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Classroom Teaching Skills,9780618496006

Classroom Teaching Skills

by ; ; ; ; ; ; ; ; ; ; ; ;
Edition:
8th
ISBN13:

9780618496006

ISBN10:
0618496009
Format:
Paperback
Pub. Date:
3/22/2005
Publisher(s):
Wadsworth Publishing
List Price: $137.00

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Summary

Designed for beginning teachers, this text introduces the teacher as "reflective decision maker," responsible for planning, implementing, evaluating, and making management decisions in the classroom. Each chapters considers a particular teaching skill--first discussing the theory behind it, and then presenting the reader with practice situations in which knowledge about the skill can be applied and evaluated. The Eighth Edition continues to address the importance of core INTASC standards, and highlights developing issues including the "Digital Divide," the use of personal digital assistants (PDAs) in and outside of the classroom, cooperative learning, and dealing with behavioral issues. Core INTASC standards are addressed in regard to each chapter's objectives. A correlation table between chapter and standard is located on the inside front cover of the text to facilitate documentation of where and how INTASC standards are addressed. New! Marginal notations appear throughout the text to call-out key concepts and assist students with comprehension and review. New! Two-color design helps to organize the information more clearly for students. Chapter 10 focuses on assessment and includes extended discussion of rubics with additional examples, as well as a new section on electronic portfolios. Chapter 9 has been revised to include a focus on cooperative learning and other strategies brought back from the Sixth Edition of Classroom Teaching Skills. Chapter 8 focuses on issues of behavior management in the classroom, including parental involvement and the role of record-keeping in resolving behavioral issues. Chapter 7: Teaching and Learning with Technology, has been completely updated. Among the topics covered are the "Digital Divide"--using personal digital assistants in and outside of the classroom, micro media and simulation technology, and new productivity tools for teachers. The opening chapters have an increased emphasis on decision making, teaching models, and determining one's own teaching goals.

Table of Contents

Preface xi
Using This Book xv
About the Authors xix
The Teacher As a Reflective Decision Maker
1(19)
James M. Cooper
Notes 18(1)
Additional Resources 19(1)
Instructional Planning
20(35)
Greta Morine-Dershimer
Objective 1 Given two concept maps depicting a prospective teacher's ``before and after'' perspectives of teacher planning, to compare these concept maps and determine what the teacher learned about instructional planning
21(5)
Objective 2 Given information from studies of the instructional planning of experienced teachers, to identify key characteristics of productive planning
26(15)
Objective 3 Given a description of teacher planning analogous to a dramatic production, to generate additional analogies that highlight important aspects of teacher planning
41(14)
Notes
53(1)
Additional Resources
54(1)
Instructional Objectives
55(24)
Terry D. Tenbrink
Objective 1 To recognize well-defined instructional objectives
57(8)
Objective 2 To write well-defined instructional objectives
65(5)
Objective 3 To use instructional objectives in instructional planning
70(3)
Objective 4 To use objectives in implementing instruction
73(6)
Notes
76(1)
Additional Resources
77(2)
Involving Students in Learning
79(25)
Robert Shostak
Objective 1 To define a planned beginning (set), explain its purposes, and give examples of when it is used to involve students in learning
80(3)
Objective 2 To create original planned beginnings (sets) for involving students in learning
83(4)
Objective 3 To define planned discussion, explain its purposes, and give examples of when it is used to involve students in learning
87(2)
Objective 4 To identify student behaviors that reflect students' ability to engage in effective classroom discussion
89(3)
Objective 5 To create original planned discussions for use in a given learning situation
92(2)
Objective 6 To define a planned ending (closure), explain its purposes, and give examples of how it is used to involve students in learning
94(4)
Objective 7 To create original planned endings (closure) for use in a given learning situation
98(6)
Notes
102(1)
Additional Resources
103(1)
Questioning Skills
104(47)
Myra Sadker
David Sadker
Objective 1 To explain the seven characteristics of effective classroom questions
106(9)
Objective 2 To classify questions according to Bloom's Taxonomy of Educational Objectives: Cognitive Domain
115(12)
Objective 3 To construct classroom questions on all six levels of Bloom's Taxonomy of Educational Objectives: Cognitive Domain
127(3)
Objective 4 To write examples of questioning strategies that enhance the quality of student participation
130(10)
Objective 5 To describe how the growing diversity and multicultural nature of America's students impact questioning strategies
140(11)
Notes
147(2)
Additional Resources
149(2)
Differentiating Instruction for Academic Diversity
151(34)
Carol Ann Tomlinson
Objective 1 To develop an informed, personal definition of differentiated instruction
152(2)
Objective 2 To construct an informed, personal rationale for teaching to address learner needs
154(3)
Objective 3 To depict ways in which learner, learning environment, and curriculum are integral to differentiated or academically responsive instruction
157(4)
Objective 4 To apply specific ways to differentiate content, activities, and products in response to student readiness, interest, and learning profile
161(11)
Objective 5 To analyze and understand general principles of effective differentiation
172(3)
Objective 6 To propose personal first steps in becoming a responsive teacher
175(10)
Notes
182(1)
Additional Resources
183(2)
Technology for Teaching and Learning with Understanding
185(50)
Susan R. Goldman
Kimberly Lawless
James W. Pellegrino
Robert Plants
Objective 1 To examine assumptions about learning and technology
187(2)
Objective 2 To examine the principles of learning with understanding and how technology can support them
189(8)
Objective 3 To understand principled uses of technology to support learning with understanding
197(22)
Objective 4 To understand how to make hardware and software work for you and your students
219(16)
Notes
229(3)
Additional Resources
232(3)
Classroom Management
235(51)
Wilford A. Weber
Objective 1 To describe the four stages of the analytic-pluralistic classroom management process
237(2)
Objective 2 To describe the nature and dynamics of the authoritarian, intimidation, permissive, cookbook, instructional, behavior-modification, socioemotional-climate, and group-process approaches to classroom management
239(36)
Objective 3 To analyze a given classroom situation and to describe and justify the managerial strategy or strategies most likely to be effective in facilitating and maintaining those student behaviors deemed desirable
275(11)
Notes
283(1)
Additional Resources
283(3)
Cooperative Learning
286(44)
Mary S. Leighton
Objective 1 To review the functions of teachers, students, and content in effective lessons
289(2)
Objective 2 To describe the attributes of cooperative learning that contribute to student achievement in social and academic arenas and to discriminate academically productive cooperative learning strategies from less structured group activities that may not improve achievement
291(6)
Objective 3 To integrate simple cooperative learning structures into more complex or extended lessons
297(6)
Objective 4 To implement complex cooperative learning strategies, including Student Teams Achievement Divisions (STAD), Jigsaw, and Academic Controversy
303(11)
Objective 5 To describe some of the process skills students use in cooperative learning and explore some ways of teaching those skills
314(4)
Objective 6 To examine how the physical, organizational, and instructional environments support effective use of cooperative learning strategies
318(4)
Objective 7 To explore some of the schoolwide dimensions of classroom use of cooperative learning
322(8)
Notes
327(1)
Additional Resources
328(2)
Assessment
330(45)
Terry D. Tenbrink
Objective 1 To define evaluation and to describe each of the four stages in the assessment process
331(3)
Objective 2 To select appropriate information-gathering strategies when seeking to make classroom assessments
334(5)
Objective 3 To write effective test items for assessing achievement
339(8)
Objective 4 To develop rubrics (including checklists and rating scales) for evaluating student products and performances
347(6)
Objective 5 To use portfolios to assess ongoing performance and progress
353(3)
Objective 6 To describe how to use information to evaluate; that is, to grade, to judge student progress, and to judge changes in student attitudes
356(10)
Objective 7 To describe how to use assessment data to help students learn more effectively
366(2)
Objective 8 To select and use standardized instruments
368(4)
Objective 9 To describe the role of technology in classroom assessment
372(3)
Notes
373(1)
Additional Resources
373(2)
Answer Keys 375(25)
INTASC Model Standards for Beginning Teacher Licensing and Development 400(6)
Glossary 406(5)
Index 411


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