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Resource Guide for Elementary School Teaching, A

by: Roberts, Patricia L.; Kellough, Richard D.; Moore, Kay M.

Resource Guide for Elementary School Teaching, A

by: Roberts, Patricia L.; Kellough, Richard D.; Moore, Kay M.

ISBN 13:
9780131196124
ISBN 10:
013119612X
Edition: 6th
Format: Paperback
Copyright: 01/01/2006
Publisher: Pearson College Div
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Summary

A Resource Guide for Elementary School Teachingis a practical, comprehensive, and concise methods book designed to engage readers in "hands-on" and "minds-on" learning about effective teaching. Designed to engage readers in both hands-on and reflective learning, each chapter contains an abundance of application exercises on perforated pages that provide opportunities to practice what you are learning and to reflect on the progress you are making toward your professional competence. Its user-friendly format presents teachers with a valuable resource by offering strategies that can be easily applied in the elementary classroom. Inservice Elementary Teachers (K-5).

PART I ELEMENTARY SCHOOL TEACHING AND LEARNING

(100)

What Do I Need to Know About Today's Elementary Schools?

(26)

Looking at Teachers

(1)

Chapter Objectives

(1)

The Elementary School: Getting to Know It

(4)

Primary and Elemiddle Schools

(1)

Magnet Schools and Charter Schools

(1)

Orientation Meetings for Teachers

(1)

School Schedules

(2)

Subjects of the Curriculum

(1)

Team Teaching

(1)

Looping

(2)

The Fundamental Characteristic of Exemplary Elementary School Education

(7)

Teachers and Commitment

(1)

Teachers and Reflective Decision Making

(1)

The Effective Principal

(1)

Commitment to Helping All Children Succeed in School

(2)

Application Exercise 1.1: Reflecting on My Own Elementary School Experiences

(2)

Application Exercise 1.2: Dialogue with a Teacher Candidate: ``Sole'' Mates

(2)

Ways to Connect with Home, Community, and School

(1)

Home and School Connections

(1)

Service Learning and Place-Based Education

(1)

Telecommunications Networks

(1)

Professional Resources File

(1)

The Emergent Overall Picture

(6)

Key Trends and Practices Today

(1)

No Child Left Behind Act

(1)

Curriculum Standards and High-Stakes Testing

(2)

Problems and Issues That Trouble the Nation's Schools

(1)

About Praxis and Other Teacher Tests

(1)

Summary

(1)

Extending My Professional Competency

(1)

Praxis Warm-Up: A Constructed Response-Type Question

(1)

For Your Discussion

(1)

Online Portfolio Activities

(1)

For Further Reading

(1)

Notes

(4)

The Nature of the Challenge: What Do I Need to Know About Elementary Learners?

(20)

Looking at Teachers

(1)

Chapter Objectives

(1)

Dimensions of the Challenge

(1)

The Classroom in a Nation of Diversity

(1)

Supporting the Challenge: Learning Modalities, Learning Styles, Learning Capacities, and Implications for Teaching

(3)

Learning Modalities

(1)

Learning Styles

(1)

The Three-Phase Learning Cycle

(1)

Learning Capacities: The Theory of Multiple Intelligences

(1)

Meeting the Challenge: Recognizing and Providing for Student Differences

(10)

Instructional Practices That Provide for Student Differences: General Guidelines

(1)

Developmental Characteristics of Children of Particular Age Groups

(1)

Application Exercise 2.1: Obtaining Personal Insight Regarding the Age or Grade Level That I Might Prefer to Teach

(2)

Application Exercise 2.2: Conversation with a Classroom Teacher

(2)

Recognizing and Working with Students with Special Needs

(3)

About Praxis and Other Teacher Tests

(1)

Summary

(1)

Extending My Professional Competency

(1)

Praxis Warm-Up: A Constructed Response-Type Question

(1)

For Your Discussion

(1)

Online Portfolio Activities

(1)

For Further Reading

(1)

Notes

(2)

What Are the Expectations, Responsibilities, and Facilitating Behaviors of a Classroom Teacher?

(30)

Looking at Teachers

(1)

Chapter Objectives

(1)

The Teacher's Professionalism and Commitment

(9)

Noninstructional Responsibilities

(1)

Instructional Responsibilities

(2)

Application Exercise 3.1: Reviewing the Professional Responsibilities of a First-Year Teacher

(6)

Identifying and Building Your Instructional Competencies

(1)

Characteristics of the Competent Classroom Teacher: An Annotated Teacher Progress Report Card

(1)

Teacher Behaviors That Facilitate Student Learning

(1)

The Teacher as a Reflective Decision Maker

(8)

Decision-Making Phases of Instruction

(1)

Reflection, Locus of Control, and Teacher Responsibility

(2)

Application Exercise 3.2: The Teacher as a Reflective Decision Maker

(2)

Teaching Style

(1)

Multilevel Instruction

(1)

The Theoretical Origins of Teaching Styles and Their Relations to Constructivism

(8)

Application Exercise 3.3: Using a Questionnaire to Develop a Profile and a Statement About My Own Emerging Teaching Style

(6)

About Praxis and Other Teacher Tests

(1)

Summary

(1)

Extending My Professional Competency

(1)

Praxis Warm-Up: A Constructed Response-Type Question

(1)

For Your Discussion

(1)

Online Portfolio Activities

(1)

For Further Reading

(1)

Notes

(1)

What Do I Need to Know to Manage an Effective, Safe, and Supportive Learning Environment?

(23)

Looking at Teachers

(1)

Chapter Objectives

(1)

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

(4)

Developing My Own Effective Approach to Classroom Management

(1)

Providing a Supportive Learning Environment

(6)

Consider the Physical Layout

(1)

Create a Positive Classroom Atmosphere

(1)

Get to Know the Children as People and Build Intrinsic Motivation for Learning

(3)

Preparation Provides Confidence and Success

(1)

Using Positive Rewards

(5)

Application Exercise 4.1: Beginning the Development of My Management System

(3)

About Praxis and Other Teacher Tests

(1)

Summary

(1)

Extending My Professional Competency

(1)

Praxis Warm-Up: A Constructed Response-Type Question

(1)

For Your Discussion

(1)

Online Portfolio Activities

(1)

For Further Reading

(1)

Notes

(3)

PART II PLANNING FOR CURRICULUM AND INSTRUCTION

101

(86)

How Do I Plan and Select Content?

102

(22)

Looking at Teachers

103

(1)

Chapter Objectives

103

(1)

Planning for Instruction

103

(2)

Providing Successful Transitions

104

(1)

Teacher-Student Collaborative Team Planning

104

(1)

Reasons for Planning

105

(1)

Scope of the Curriculum

105

(1)

Planning with Curriculum Standards That Provide Guidance

105

(4)

What the National Standards Are

105

(1)

National Standards by Content Area

105

(2)

Application Exercise 5.1: Examining National Curriculum Standards

107

(2)

Curriculum Standards and High-Stakes Testing

109

(1)

Planning with State/District Documents That Provide Guidance for Content Selection

109

(1)

Planning with Student Textbooks That Provide Guidance for Content Selection

110

(2)

Differentiated Instruction

110

(2)

Multireading Approach

112

(1)

Planning Sequencing of Content

112

(1)

Preparing for and Dealing with Controversy

112

(2)

Planning for Learning Outcomes: Goals and Objectives

114

(1)

Planning with Instructional Objectives

114

(1)

Learning Targets and Goal Indicators

114

(1)

Planning with Domains of Learning and Developmental Needs of Children

115

(4)

Cognitive Domain Hierarchy

115

(1)

Affective Domain Hierarchy

116

(1)

Psychomotor Domain Hierarchy

116

(1)

Application Exercise 5.2: Preparing My Own Instructional Objectives

117

(2)

Planning with Taxonomies

119

(1)

Planning with Integrated Curriculum

119

(1)

About Praxis and Other Teacher Tests

120

(1)

Summary

120

(1)

Extending My Professional Competency

121

(1)

Praxis Warm-Up: A Constructed Response-Type Question

121

(1)

For Your Discussion

121

(1)

Online Portfolio Activities

122

(1)

For Further Reading

122

(1)

Notes

122

(2)

How Do I Assess, Use, and Report Student Achievement?

124

(26)

Looking at Teachers

125

(1)

Chapter Objectives

125

(1)

Purposes of Assessment

126

(2)

Authentic Assessment: Advantages and Limitations

127

(1)

Three Avenues of Assessment

128

(3)

Assessing What a Student Says and Does

128

(1)

Assessing What a Student Writes

128

(3)

Student Involvement in Assessment

131

(1)

Using Student Portfolios

131

(1)

Using Checklists

132

(1)

Using Student Conferences

132

(1)

Testing for Achievement

132

(5)

Standardized and Nonstandardized Tests

132

(3)

How to Explain Standardized Test Scores

135

(2)

When Test Scores Are Printed Publicly

137

(1)

Purposes for Testing

137

(1)

Preparing Assessment Items

137

(1)

Types of Assessment Items: Descriptions, Examples, and Guidelines for Preparation and Use

138

(5)

Essay

138

(1)

Multiple Choice

139

(1)

Performance Assessment: Expensive and Intensive

140

(1)

Application Exercise 6.1: Preparing Assessment Items

141

(2)

Reporting: Maintaining Records of Student Achievement

143

(1)

Recording Teacher Observations and Judgments

143

(1)

Grading and Marking Student Achievement

143

(3)

About Praxis and Other Teacher Tests

145

(1)

Summary

146

(1)

Extending My Professional Competency

146

(1)

Praxis Warm-Up: A Constructed Response-Type Question

146

(1)

For Your Discussion

146

(1)

Online Portfolio Activities

147

(1)

For Further Reading

147

(1)

Notes

147

(3)

How Do I Prepare Activities, Lessons, and Units?

150

(37)

Looking at Teachers

151

(1)

Chapter Objectives

151

(1)

Understanding Theoretical Considerations for the Selection of Instructional Strategies

151

(4)

Decision Making and Strategy Selection

152

(1)

Explicit and Implicit Instruction: A Clarification of Terms

152

(1)

Principles of Classroom Instruction and Learning: A Synopsis

153

(1)

Explicit Versus Implicit Instructional Modes: Strengths and Limitations of Each

153

(2)

Selecting Learning Activities That Are Developmentally Appropriate

155

(8)

The Learning Experiences Ladder

155

(1)

Direct, Simulated, and Vicarious Experiences Help Connect Student Learning

156

(1)

Developing the Learning Activities: The Heart and Spirit of Lessons

157

(2)

Application Exercise 7.1: Putting Objectives, Resources, and Learning Activities Together for a Teaching Plan

159

(4)

Preparing Lesson Plans: Rationale and Assumptions

163

(1)

Rationale for Preparing Written Lesson Plans

163

(1)

Assumptions About Lesson Planning

164

(1)

Constructing a Lesson Plan: Format, Components, and Samples

164

(9)

Basic Elements of a Lesson Plan

165

(1)

Descriptive Data

165

(5)

Goals and Objectives

170

(1)

Rationale

171

(1)

Procedure

171

(2)

Assessment, Reflection, and Revision

173

(1)

Preparing Instructional Units

173

(3)

Planning and Developing Any Unit of Instruction

174

(2)

Unit Format, Inclusive Elements, and Time Duration

176

(1)

Planning and Developing an Interdisciplinary Thematic Unit

176

(8)

Application Exercise 7.2: Preparing a Lesson Plan

179

(2)

Application Exercise 7.3: Preparing an Instructional Unit: Bringing It All Together

181

(2)

About Praxis and Other Teacher Tests

183

(1)

Summary

184

(1)

Extending My Professional Competency

184

(1)

Praxis Warm-Up: A Constructed Response-Type Question

184

(1)

For Your Discussion

184

(1)

Online Portfolio Activities

185

(1)

For Further Reading

185

(1)

Notes

185

(2)

PART III EFFECTIVE INSTRUCTION, TEACHER ASSESSMENT, AND PROFESSIONAL DEVELOPMENT

187

(114)

What Do I Need to Know to Use Teacher Talk and Questioning as Effective Instructional Tools?

188

(24)

Looking at Teachers

189

(1)

Chapter Objectives

189

(1)

Teacher Talk: Formal and Informal

189

(8)

Teacher Talk: General Guidelines

189

(2)

Teacher Talk: Specific Guidelines

191

(5)

Teacher Talk: Cautions

196

(1)

Questioning

197

(1)

Purposes for Using Questioning

197

(2)

Questions to Avoid Asking

199

(1)

Types of Cognitive Questions

199

(2)

Clarifying Question

199

(1)

Convergent-Thinking Question

199

(1)

Cueing Question

199

(1)

Divergent-Thinking Question

200

(1)

Evaluative Question

200

(1)

Focus Question

200

(1)

Probing Question

200

(1)

Socratic Question

200

(1)

Student Thinking and Levels of Cognitive Questions

201

(3)

Guidelines for Using Questioning

204

(1)

Preparing Questions

204

(1)

Implementing Questioning

204

(1)

Questions from Students: The Question-Driven Classroom

204

(5)

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

204

(3)

Application Exercise 8.1: Practice in Raising Questions to Higher Levels

207

(2)

About Praxis and Other Teacher Tests

209

(1)

Summary

209

(1)

Extending My Professional Competency

209

(1)

Praxis Warm-Up: A Constructed Response-Type Question

209

(1)

For Your Discussion

210

(1)

Online Portfolio Activities

210

(1)

For Further Reading

210

(1)

Notes

211

(1)

What Guidelines Assist My Use of Demonstrations, Thinking, Inquiry Learning, and Games?

212

(22)

Looking at Teachers

213

(1)

Chapter Objectives

213

(1)

Demonstration

213

(1)

Purposes of Demonstrations

213

(1)

Guidelines for Using Demonstrations

214

(1)

Teacher Thinking for Intelligent Behavior

214

(3)

Characteristics of Intelligent Behavior

215

(2)

Explicit Teaching for Thinking and Intelligent Behavior

217

(1)

Inquiry Teaching and Discovery Learning

217

(4)

Problem Solving

217

(1)

Inquiry Versus Discovery

217

(1)

True Inquiry

218

(1)

Critical Thinking Skills of Discovery and Inquiry Learning

218

(3)

Integrated Strategies for Integrated Learning

221

(2)

Learning by Educational Games

223

(7)

Classification of Educational Games

223

(1)

Purposes of Educational Games

223

(1)

Sources of Educational Games

224

(3)

Application Exercise 9.1: Developing a Lesson Using Different Approaches: Inquiry Learning Level II, Thinking Skill Development, a Demonstration, or an Interactive Lecture---Peer Teaching

227

(2)

About Praxis and Other Teacher Tests

229

(1)

Summary

230

(1)

Extending My Professional Competency

230

(1)

Praxis Warm-Up: A Constructed Response-Type Question

230

(1)

For Your Discussion

231

(1)

Online Portfolio Activities

231

(1)

For Further Reading

231

(1)

Notes

232

(2)

What Guidelines Assist My Use of Groupings and Assignments to Promote Positive Interaction and Quality Learning?

234

(28)

Looking at Teachers

235

(1)

Chapter Objectives

236

(1)

Equality in the Classroom

236

(3)

Student Rights

238

(1)

Gender Discrimination

239

(1)

Ensuring Equity

239

(1)

Learning in Large Groups

239

(4)

Student Presentations

239

(1)

Whole-Class Discussion

240

(1)

Application Exercise 10.1: Whole-Class Discussion as a Teaching Strategy: Building on What I Already Know

241

(2)

Learning in Small Groups

243

(1)

Purposes for Using Small Groups

243

(1)

Cooperative Learning

243

(2)

The Cooperative Learning Group

243

(2)

Learning in Pairs

245

(2)

Peer Tutoring, Mentoring, and Cross-Age Coaching

246

(1)

Paired Team Learning

246

(1)

Think-Pair-Share

246

(1)

The Learning Center

246

(1)

Learning Alone

247

(1)

Mastery Learning and Personalized Instruction

247

(1)

Today's Emphasis: Mastery or Quality Learning for All Students

247

(1)

Assumptions About Mastery or Quality Learning

247

(1)

Components of Any Mastery Learning Model

247

(1)

Strategies for Personalizing the Instruction: Working Toward Quality Learning

248

(1)

Learning from Assignments and Homework

248

(2)

Purposes for Homework Assignments

248

(2)

Opportunities for Recovery

250

(1)

How to Avoid the Paper Crush

250

(1)

Multiple Assessment

251

(1)

Peer-Checking: Use with Caution

251

(1)

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

251

(3)

Values and Purposes of Project-Centered Learning

252

(1)

Guidelines for Guiding Students in Project-Centered Learning

252

(1)

Writing Should Be a Required Component of Project-Centered Learning

253

(1)

Assess the Final Product

254

(1)

Writing Across the Curriculum

254

(4)

Kinds of Writing

255

(1)

Student Journals

256

(1)

About Praxis and Other Teacher Tests

257

(1)

Summary

258

(1)

Extending My Professional Competency

258

(1)

Praxis Warm-Up: A Constructed Response-Type Question

258

(1)

For Your Discussion

258

(1)

Online Portfolio Activities

259

(1)

For Further Reading

259

(1)

Notes

259

(3)

How Can I Assess My Teaching Effectiveness and Continue My Professional Development?

262

(39)

Looking at Teachers

263

(1)

Chapter Objectives

263

(1)

Teaching Effectiveness

263

(8)

Through Student Teaching and Interning

263

(1)

Student Teaching IS the Real Thing

264

(1)

Getting Ready for Student Teaching

264

(1)

First Impressions

264

(1)

Comments from the University Supervisor

264

(7)

Teaching Effectiveness Through E-Teaching: An Emergency E-Teaching Kit

271

(6)

Purposes of E-Teaching with an Emergency E-Teaching Kit

271

(1)

Developing an E-Teaching Kit with a Multidisciplinary Emphasis

271

(2)

Application Exercise 11.1: Developing an Emergency E-Teaching Kit

273

(4)

Finding a Teaching Position

277

(5)

Guidelines for Locating a Teaching Position

277

(1)

Through a Professional Career Portfolio

277

(2)

Application Exercise 11.2: Development of a Professional Portfolio

279

(2)

Resources for Locating Teaching Jobs

281

(1)

State and Territorial Sources for Information About Credential and License Requirements

281

(1)

The Professional Resume

281

(1)

The In-Person Interview

282

(1)

Professional Development

282

(2)

Through Reflection

282

(2)

Through Self-Assessment

284

(1)

Through Journals or Logbooks

284

(1)

A Teachalogue for Reflection and Self-Assessment

284

(1)

Professional Development Through Mentoring

284

(1)

Professional Development Through In-Service and Study

284

(1)

Professional Development Through Professional Organizations

284

(2)

Professional Development Through Communications with Other Teachers

286

(1)

Professional Development Through the Internet, Additional Training, and Workshops

286

(1)

Professional Development Through Peer Teaching

287

(10)

Application Exercise 11.3: Pulling It All Together: Peer Teaching

289

(3)

Form A: PT Preparation

292

(1)

Form B: Peer Evaluation

293

(2)

Form C: Teacher's Summative Peer Evaluation

295

(2)

About Praxis and Other Teacher Tests

297

(1)

Summary

297

(1)

Extending My Professional Competency

297

(1)

Praxis Warm-Up: A Constructed Response-Type Question

297

(1)

For Your Discussion

298

(1)

Online Portfolio Activities

298

(1)

For Further Reading

298

(1)

Notes

299

(2)

Appendix: Hints for Short-Answer Response Questions: Praxis Warm-Ups

301

(8)

Glossary

309

(10)

Children's Literature Index

319

(1)

Name Index

320

(4)

Subject Index with Target Topics for Teacher Tests

324

Amazon no longer offers textbook rentals. We do!

Resource Guide for Elementary School Teaching, A

Resource Guide for Elementary School Teaching, A

9780131196124

013119612X

Summary

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

Resource Guide for Elementary School Teaching, A

Resource Guide for Elementary School Teaching, A

9780131196124

013119612X

Summary

Table of Contents

Supplemental Materials

Write a Review

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