Effective Teaching Methods: Research-Based Practice

ISBN 13:
9780131714960
ISBN 10:
0131714961
Edition: 6th
Format: Package
Copyright: 01/01/2007
Publisher: Allyn & Bacon
Newer Edition

Note: Not guaranteed to come with supplemental materials (access cards, study guides, lab manuals, CDs, etc.)

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Summary

Use the sixth edition of Effective Teaching Methods and experience K-12 general teaching methods in a whole new way! Now the practical, research-based instructional methods you've come to expect from Dr. Borich are included in the text and demonstrated on DVD by master teachers in today's classrooms. For example, don't just read about how instructional methods can support student learning and achievement but see how it is done. To help prepare preservice teachers for the world of teaching, the sixth edition also includes significant discussion of standardized tests as well as exercises for PRAXIS preparation, field experience, portfolio building, and classroom observation. Book jacket.

The Effective Teacher

(40)

What Is an Effective Teacher?

(7)

The Role-Model Definition

(1)

The Psychological Characteristics Definition

(3)

A New Direction

(4)

Key Behaviors Contributing to Effective Teaching

(8)

Lesson Clarity

(1)

Instructional Variety

(3)

Teacher Task Orientation

(1)

Engagement in the Learning Process

(1)

Student Success Rate

(2)

Summary of Five Key Behaviors

(1)

Some Helping Behaviors Related to Effective Teaching

(10)

Using Student Ideas and Contributions

(2)

Structuring

(1)

The Art of Questioning

(3)

Probing

(1)

Teacher Affect

(2)

Teaching Effectively with Diverse Learners and Content

(3)

How Does Effective Teaching Differ with Learners Who Have Different Socioeconomic Levels, Culture, and Ethnicity?

(1)

How Does Effective Teaching Differ Across Content Areas?

(2)

The Complexity of Teaching

(1)

Professional Teaching Standards

(2)

Your Transition to the Real World of Teaching

(2)

For Further information

(1)

Summing Up

(1)

Key Terms

(1)

Discussion and Practice Questions

(1)

Field Experience Activities

(1)

Digital Portfolio Activities

(1)

Classroom Observation Activities

(1)

Chapter Case History and Praxis Test Preparation

(3)

Understanding Your Students

(38)

Why Pay Attention to Individual Differences?

(2)

Adaptive Teaching

(2)

The Effects of General Intelligence on Learning

(2)

The Environmentalist Position

(1)

The Hereditarian Position

(1)

General Versus Specific Intelligence

(1)

The Efffects of Specific Abilities on Learning

(5)

Multiple Intelligences

(4)

Sternberg's Definition of Intelligence

(1)

The Effects of Prior Achievement on Learning

(2)

The Effects of Cultural Differences on Learning

(5)

Socioeconomic and Cultural Diversity

(1)

Language and Cultural Diversity

(1)

The Teacher's Role in Improving Achievement Among Culturally and Language-Diverse Learners

(2)

The Effects of Personality and Learning Style

(5)

Erikson's Crises of the School Years

(2)

Learning Style

(1)

Field Dependence Versus Field Independence

(3)

The Effects of the Peer Group on Learning

(2)

The Effects of Home Life and Social Context on Learning

(4)

Cultural, Linguistic, and SES Biases in the Classroom

(2)

Final Word

(1)

Summing Up

(1)

Key Terms

(1)

Discussion and Practice Questions

(1)

Field Experience Activities

(1)

Digital Portfolio Activities

(1)

Classroom Observation Activities

(1)

Chapter Case History and Praxis Test Preparation

(3)

Goals and Objectives

(32)

Standards, Goals, and Objectives

(2)

Tyler's Goal Development Approach

(1)

Societal Goals for Education

(4)

The Purpose of Objectives

(1)

What Does Behavioral Mean?

(1)

An Overview of Behavioral Objectives

(6)

Specifying the Learning Outcomes

(2)

Identifying the Conditions

(1)

Stating Criterion Levels

(2)

Keeping Objectives Simple

(1)

The Cognitive, Affective, and Psychomotor Domains

(10)

The Cognitive Domain

(4)

The Affective Domain

(4)

The Psychomotor Domain

100

(2)

Some Misunderstandings About Behavioral Objectives

102

(2)

Are Some Behaviors More Desirable Than Others?

103

(1)

What Is an Authentic Behavior?

103

(1)

Are Less Complex Behaviors Easier to Teach?

103

(1)

Are Cognitive, Affective, and Psychomotor Behaviors Mutually Exclusive?

104

(1)

The Cultural Roots of Objectives

104

(1)

Summing Up

105

(1)

Key Terms

106

(1)

Discussion and Practice Questions

106

(1)

Field Experience Activities

107

(1)

Digital Portfolio Activities

107

(1)

Classroom Observation Activities

108

(1)

Chapter Case History and Praxis Test Preparation

108

(3)

Unit and Lesson Planning

111

(47)

Teacher as Decision Maker

112

(2)

Knowledge of Instructional Goals and Objectives

112

(1)

Knowledge of the Learner

112

(1)

Knowledge of Subject Matter

113

(1)

Knowledge of Teaching Methods

113

(1)

Summary of Inputs to Planning

113

(1)

Reflective Practice and Tacit Knowledge

114

(1)

Unit and Lesson Plans

114

(1)

Making Planning Decisions

115

(3)

Goals

115

(2)

Learners

117

(1)

Content

117

(1)

Organization

118

(1)

Disciplinary and Interdisciplinary Unit Planning

118

(12)

Disciplinary (Vertical) Unit Plans

119

(3)

Interdisciplinary (Lateral) Unit Plans

122

(8)

Making Lesson Plans

130

(7)

Determining Where to Start

131

(1)

Providing for Learner Diversity with Alternative Methods and New Technologies

132

(5)

Events of Instruction

137

(8)

Gaining Attention (Anticipatory Set)

138

(1)

Informing Learners of the Objective (Anticipatory Set, Objectives, and Purpose)

139

(1)

Stimulating Recall of Prerequisite Learning (Review)

140

(1)

Presenting the Stimulus Material (Input, Modeling)

141

(2)

Eliciting the Desired Behavior (Checking for Understanding, Guided Practice)

143

(1)

Providing Feedback (Guided Practice, Closure)

144

(1)

Assessing the Behavior (Independent Practice)

145

(1)

Example Lesson Plans

145

(8)

Summing Up

153

(1)

Key Terms

154

(1)

Discussion and Practice Questions

154

(1)

Field Experience Activities

155

(1)

Digital Portfolio Activities

155

(1)

Classroom Observation Activity

155

(1)

Chapter Case History and Praxis Test Preparation

156

(2)

Classroom Management I: Establishing the Learning Climate

158

(34)

Earning Trust and Becoming a Leader the Old-Fashioned Way

159

(2)

Expert Power

159

(1)

Referent Power

160

(1)

Legitimate Power

160

(1)

Reward Power

160

(1)

Coercive Power

161

(1)

Using Power

161

(1)

Stages of Group Development

161

(6)

Stage 1: Forming

161

(1)

Stage 2: Storming

162

(1)

Stage 3: Norming

163

(2)

Stage 4: Performing

165

(2)

Establishing an Effective Classroom Climate

167

(8)

The Social Environment

167

(3)

The Organizational Environment

170

(2)

Establishing Rules and Procedures

172

(3)

Problem Areas in Classroom Management

175

(5)

Monitoring Students

175

(1)

Making Transitions

176

(1)

Giving Assignments

176

(3)

Bringing Closure

179

(1)

Learner Diversity and Classroom Management

180

(3)

Planning Your First Day

183

(2)

Before the Bell

183

(1)

Introducing Yourself

184

(1)

Administrative Business

184

(1)

Rules and Expectations

184

(1)

Introducing Your Subject

184

(1)

Closure

185

(1)

Summing Up

185

(2)

Key Terms

187

(1)

Discussion and Practice Questions

187

(1)

Field Experience Activities

187

(1)

Digital Portfolio Activity

188

(1)

Classroom Observation Activities

188

(1)

Chapter Case History and Praxis Test Preparation

189

(3)

Classroom Management II: Promoting Student Engagement

192

(29)

Systems of Classroom Management

193

(1)

The Humanist Tradition in Classroom Management

194

(3)

Ginott's Congruent Communication

194

(2)

Glasser's Cooperative Learning

196

(1)

The Applied Behavior Analysis Tradition in Classroom Management

197

(2)

Behavior Modification

197

(2)

The Classroom Management Tradition

199

(2)

An Integrated Approach to Classroom Management

201

(9)

Low-Profile Classroom Management

201

(2)

Dealing with Persistent Disruptive Behavior

203

(1)

Responses to Misbehavior

203

(1)

Reinforcement Theory Applied in the Classroom

204

(4)

Punishment

208

(2)

The Parent-Teacher Conference

210

(3)

Conducting the Parent Conference

210

(1)

Evaluating the Parent Conference

211

(2)

The Influence of Home and Family on Classroom Behavior Problems

213

(1)

Culturally Responsive Classroom Management

214

(1)

Summing Up

215

(2)

Key Terms

217

(1)

Discussion and Practice Questions

217

(1)

Field Experience Activities

218

(1)

Digital Portfolio Activities

218

(1)

Classroom Observation Activities

218

(1)

Chapter Case History and Praxis Test Preparation

219

(2)

Teaching Strategies for Direct Instruction

221

(36)

Categories of Teaching and Learning

223

(3)

Introduction to Direct Instruction Strategies

226

(2)

When Is Direct Instruction Appropriate?

228

(3)

An Example of Direct Instruction

231

(2)

Daily Review and Checking the Previous Day's Work

233

(1)

Presenting and Structuring

234

(3)

Part--Whole Relationships

235

(1)

Sequential Relationships

235

(1)

Combinations of Relationships

235

(1)

Comparative Relationships

236

(1)

Using the Methods

237

(1)

Guided Student Practice

237

(4)

Prompting

238

(1)

Modeling

239

(2)

Feedback and Correctives

241

(2)

Correct, Quick, and Firm

242

(1)

Correct but Hesitant

242

(1)

Incorrect Because of Carelessness

242

(1)

Incorrect Because of Lack of Knowledge

242

(1)

Strategies for Incorrect Responses

243

(1)

Independent Practice

243

(3)

Weekly and Monthly Reviews

246

(1)

Other Forms of Direct Instruction

247

(2)

Promoting the Goals of Direct Instruction in the Culturally Diverse Classroom

249

(1)

Summing Up

250

(2)

Key Terms

252

(1)

Discussion and Practice Questions

252

(1)

Field Experience Activities

253

(1)

Digital Portfolio Activities

253

(1)

Classroom Observation Activities

254

(1)

Chapter Case History and Praxis Test Preparation

254

(3)

Teaching Strategies for Indirect Instruction

257

(44)

The Cognitive Processes of Learning

262

(2)

Reading

262

(1)

Writing

262

(1)

Mathematics and Science

263

(1)

Social Studies

264

(1)

Comparing Direct and Indirect Instruction

264

(2)

Teaching Strategies for Indirect Instruction

266

(2)

An Example of Indirect Instruction

268

(2)

Content Organization

270

(9)

Concept Learning

272

(1)

Inquiry Learning

273

(4)

Problem-Centered Learning

277

(2)

Conceptual Movement: Induction and Deduction

279

(2)

Applying Induction and Deduction

280

(1)

Using Examples and Nonexamples

281

(2)

The Use of Questions

283

(1)

Learner Experience and Use of Student Ideas

284

(3)

The Changing View

284

(1)

Productively Using Student Ideas

285

(2)

Student Self-Evaluation

287

(1)

Use of Group Discussion

287

(4)

Comparison of Direct and Indirect Instruction

291

(2)

Promoting the Goals of Indirect Instruction in the Culturally Diverse Classroom

293

(1)

A Final Word

294

(1)

Summing Up

294

(2)

Key Terms

296

(1)

Discussion and Practice Questions

296

(1)

Field Experience Activities

297

(1)

Digital Portfolio Activities

297

(1)

Classroom Observation Activities

297

(1)

Chapter Case History and Praxis Test Preparation

298

(3)

Questioning Strategies

301

(34)

What Is a Question?

302

(2)

What Consumes 80% of Class Time?

303

(1)

Are We Asking the Right Questions?

303

(1)

What Are the Purposes of Questions?

304

(1)

What Are Convergent and Divergent Questions?

304

(1)

What Does the Research Say About Asking Convergent and Divergent Questions?

305

(2)

Who Are the Targets of Questions?

307

(1)

What Sequences of Questions Are Used?

307

(2)

What Levels of Questions Are Used?

309

(7)

Knowledge

310

(1)

Comprehension

311

(1)

Application

312

(1)

Analysis

313

(1)

Synthesis

313

(1)

Evaluation

314

(1)

Summary of Question Types

315

(1)

What Is a Probe?

316

(2)

How Should You Use Wait Time?

318

(4)

Are Questioning Techniques Culture Specific?

322

(2)

Wait Time

322

(1)

Rhythm

322

(1)

Participation Structure

323

(1)

Language

323

(1)

What Are Common Problems in Using Questions?

324

(5)

Do You Use Complex, Ambiguous, or Double Questions?

324

(2)

Do You Accept Only the Answers You Expect?

326

(1)

Why Are You Asking This Question?

326

(1)

Do You Answer the Question Yourself?

327

(1)

Do You Use Questions as Punishment?

328

(1)

Summing Up

329

(2)

Key Terms

331

(1)

Discussion and Practice Questions

331

(1)

Field Experience Activities

331

(1)

Digital Portfolio Activities

332

(1)

Classroom Observation Activity

332

(1)

Chapter Case History and Praxis Test Preparation

333

(2)

Self-Directed Learning

335

(35)

Self-Directed Learning

336

(3)

Metacognition

339

(1)

Teacher Mediation

340

(4)

The Zone of Maximum Response Opportunity

340

(2)

Hitting the Zone of Maximum Response Opportunity

342

(2)

Functional Errors

344

(2)

Reciprocal Teaching

346

(2)

Social Dialogue Versus Class Discussion

348

(1)

The Role of Inner Speech

349

(1)

Sample Dialogues of Self-Directed Learning

350

(4)

Steps in Teaching Self-Directed Inquiry to Individual Learners

353

(1)

Other Cognitive Strategies

354

(5)

Mnemonics

354

(1)

Elaboration/Organization (Note Taking)

355

(2)

Comprehension Monitoring

357

(1)

Problem-Solving Strategies

357

(2)

Project-Based Learning

359

(3)

The Role of Tasks in Project-Based Learning

359

(1)

The Role of the Learner in Project-Based Learning

360

(1)

The Role of the Teacher in Project-Based Learning

360

(2)

Promoting the Goals of Self-Directed Learning in the Culturally Diverse Classroom

362

(2)

Summing Up

364

(1)

Key Terms

365

(1)

Discussion and Practice Questions

366

(1)

Field Experience Activities

366

(1)

Digital Portfolio Activities

366

(1)

Classroom Observation Activities

367

(1)

Chapter Case History and Praxis Test Preparation

367

(3)

Cooperative Learning and the Collaborative Process

370

(29)

Outcomes of Cooperation

371

(2)

Attitudes and Values

371

(1)

Prosocial Behavior

372

(1)

Alternative Perspectives and Viewpoints

372

(1)

Integrated Identity

372

(1)

Higher Thought Processes

372

(1)

Components of a Cooperative Learning Activity

373

(2)

Teacher-Student Interaction

374

(1)

Student-Student Interaction

374

(1)

Task Specialization and Materials

374

(1)

Role Expectations and Responsibilities

375

(1)

Establishing a Cooperative Task Structure in Your Classroom

375

(13)

Specifying the Goal

375

(2)

Structuring the Task

377

(5)

Teaching and Evaluating the Collaborative Process

382

(2)

Monitoring Group Performance

384

(1)

Debriefing

384

(4)

Team-Oriented Cooperative Learning Activities

388

(2)

Student Teams---Achievement Division

388

(1)

Teams-Games-Tournaments

389

(1)

Jigsaw II

389

(1)

Team-Assisted Individualization

389

(1)

Overview of Team-Oriented Cooperative Learning Activities

390

(1)

Promoting the Goals of Cooperative Learning in the Culturally Diverse Classroom

390

(3)

Summing Up

393

(1)

Key Terms

394

(1)

Discussion and Practice Questions

395

(1)

Field Experience Activities

395

(1)

Digital Portfolio Activities

395

(1)

Classroom Observation Activity

396

(1)

Chapter Case History and Praxis Test Preparation

396

(3)

Assessing Learners

399

(45)

Norm-Referenced and Criterion-Referenced Tests

400

(2)

Comparing Norm-Referenced and Criterion-Referenced Tests

402

(1)

The Test Blueprint

403

(1)

Objective Test Items

403

(10)

True-False Items

404

(1)

Matching Items

405

(2)

Multiple-Choice Items

407

(1)

Higher-Level Multiple-Choice Questions

408

(3)

Completion Items

411

(1)

Advantages and Disadvantages of Objective-Item Formats

412

(1)

Essay Test Items

413

(4)

Extended-Response Questions

413

(1)

Restricted-Response Questions

414

(1)

When Should You Use Essay Questions?

414

(2)

Some Criteria for Scoring Essay Items

416

(1)

Validity and Reliability

417

(3)

Types of Validity

417

(2)

Types of Reliability

419

(1)

Marks and Marking Systems

420

(2)

Comparison with Other Students

420

(1)

Comparison with Established Standards

421

(1)

Comparison with Aptitude

421

(1)

Comparison of Achievement with Effort

422

(1)

Comparison of Achievement with Improvement

422

(1)

Standardized Tests

422

(3)

Helping Students Prepare for Standardized Tests

423

(2)

Performance Assessment

425

(3)

The Portfolio

428

(10)

Rationale for the Portfolio

428

(2)

Step 1: Deciding on the Purposes for a Portfolio

430

(1)

Step 2: Identifying Cognitive Skills and Dispositions

430

(1)

Step 3: Deciding Who Will Plan the Portfolio

430

(1)

Step 4: Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product

431

(1)

Step 5: Building the Portfolio Rubrics

432

(5)

Performance and Portfolio Assessment and Report Card Grades

437

(1)

Plan a Portfolio Conference

438

(1)

Summing Up

438

(2)

Key Terms

440

(1)

Discussion and Practice Questions

440

(1)

Field Experience Activities

440

(1)

Digital Portfolio Activities

441

(1)

Classroom Observation Activities

441

(1)

Chapter Case History and Praxis Test Preparation

442

(2)

Appendix A: Teacher Concerns Checklist

444

(2)

Appendix B: Answers to Chapter Questions

446

(7)

Appendix C: Higher-Order Thinking and Problem-Solving Checklist

453

(5)

Appendix D: Answers to Short-Answer and Discrete Multiple-Choice Questions

458

(10)

Glossary

468

(7)

References

475

(15)

Name Index

490

(5)

Subject Index

495

Effective Teaching Methods: Research-Based Practice

9780131714960

0131714961

Summary

Author Biography

Table of Contents

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Effective Teaching Methods: Research-Based Practice

9780131714960

0131714961

Summary

Author Biography

Table of Contents

Write a Review

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