a Safe and Supportive Classroom Learning Environment

(35)

The Importance of Perceptions

(1)

Classroom Control: Its Meaning---Past and Present

(5)

Historical Meaning of Classroom Control

(1)

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

(1)

Classroom Management: Contributions of Some Leading Authorities

(3)

Developing Your Own Effective Approach to Classroom Management

(1)

Providing a Supportive Learning Environment

(2)

Create a Positive Classroom Atmosphere

(1)

Behaviors to Avoid

(1)

Get to Know Your Students as People

(2)

Preparation Provides Confidence and Success

(1)

Effective Organization and Administration of Activities and Materials

(1)

Natural Interruptions and Disruptions to Routine

(1)

Classroom Procedures and Guidelines for Acceptable Behavior

(4)

Designing Your Room Arrangement

(1)

Starting the School Term Well

(1)

Procedures Rather Than Rules; Consequences Rather Than Punishment

(1)

The First Day

(1)

Establishing Classroom Expectations, Procedures, and Consequences

(1)

What Students Need to Understand from the Start

(1)

Exercise 3.1 Observing a Classroom for Frequency of External Interruptions

(2)

Exercise 3.2 Teachers' Behavior Management Systems

(1)

Exercise 3.3 Beginning the Development of My Classroom Management System

(1)

Using Positive Rewards

(1)

Managing Class Meetings

(1)

Opening Activities

(1)

Exercise 3.4 Observation and Analysis of How Teachers Start Class Meetings

(1)

Smooth Implementation of the Lesson

(1)

Transitions: A Difficult Skill for Beginning Teachers

(1)

Student Misbehavior

(3)

Categories of Student Misbehavior

(2)

There Are Success Stories

(1)

Teacher Response to Student Misbehavior: Direct and Indirect Intervention

(1)

Teacher-Caused Student Misbehavior: Scenarios for Review

(2)

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

(5)

Exercise 3.5 Applying Measures of Control

(1)

Exercise 3.6 Selecting Measures of Control

(1)

Summary

(1)

Module 3 Posttest

(2)

Suggested Readings

(1)

Endnotes

(1)

Selecting Content and Preparing Objectives

(34)

Reasons for Planning Thoughtfully and Thoroughly

(1)

Components of Instructional Planning

(1)

Planning a Course

(2)

Documents That Provide Guidance for Content Selection

(1)

National Curriculum Standards

(1)

Exercise 4.1 Examining National Curriculum Standards

(1)

Exercise 4.2 Examining State Curriculum Documents

(1)

Exercise 4.3 Examining Local Curriculum Documents

(1)

Student Textbooks

(1)

Benefit of Student Textbooks to Student Learning

(1)

Problems with Reliance on a Single Textbook

(1)

Exercise 4.4 Examining Student Textbooks and Teachers' Editions

(2)

Guidelines for Textbook Use

100

(1)

Introducing the Textbook

101

(1)

Multitext and Multireadings Approaches

101

(1)

Other Printed Materials

101

(1)

The Future for School Textbooks

102

(1)

Collaborative Planning

102

(1)

Team Planning

102

(1)

Teacher-Student Collaboration in Planning

103

(1)

Preparing for the Year

103

(1)

Exercise 4.5 Preparing a Content Outline

103

(1)

Preparing for and Dealing with Controversy

104

(1)

Exercise 4.6A Dealing with Controversial Content and Issues

105

(1)

Exercise 4.6B Censorship: Books That Are Sometimes Challenged

106

(2)

Aims, Goals, and Objectives: A Clarification

108

(1)

Instructional Objectives and Their Relationship to Curriculum and Assessment

108

(2)

Learning Targets and Goal Indicators

108

(1)

Overt and Covert Performance Outcomes

109

(1)

Balance of Behaviorism and Constructivism

109

(1)

Teaching Toward Multiple Objectives, Understandings, and Appreciations

109

(1)

Preparing Instructional Objectives

110

(1)

The ABCDs of Writing Objectives

110

(1)

Exercise 4.7 Recognizing Verbs That Are Acceptable for Overt Objectives---A Self-Check Exercise

110

(1)

Exercise 4.8 Recognizing the Parts of Criterion-Referenced Behavioral Objectives---A Self-Check Exercise

111

(1)

Exercise 4.9 Recognizing Objectives That Are Measurable---A Self-Check Exercise

112

(1)

Classifying Instructional Objectives

113

(4)

The Domains of Learning and the Developmental Needs of Youth

113

(4)

Exercise 4.10 Assessing Recognition of Objectives According to Domain---A Self-Check Exercise

117

(1)

Exercise 4.11 Preparing My Own Instructional Objectives

118

(1)

Using the Taxonomies

118

(2)

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

119

(1)

Character Education

120

(1)

Learning That Is Not Immediately Observable

120

(1)

Summary

120

(1)

Module 4 Posttest

121

(2)

Suggested Readings

123

(1)

Endnotes

123

(2)

Preparing an Instructional Plan

125

(44)

Planning for Instruction: A Three-Level and Seven-Step Process

126

(1)

The Syllabus

126

(4)

Use and Development of a Syllabus

126

(3)

Content of a Syllabus

129

(1)

Exercise 5.1 Content of a Course Syllabus

130

(2)

Exercise 5.2 Preparing a Course Syllabus---An Exercise in Collaborative Thinking

132

(1)

The Instructional Unit

132

(2)

Types of Instructional Units

132

(1)

Planning and Developing Any Unit of Instruction

133

(1)

Unit Format, Inclusive Elements, and Time Duration

134

(1)

Curriculum Integration

134

(4)

Procedural and Conceptual Knowledge

134

(1)

The Spectrum of Integrated Curriculum

135

(1)

Definition of Integrated Curriculum

135

(1)

Integrated Curricula Past and Present

135

(1)

Levels of Curriculum Integration

135

(1)

Procedure for Planning and Developing an Interdisciplinary Thematic Unit

136

(2)

Exercise 5.3 Generating Ideas for Interdisciplinary Units

138

(1)

Exercise 5.4 Integrating the Topic

139

(1)

Lesson Planning: Rationale and Assumptions

140

(3)

Rationale for Preparing Written Lesson Plans

140

(1)

Assumptions About Lesson Planning

140

(1)

A Continual Process

141

(1)

Well Planned but Open to Last-Minute Change

141

(2)

The Problem of Time

143

(1)

A Caution About ``The Daily Planning Book''

143

(1)

Constructing a Lesson Plan: Format, Components, and Samples

143

(2)

For Guidance, Reflection, and Reference

145

(1)

Basic Elements of a Lesson Plan

145

(16)

Descriptive Data

150

(1)

Goals and Objectives

150

(1)

Rationale

150

(1)

Procedure

150

(9)

Assignments

159

(1)

Materials and Equipment to Be Used

160

(1)

Accommodations for Students with Special Needs

160

(1)

Assessment

160

(1)

Reflection and Revision

160

(1)

Exercise 5.5 Analysis of a Lesson That Failed

161

(1)

Exercise 5.6A Preparing a Lesson Plan

162

(1)

Exercise 5.6B Self- and Peer-Assessment of My Lesson Plan

162

(1)

Exercise 5.7 Preparing an Instructional Unit

163

(4)

Summary

164

(1)

Module 5 Posttest

165

(1)

Suggested Readings

166

(1)

Endnotes

167

(2)

PART 3 SELECTING AND IMPLEMENTING INSTRUCTIONAL STRATEGIES

169

(84)

Student-Centered Instructional Strategies

170

(30)

Principles of Classroom Instruction and Learning: A Synopsis

171

(2)

Culturally Sensitive Pedagogy

172

(1)

Direct vs. Indirect Instructional Modes: Strengths and Weaknesses of Each

172

(1)

Selecting Learning Activities

173

(2)

The Learning Experiences Ladder

173

(2)

Direct, Simulated, and Vicarious Experiences Help Connect Student Learning

175

(1)

Exercise 6.1 A Reflection on My Past Involvement with Student-Centered Instructional Activities

175

(2)

Exercise 6.2 Recalling My Own Learning Experiences in School

177

(1)

The Total Class as a Group Enterprise

177

(1)

Learning in Pairs

178

(2)

Peer Tutoring, Mentoring, and Cross-Age Coaching

178

(1)

Paired Team Learning

179

(1)

Think-Pair-Share

179

(1)

The Learning Center

179

(1)

Learning in Small Groups

180

(1)

Purposes for Using Small Groups

180

(1)

Cooperative Learning

180

(2)

The Cooperative Learning Group (CLG)

181

(1)

Why Some Teachers Have Difficulty Using CLGs

182

(1)

Teaching Thinking for Intelligent Behavior

182

(2)

Characteristics of Intelligent Behavior

182

(2)

Direct Teaching for Thinking and Intelligent Behavior

184

(1)

Research Imperatives for the Teaching of Thinking

184

(1)

Direct Teaching of Skills Used in Thinking

184

(1)

Inquiry Teaching and Discovery Learning

184

(4)

Problem Solving

184

(1)

Inquiry vs. Discovery

184

(2)

True Inquiry

186

(1)

The Critical Thinking Skills of Discovery and Inquiry

186

(2)

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

188

(1)

Values and Purposes of Project-Centered Learning

188

(1)

Writing Across the Curriculum

189

(1)

Kinds of Writing

189

(1)

Student Journals

190

(1)

Purpose and Assessment of Student Journal Writing

190

(1)

Learning by Educational Games

190

(1)

Purposes of Educational Games

191

(1)

Sources of Educational Games

191

(1)

Integrating Strategies for Integrated Learning

191

(3)

Exercise 6.3 Study of Inquiry and Strategy Integration

194

(1)

Summary

194

(1)

Module 6 Posttest

195

(2)

Suggested Readings

197

(1)

Endnotes

198

(2)

Teacher-Centered Instructional Strategies

200

(33)

Teacher Talk: Formal and Informal

201

(5)

Cautions in Using Teacher Talk

201

(1)

Teacher Talk: General Guidelines

201

(1)

Teacher Talk: Specific Guidelines

202

(4)

Demonstration

206

(1)

Purposes of Demonstrations

206

(1)

Guidelines for Using Demonstrations

206

(1)

Exercise 7.1 The Lecture---Summary Review and Practice

207

(1)

Questioning

208

(4)

Purposes for Using Questioning

208

(1)

Questions to Avoid Asking

209

(1)

Types of Questions: A Glossary

209

(1)

Socratic Questioning

210

(1)

Levels of Cognitive Questions and Student Thinking

210

(2)

Exercise 7.2 Identifying the Cognitive Levels of Questions---A Self-Check Exercise

212

(2)

Guidelines for Using Questioning

213

(1)

Exercise 7.3 Think-Time and the Art of Questioning---An In-Class Exercise

214

(3)

Questions from Students: The Question-Driven Classroom

216

(1)

Exercise 7.4 An Analysis of the Quality of Questions---A Self-Check Exercise

217

(1)

Exercise 7.5 Observing the Cognitive Levels of Classroom Verbal Interaction

218

(1)

Exercise 7.6 A Cooperative Learning Exercise in the Use of Questioning---Micro Peer-Teaching II

219

(2)

Whole-Class Discussion

221

(1)

Exercise 7.7A Whole-Class Discussion as a Teaching Strategy: Building Upon What I Already Know

221

(1)

Exercise 7.7B Generating Guidelines for Using Whole-Class Discussions

222

(1)

Recitation

222

(1)

Equality in the Classroom

223

(1)

Title IX: Student Rights

223

(1)

Exercise 7.8 Teacher Interaction with Students According to Student Gender or Other Personal Characteristics

224

(1)

Ensuring Equity

225

(1)

Learning from Assignments and Homework

225

(1)

Purposes and Guidelines for Using Assignments and Homework

225

(1)

Giving Students a Second Chance

226

(1)

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

227

(1)

Memorizing and Reviewing: Unavoidable Learning Strategies

227

(1)

Exercise 7.9 Developing a Lesson Using Inquiry Level II, Thinking Skill Development, a Demonstration, or an Interactive Lecture---Micro Peer-Teaching III

228

(2)

Summary

230

(1)

Module 7 Posttest

230

(2)

Suggested Readings

232

(1)

Endnotes

232

(1)

Media, Aids, and Resources

233

(20)

Printed Materials and Visual Displays

234

(1)

Sources of Free and Inexpensive Printed Materials

234

(1)

The Internet

234

(1)

Exercise 8.1 Internet Sites of Use to Teachers

235

(6)

Cautions and Guidelines for Using the Internet

235

(1)

Professional Journals and Periodicals

236

(1)

The ERIC Information Network

236

(1)

Copying Printed Materials

237

(1)

The Classroom Writing Board

237

(2)

The Classroom Bulletin Board

239

(1)

The Community as a Resource

239

(1)

Guest Speakers

239

(1)

Field Trips

239

(2)

Media Tools

241

(4)

When Equipment Malfunctions: Troubleshooting

242

(1)

The Overhead Projector

242

(1)

The Document Camera

243

(1)

Multimedia Program

243

(1)

Television, Videos, and Videodiscs

244

(1)

Computers and Computer-Based Instructional Tools

245

(4)

The Placement and Use of Computers: The Online Classroom

246

(1)

Selecting Computer Software

246

(1)

The CD-ROM

247

(1)

Sources of Free and Inexpensive Audiovisual Materials

247

(1)

Using Copyrighted Video, Computer, and Multimedia Programs

247

(2)

Distance Learning

249

(1)

Summary

249

(1)

Module 8 Posttest

249

(2)

Suggested Readings

251

(1)

Endnotes

252

(1)

PART 4 Assessment of Teaching and Learning

253

(56)

Assessing and Reporting Student Achievement

254

(34)

Purposes and Principles of Assessment

255

(1)

Terms Used in Assessment

256

(1)

Assessment and Evaluation

256

(1)

Measurement and Assessment

256

(1)

Validity and Realiability

256

(1)

Authentic Assessment: Advantages and Disadvantages

257

(1)

Diagnostic, Formative, and Summative Assessment

257

(1)

Assessing Student Learning: Three Avenues

257

(3)

Importance and Weight of Each Avenue

258

(1)

Assessing What a Student Says and Does

258

(1)

Assessing What a Student Writes

259

(1)

Assessment for Affective and Psychomotor Domain Learning

260

(1)

Student Involvement in Assessment

260

(2)

Using Student Portfolios

261

(1)

Using Checklists

261

(1)

Maintaining Records of Student Achievement

262

(2)

Recording Teacher Observations and Judgments

262

(2)

Grading and Marking Student Achievement

264

(2)

Criterion-Referenced Versus Norm-Referenced Grading

264

(1)

Determining Grades

265

(1)

Testing for Achievement

266

(2)

Standardized and Nonstandardized Tests

266

(1)

Purposes for Testing

266

(1)

Frequency of Testing

267

(1)

Test Construction

267

(1)

Administering Tests

267

(1)

Controlling Cheating

267

(1)

Determining the Time Needed to Take a Test

268

(1)

Preparing Assessment Items

268

(3)

General Guidelines for Preparing for Assessment

269

(1)

Classification of Assessment Items

269

(1)

Performance Testing Can Be Expensive and Time-Intensive

269

(1)

Attaining Content Validity

270

(1)

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

271

(8)

Arrangement

271

(1)

Completion Drawing

271

(1)

Completion Statement

271

(1)

Correction

272

(1)

Essay

272

(1)

Grouping

273

(1)

Identification

274

(1)

Matching

274

(1)

Multiple Choice

274

(2)

Performance

276

(1)

Short Explanation

277

(1)

True-False

278

(1)

Exercise 9.1 Preparing Assessment Items

279

(1)

Reporting Student Achievement

280

(1)

The Grade Report

280

(1)

More About Parental Involvement and Home-School Connections

280

(2)

Contacting Parents

280

(1)

Meeting Parents

281

(1)

Parent Conferences

281

(1)

Dealing with an Irate Parent or Guardian

282

(1)

Summary

282

(1)

Module 9 Posttest

283

(3)

Suggested Readings

286

(1)

Endnotes

286

(2)

Self-Assessment of Teaching and Continued Professional Development

288

(21)

Professional Development Through Field Experiences

289

(5)

Observation

289

(1)

Student Teaching

290

(2)

Guidelines for Behaving Professionally During Field Experiences

292

(1)

Relationships with Students

293

(1)

Finding a Teaching Position

294

(1)

Guidelines for Locating a Teaching Position

294

(1)

The Professional Career Portfolio

294

(1)

Exercise 10.1 Development of My Professional Portfolio

295

(4)

Resources for Locating Teaching Vacancies

295

(1)

State (and Territorial) Sources for Information About Credential Requirements

296

(1)

The Professional Resume

296

(2)

The In-Person Interview

298

(1)

Professional Development Through Reflection and Self-Assessment

299

(1)

Professional Development Through Mentoring

299

(1)

Professional Development Through In-Service and Advanced Study

299

(1)

Professional Development Through Participation in Professional Organizations

300

(1)

Professional Development Through Communications with Other Teachers

300

(1)

Professional Development Through Summer and Off-Teaching Work Experience

300

(1)

Professional Development Through Micro Peer-Teaching

301

(1)

Exercise 10.2 Pulling It All Together---Micro Peer-Teaching IV

301

(2)

Exercise 10.2A Form A

303

(1)

Exercise 10.2B Form B

304

(1)

Exercise 10.2C Form C

305

(1)

Summary

305

(1)

Module 10 Posttest

306

(2)

Suggested Readings

308

(1)

Endnotes

308

(1)

Glossary

309

(8)

Author Index

317

(4)

Subject Index

321

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