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Effective Teaching Methods with Bridges Activity Book,9780130489753
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Effective Teaching Methods with Bridges Activity Book

by
Edition:
5th
ISBN13:

9780130489753

ISBN10:
0130489751
Format:
Paperback
Pub. Date:
1/1/2004
Publisher(s):
Prentice Hall
List Price: $80.00
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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


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