Effective Teaching Methods with Bridges Activity Book

by Borich, Gary D.

• ISBN13: 9780130489753
• ISBN10: 0130489751
• Edition: 5th
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Pearson College Div

Summary

For graduate and undergraduate courses in general K-12 methods. The new edition of this popular text clearly achieves its stated goal: to prepare prospective teachers to meet the challenges of today's changing classrooms by providing effective, practical, research-based practices in an accessible, conversational style. Material is based on a quarter-century of actual, in-classroom research that makes it possible to replace anecdotal suggestions for good teaching with solidly research-grounded strategies empirically related to positive outcomes. The author shows future teachers not only what to do to meet today's teaching challenges, but how to do it, through the experiences of real teachers in real classrooms.

Table of Contents

The Effective Teacher	2	(42)
What Is an Effective Teacher?	2	(9)
Key Behaviors Contributing to Effective Teaching	11	(10)
Some Helping Behaviors Related to Effective Teaching	21	(9)
Teaching Effectively With Diverse Learners and Content	30	(4)
The Complexity of Teaching	34	(1)
Professional Teaching Standards	34	(2)
Your Transition to the Real World of Teaching	36	(2)
For Further Information	38	(1)
Summing Up	38	(1)
For Discussion and Practice	39	(2)
Chapter Case History and Praxis Test Preparation	41	(3)
Understanding Your Students	44	(44)
Why Pay Attention to Individual Differences?	46	(3)
The Effects of General Intelligence on Learning	49	(2)
The Effects of Specific Abilities on Learning	51	(4)
The Effects of Prior Achievement on Learning	55	(2)
The Effects of Cultural Differences on Learning	57	(6)
The Effects of Personality and Learning Style	63	(7)
The Effects of the Peer Group on Learning	70	(2)
The Effects of Home Life and Social Context on Learning	72	(4)
Planning to Eliminate Bias	76	(6)
Final Word	82	(1)
Summing Up	83	(1)
For Discussion and Practice	84	(1)
Chapter Case History and Praxis Test Preparation	85	(3)
Goals and Objectives	88	(34)
Standards, Goals, and Objectives	89	(3)
Societal Goals for Education	92	(4)
An Overview of Behavioral Objectives	96	(7)
The Cognitive, Affective, and Psychomotor Domains	103	(10)
Some Misunderstandings About Behavioral Objectives	113	(3)
The Cultural Roots of Objectives	116	(1)
Summing Up	117	(1)
For Discussion and Practice	118	(1)
Chapter Case History and Praxis Test Preparation	119	(3)
Unit and Lesson Planning	122	(52)
Teacher as Decision Maker	123	(2)
Decision Making and Tacit Knowledge	125	(1)
Unit and Lesson Plans	126	(1)
Making Planning Decisions	127	(4)
Disciplinary and Interdisciplinary Unit Planning	131	(11)
Making Lesson Plans	142	(8)
Events of Instruction	150	(11)
Example Lesson Plans	161	(9)
Summing Up	170	(1)
For Discussion and Practice	171	(1)
Chapter Case History and Praxis Test Preparation	172	(2)
Direct Instruction Strategies	174	(40)
Categories of Teaching and Learning	176	(4)
Introduction to Direct Instruction Strategies	180	(2)
When Is Direct Instruction Appropriate?	182	(2)
An Example of Direct Instruction	184	(2)
Daily Review and Checking the Previous Day's Work	186	(2)
Presenting and Structuring	188	(4)
Guided Student Practice	192	(5)
Feedback and Correctives	197	(3)
Independent Practice	200	(4)
Weekly and Monthly Reviews	204	(1)
Other Forms of Direct Instruction	205	(2)
Promoting the Goals of Direct Instruction in the Culturally Diverse Classroom	207	(1)
Summing Up	208	(2)
For Discussion and Practice	210	(1)
Chapter Case History and Praxis Test Preparation	211	(3)
Indirect Instruction Strategies	214	(42)
The Cognitive Processes of Learning	219	(2)
Comparing Direct and Indirect Instruction	221	(1)
Examples of Concepts, Patterns, and Abstractions	222	(3)
An Example of Indirect Instruction	225	(3)
Advance Organizers	228	(5)
Conceptual Movement: Inductive and Deductive	233	(4)
Using Examples and Nonexamples	237	(1)
The Use of Questions to Guide Search and Discovery	238	(2)
Learner Experience and Use of Student Ideas	240	(3)
Student Self-Evaluation	243	(1)
Use of Group Discussion	244	(3)
Comparison of Direct and Indirect Instruction	247	(2)
Promoting the Goals of Indirect Instruction in the Culturally Diverse Classroom	249	(1)
A Final Word	250	(1)
Summing Up	251	(1)
For Discussion and Practice	252	(2)
Chapter Case History and Praxis Test Preparation	254	(2)
Questioning Strategies	256	(36)
What Is a Question?	257	(2)
What Are the Purposes of Questions?	259	(1)
What Are Convergent and Divergent Questions?	260	(1)
What Does the Research Say About Asking Convergent and Divergent Questions?	261	(2)
Who Are the Targets of Questions?	263	(1)
What Sequences of Questions Are Used?	263	(3)
What Levels of Questions Are Used?	266	(8)
How Are Probes Used?	274	(2)
How Should You Use Wait Time?	276	(3)
Are Questioning Techniques Culture Specific?	279	(3)
What Are Common Problems in Using Questions?	282	(5)
Summing Up	287	(2)
For Discussion and Practice	289	(1)
Chapter Case History and Praxis Test Preparation	290	(2)
Self-Directed Learning	292	(38)
Self-Directed Learning	293	(4)
Metacognition	297	(1)
Teacher Mediation	298	(4)
Functional Errors	302	(3)
Reciprocal Teaching	305	(3)
Social Dialogue Versus Class Discussion	308	(1)
The Role of Inner Speech	309	(1)
Sample Dialogues of Self-Directed Learning	310	(5)
Other Cognitive Strategies	315	(5)
Project-Based Strategies	320	(3)
Promoting the Goals of Self-Directed Learning in the Culturally Diverse Classroom	323	(1)
Summing Up	324	(2)
For Discussion and Practice	326	(1)
Chapter Case History and Praxis Test Preparation	327	(3)
Cooperative Learning and the Collaborative Process	330	(32)
Outcomes of Cooperation	331	(3)
Components of a Cooperative Learning Activity	334	(2)
Establishing a Cooperative Task Structure in Your Classroom	336	(14)
Team-Oriented Cooperative Learning Activities	350	(4)
Promoting the Goals of Cooperative Learning in the Culturally Diverse Classroom	354	(2)
Summing Up	356	(2)
For Discussion and Practice	358	(1)
Chapter Case History and Praxis Test Preparation	359	(3)
Classroom Management	362	(36)
Earning Trust and Becoming a Leader---The Old-Fashioned Way	363	(3)
Stages of Group Development	366	(4)
Establishing an Effective Classroom Climate	370	(9)
Problem Areas in Classroom Management	379	(7)
Learner Diversity and Classroom Management	386	(3)
Planning Your First Day	389	(2)
Summing Up	391	(2)
For Discussion and Practice	393	(1)
Chapter Case History and Praxis Test Preparation	394	(4)
Classroom Order and Discipline	398	(32)
Systems of Classroom Management	399	(1)
The Humanist Tradition in Classroom Management	400	(7)
The Applied Behavior Analysis Tradition in Classroom Management	404	(3)
The Classroom Management Tradition	407	(2)
An Integrated Approach to Classroom Management	409	(11)
The Parent-Teacher Conference	420	(2)
The Influence of Home and Family on Classroom Behavior Problems	422	(1)
Culturally Responsive Classroom Management	423	(2)
Summing Up	425	(1)
For Discussion and Practice	426	(1)
Chapter Case History and Praxis Test Preparation	427	(3)
Assessing Learners: Objective and Essay Tests	430	(44)
Norm-Referenced and Criterion-Referenced Tests	431	(4)
The Test Blueprint	435	(1)
Objective Test Items	436	(10)
Essay Test Items	446	(7)
Packaging the Test	453	(2)
Validity and Reliability	455	(3)
Marks and Marking Systems	458	(2)
Standardized Tests	460	(6)
New Trends in Standardized Testing	466	(2)
A Final Word	468	(1)
Summing Up	469	(2)
For Discussion and Practice	471	(1)
Chapter Case History and Praxis Test Preparation	472	(2)
Assessing Learners: Performance and Portfolio Assessment	474	(43)
Performance Tests: Direct Measures of Competence	475	(5)
Developing Performance Tests for Your Learners	480	(15)
Portfolio Assessment	495	(13)
Performance Tests and Report Card Grades	508	(4)
A Final Word	512	(1)
Summing Up	512	(1)
For Discussion and Practice	513	(1)
Chapter Case History and Praxis Test Preparation	514	(3)
Appendix A: Teacher Concerns Checklist	517	(2)
Appendix B: Answers to Chapter Questions	519	(9)
Appendix C: Higher-Order Thinking and Problem-Solving Checklist	528	(5)
References	533	(30)
Author Index	563	(4)
Subject Index	567

Excerpts

Personal computers, competency testing for students and teachers, curriculum reform, new state and federal laws, multicultural classrooms, and new teacher certification and degree requirements are but a few of the factors changing the face of American schools. This book has been written to help you prepare to meet these challenges and to discover the opportunities for professional growth and advancement they provide. Goals of This Edition To accomplish this, the fifth edition ofEffective Teaching Methodshas four simple goals. The first is to present effective teaching practices derived from a recent 25year period of classroom research. In this research, different teaching practices were systematically studied for their effectiveness on learners. The results have made it possible to replace many age-old anecdotal suggestions for "good" teaching with modern research-based teaching practices that are empirically related to positive outcomes in learners. What these teaching practices are and how to use them to become an effective teacher is a major focus of this book. Second, this text describes these effective teaching practices in a friendly, conversational manner. The language of classrooms is informal, and there is no reason why a book about teachers in classrooms should not use the same language. Therefore, this book talks straight, avoiding complicated phrases, rambling discussions, or pseudoscholarly language. The idea behind each chapter is to get the point across quickly and in a user-friendly style. The third goal of this book is to be practical. Positive prescriptions for your classroom behavior show you how to engage students in the learning process, manage your classroom, and increase student achievement. This book not only tells youwhatto do to obtain these results; it also shows youhowto obtain them with examples from classroom dialogues and case studies. The final goal of this book is to be realistic. Some of the literature on teaching is speculative. However, this book describes what real teachers do in real classrooms and which teaching practices research has found are and are not effective in those classrooms. Nothing in this book is pie-in-the-sky-theorizing about effective teaching, because most of what is presented results directly from years of research and observation of effective teaching practices in real classrooms. These, then, are this book's four goals: to provideresearch-basedeffective teaching practices, presented in aconversational style,that arepracticalandrealistic. New to This Edition Users of the earlier editions of this book will notice that each chapter has been revised due to the rapid pace of change and new research occurring in nearly every aspect of teaching. These changes have resulted in a fifth edition that considerably updates and extends the content in earlier editions. Since publication of the last edition of this text, I have prepared a new and revised edition of a companion volume,Observation Skills for Effective Teaching,Fourth Edition (Borich, 2003, also from Merrill/Prentice Hall). This revised companion volume and workbook is intended to be used either in a preteaching observation experience or as an applications resource to the present volume.Observation Skills for Effective Teaching,Fourth Edition, provides extensive examples, additional entertaining and instructional classroom dialogues, and practical observation and recording instruments keyed to and coordinated with the effective teaching methods presented in this text. Together, these texts provide a sequence of learning for the preservice and beginning teacher, as illustrated in the following figure. Also new to this edition is a case history and practice assessment questions at the end of each chapter to help you prepare for thePraxis II: Principles of Learning and Teachingexam and ot