Dynamics of Effective Teaching

by Wilen, William; Ishler, Margaret; Hutchison, Janice; Kindsvatter, Richard

• ISBN13: 9780801330674
• ISBN10: 080133067X
• Edition: 4th
• Format: Paperback
• Copyright: 2000-01-01
• Publisher: Pearson (Manual)

Summary

While integrating theory and research with current practice,Dynamics of Effective Teaching, 4/e, focuses on decision making and provides a unique framework for helping future teachers make important decisions that will lead to effective classroom teaching. The text includes in-depth treatment of reflection, professional collaboration, and action research and shows students how to make sound decisions on planning, management, curriculum and instruction.

Table of Contents

Preface	x
Teacher Decision Making	1	(23)
Overview	2	(1)
Assumptions and Beliefs	2	(4)
Pedagogy: The Discipline of Teaching	6	(1)
The Basic Dimensions of Pedagogy	6	(1)
Scenario	7	(1)
Research and Theoretical Base	7	(5)
General Perspectives	9	(1)
Instructional Perspectives	10	(2)
Application to Practice	12	(4)
The Process of Decision Making	12	(1)
Impact of Belief System	13	(2)
Importance of Using Examined Beliefs and Practices	15	(1)
Informed Decision-Making	16	(2)
The Decision-Making Continuum	18	(1)
The Locus of Decisions	19	(1)
Summary Point	20	(1)
Review: Considerations in Decision Making	21	(1)
Questions for Reflection	21	(1)
References	21	(3)
Building a Climate for Learning	24	(37)
Overview	25	(1)
Scenario	26	(3)
Topic I: Establishing an Academic Climate	29	(1)
Research and Theoretical Base	29	(1)
Application to Practice	30	(4)
Be Task Oriented and Time Aware	30	(2)
Keep Students On-Task and Involved with Challenging Tasks	32	(1)
Give Limited and Purposeful Homework	32	(1)
Monitor Progress for Student Success	33	(1)
Topic 2: Promoting High Standards	34	(1)
Research and Theoretical Base	34	(1)
Application to Practice	35	(3)
Setting a Mandatory Performance Level	36	(1)
Establishing an Organizational System for Remediation	36	(1)
Maintaining a Standard of Performance	37	(1)
Emphasizing Higher-Level Thinking	37	(1)
Encouraging Group Development of Performance	37	(1)
Criteria and Group Work
Topic 3: Expectation for Success	38	(1)
Research and Theoretical Base	38	(1)
Application to Practice	39	(6)
Examining Ability versus Effort	40	(1)
Develop Positive Attitudes Concerning Student's Abilities	40	(1)
Help Students Develop Positive Attitudes	41	(1)
Relationship of Success to Feelings of Self-Empowerment	41	(1)
Support for Student Success	42	(1)
Scaffolding	42	(1)
Opportunities for Success	43	(1)
Teacher Messages	43	(1)
Show Interest in all Students	44	(1)
Topic 4: Providing Feedback and Praise	45	(1)
Research and Theoretical Base	45	(1)
Application to Practice	46	(8)
Three Parts of Effective Feedback	46	(1)
Corrective Feedback	47	(1)
Instructive Feedback	47	(1)
Give Immediate Feedback	48	(1)
Use Peer Evaluation and Self-Evaluation of Papers	48	(1)
Use Reinforcement, Praise, and Criticism Purposefully	49	(1)
Use Student Ideas as Reinforcers	50	(1)
Use Verbal and Nonverbal Reinforcers	51	(1)
Use the Principles of Effective Praise	52	(1)
Use Feedback to Develop Students' Metacognition Abilities	53	(1)
Summary Point	54	(1)
Postscript: School Climate	55	(1)
Questions for Reflection	56	(1)
Analysis Form	57	(1)
References	58	(3)
Democratic Classroom Discipline	61	(32)
Overview	62	(1)
Scenario	63	(2)
Research and Theoretical Base	65	(5)
Application to Practice	70	(2)
The Myths of Discipline	72	(4)
Principles of Democracy	76	(1)
Summary Point	76	(1)
Phases of Discipline	77	(10)
Prevention	77	(1)
Motivation	77	(1)
Identity	78	(1)
Stimulation	78	(1)
Security	79	(1)
Power	79	(1)
Management	80	(3)
Intervention	83	(3)
Remediation	86	(1)
Teacher Power in the Classroom	87	(1)
Referent	87	(1)
Expert	87	(1)
Legitimate	88	(1)
Coercive	89	(1)
Reward	89	(1)
Summary Point	90	(1)
Questions for Reflection	91	(1)
References	91	(2)
Curriculum Considerations	93	(37)
Overview	94	(2)
Scenario	96	(1)
Part I: Update on Curricular Movements	97	(1)
National Goals	98	(1)
Voluntary National Standards	99	(8)
Application to Practice	101	(1)
Views of Learning---Constructivism	102	(1)
Research and Theoretical Base	103	(1)
Application to Practice	104	(3)
Interdisciplinary Curriculum	107	(3)
Research and Theoretical Base	107	(1)
Application to Practice	108	(2)
Multicultural Education	110	(3)
Research and Theoretical Base	110	(2)
Application to Practice	112	(1)
International Education	113	(2)
Research and Theoretical Base	113	(1)
Application to Practice	114	(1)
Summary Point	115	(1)
Part II: Viewing Curriculum Through Instructinal Eyes	115	(1)
Pedagogical Content Knowledge	115	(4)
Research and Theoretical Base	116	(1)
Application to Practice	116	(3)
Structure of Knowledge	119	(3)
Facts	120	(1)
Concepts	121	(1)
Generalizations	122	(1)
Concept Mapping	122	(3)
Research and Theoretical Base	123	(1)
Application to Practice	123	(2)
Summary Point	125	(1)
Questions for Reflection	125	(1)
References	126	(4)
Planning for Teaching	130	(34)
Overview	131	(1)
Scenario	132	(1)
Research and Theoretical Base	133	(2)
Application to Practice: Planning Direction	135	(17)
Decision Making as the Basis for Planning	135	(1)
Planning Act	136	(2)
Long-and Short-Range Planning	138	(1)
Goals and Objectives in Planning	139	(10)
Domains and Levels	149	(3)
Sequencing of Instruction	152	(1)
Summary Point	152	(1)
Application to Practice: Planning for Instruction and Evaluation	153	(5)
Techniques, Methods, and Strategies	154	(4)
Summary Point	158	(1)
Planning for Evaluation	158	(2)
Summary Point	160	(1)
Questions for Reflection	161	(1)
References	162	(2)
Basic Instructional Techniques	164	(49)
Overview	165	(2)
Scenario	167	(3)
Research and Theoretical Base: Entry, Closure, Motivating Skills	170	(2)
Application to Practice	172	(4)
Entry	172	(2)
Closure	174	(2)
Summary Point	176	(1)
Motivating Skills	177	(3)
Research and Theoretical Base: Questions and Questioning Skills	180	(1)
Application to Practice: Question Levels	181	(4)
Questioning Circle	184	(1)
Application to Practice: Questioning Skills	185	(6)
Question Phrasing	185	(1)
Adapting Questions	186	(1)
Question Sequence	186	(1)
Balancing Cognitive Levels of Questions	187	(1)
Student Participation	187	(1)
Probing Responses	188	(1)
Wait Time	188	(1)
Student Questions	189	(1)
Teacher Statements	189	(1)
Scenario Analysis	190	(1)
Research and Theoretical Base: Supporting Skills, Information-Giving Skills, Listening Skills	191	(1)
Application to Practice: Supporting Skills	192	(2)
Summary Point	194	(2)
Information-Giving Skills	196	(1)
Listening Skills	197	(1)
Summary Point	198	(2)
Questions for Reflection	200	(1)
Analysis Forms	201	(9)
References	210	(3)
Primary Instructional Methods	213	(64)
Overview	214	(1)
Scenario	214	(4)
Research and Theoretical Base: Instructional Methods	218	(1)
Research and Theoretical Base: Discussion Method	219	(2)
Application to Practice: Discussion Method	221	(11)
Recitation (Quasi Discussion)	222	(1)
Guided Discussion	223	(1)
Reflective Discussion	223	(2)
Small-Group Discussion	225	(1)
Discussion-Method Phases	226	(5)
Scenario Analysis	231	(1)
Summary Point	232	(1)
Research and Theoretical Base: Lecture Method	233	(1)
Application to Practice: Lecture Method	234	(6)
Formal Lecture	235	(1)
Interactive Lecture	236	(1)
Demonstration	236	(1)
Lecture-Method Phases	237	(2)
Scenario Analysis	239	(1)
Summary Point	240	(1)
Research and Theoretical Base: Inquiry Method	241	(1)
Application to Practice: Inquiry Method	241	(10)
Guided Inquiry	243	(1)
Open Inquiry	244	(1)
Individualized Inquiry Investigation	245	(1)
Inquiry-Method Phases	246	(4)
Scenario Analysis	250	(1)
Summary Point	251	(1)
Research and Theoretical Base: Simulation-Gaming Method	252	(1)
Application to Practice: Simulation-Gaming Method	253	(6)
Simulation	254	(1)
Role-Playing	255	(1)
Simulation-Gaming Phases	256	(3)
Scenario Analysis	259	(1)
Summary Point	259	(1)
Summary Point	260	(1)
Questions for Reflection	261	(2)
Analysis Forms	263	(5)
References	268	(9)
Teaching Strategies for Promoting Learning and Achievement	277	(33)
Overview	273	(1)
Scenario	273	(2)
Research and Theoretical Base	275	(4)
Application to Practice	279	(8)
Direct Teaching	279	(5)
Mastery Learning	284	(3)
Cooperative Learning	287	(1)
Scenario	287	(12)
Summary Point	299	(2)
Questions for Reflection	301	(1)
Analysis Forms	302	(4)
References	306	(4)
Instructional Technologies	310	(18)
Overview	311	(1)
Scenario	311	(3)
Research and Theoretical Base	314	(4)
Application to Practice	318	(7)
Computer Hardware	319	(1)
Instructional Software	320	(2)
CD-ROM and Videodiscs	322	(1)
Distance Learning	323	(1)
Internet	323	(1)
Electronic Mail	324	(1)
Summary Point	325	(1)
Questions for Reflection	325	(1)
References	326	(2)
Evaluation of Classroom Performance	328	(34)
Overview	329	(1)
Scenario	330	(3)
Research and Theoretical Base	333	(3)
Application to Practice	336	(22)
The Role of Evaluation in the Classroom	336	(1)
The Process of Classroom Evaluation	337	(3)
Types of Classroom Evaluation	340	(12)
Purposes of Evaluation	352	(182)
Classroom Tests	534
Students' Grades	355	(3)
Summary Point	358	(1)
Questions for Reflection	358	(1)
References	359	(3)
Toward Effective Teaching	362	(19)
Student Teaching and Internship	363	(1)
Scenario	364	(2)
Application to Practice	366	(2)
Clinical Supervision	366	(2)
Summary Point	368	(9)
Reflective Teaching	368	(1)
The Process of Reflective Teaching	369	(1)
Scenario Reprise	370	(1)
The Teacher as Researcher	371	(3)
The Process of Action Research	374	(3)
Empowering Teachers	377	(1)
Questions for Reflection	378	(1)
References	379	(2)
Credits	381	(2)
Index	383