Effective Teaching Methods: Research-Based Practice

by Borich, Gary D.

• ISBN13: 9780131714960
• ISBN10: 0131714961
• Edition: 6th
• Format: Package
• Copyright: 2007-01-01
• Publisher: Allyn & Bacon

Summary

Use the sixth edition of Effective Teaching Methods and experience K-12 general teaching methods in a whole new way! Now the practical, research-based instructional methods you've come to expect from Dr. Borich are included in the text and demonstrated on DVD by master teachers in today's classrooms. For example, don't just read about how instructional methods can support student learning and achievement but see how it is done. To help prepare preservice teachers for the world of teaching, the sixth edition also includes significant discussion of standardized tests as well as exercises for PRAXIS preparation, field experience, portfolio building, and classroom observation. Book jacket.

Author Biography

Gary Borich is professor and a Kellogg Endowed Fellow in the College of Education at the University of Texas at Austin.

Table of Contents

The Effective Teacher	1	(40)
What Is an Effective Teacher?	2	(7)
The Role-Model Definition	2	(1)
The Psychological Characteristics Definition	2	(3)
A New Direction	5	(4)
Key Behaviors Contributing to Effective Teaching	9	(8)
Lesson Clarity	10	(1)
Instructional Variety	10	(3)
Teacher Task Orientation	13	(1)
Engagement in the Learning Process	14	(1)
Student Success Rate	15	(2)
Summary of Five Key Behaviors	17	(1)
Some Helping Behaviors Related to Effective Teaching	17	(10)
Using Student Ideas and Contributions	18	(2)
Structuring	20	(1)
The Art of Questioning	21	(3)
Probing	24	(1)
Teacher Affect	25	(2)
Teaching Effectively with Diverse Learners and Content	27	(3)
How Does Effective Teaching Differ with Learners Who Have Different Socioeconomic Levels, Culture, and Ethnicity?	27	(1)
How Does Effective Teaching Differ Across Content Areas?	28	(2)
The Complexity of Teaching	30	(1)
Professional Teaching Standards	30	(2)
Your Transition to the Real World of Teaching	32	(2)
For Further information	34	(1)
Summing Up	34	(1)
Key Terms	35	(1)
Discussion and Practice Questions	35	(1)
Field Experience Activities	36	(1)
Digital Portfolio Activities	37	(1)
Classroom Observation Activities	38	(1)
Chapter Case History and Praxis Test Preparation	38	(3)
Understanding Your Students	41	(38)
Why Pay Attention to Individual Differences?	43	(2)
Adaptive Teaching	43	(2)
The Effects of General Intelligence on Learning	45	(2)
The Environmentalist Position	45	(1)
The Hereditarian Position	46	(1)
General Versus Specific Intelligence	46	(1)
The Efffects of Specific Abilities on Learning	47	(5)
Multiple Intelligences	47	(4)
Sternberg's Definition of Intelligence	51	(1)
The Effects of Prior Achievement on Learning	52	(2)
The Effects of Cultural Differences on Learning	54	(5)
Socioeconomic and Cultural Diversity	55	(1)
Language and Cultural Diversity	56	(1)
The Teacher's Role in Improving Achievement Among Culturally and Language-Diverse Learners	57	(2)
The Effects of Personality and Learning Style	59	(5)
Erikson's Crises of the School Years	59	(2)
Learning Style	61	(1)
Field Dependence Versus Field Independence	61	(3)
The Effects of the Peer Group on Learning	64	(2)
The Effects of Home Life and Social Context on Learning	66	(4)
Cultural, Linguistic, and SES Biases in the Classroom	70	(2)
Final Word	72	(1)
Summing Up	73	(1)
Key Terms	74	(1)
Discussion and Practice Questions	74	(1)
Field Experience Activities	75	(1)
Digital Portfolio Activities	75	(1)
Classroom Observation Activities	76	(1)
Chapter Case History and Praxis Test Preparation	76	(3)
Goals and Objectives	79	(32)
Standards, Goals, and Objectives	80	(2)
Tyler's Goal Development Approach	81	(1)
Societal Goals for Education	82	(4)
The Purpose of Objectives	85	(1)
What Does Behavioral Mean?	85	(1)
An Overview of Behavioral Objectives	86	(6)
Specifying the Learning Outcomes	86	(2)
Identifying the Conditions	88	(1)
Stating Criterion Levels	89	(2)
Keeping Objectives Simple	91	(1)
The Cognitive, Affective, and Psychomotor Domains	92	(10)
The Cognitive Domain	92	(4)
The Affective Domain	96	(4)
The Psychomotor Domain	100	(2)
Some Misunderstandings About Behavioral Objectives	102	(2)
Are Some Behaviors More Desirable Than Others?	103	(1)
What Is an Authentic Behavior?	103	(1)
Are Less Complex Behaviors Easier to Teach?	103	(1)
Are Cognitive, Affective, and Psychomotor Behaviors Mutually Exclusive?	104	(1)
The Cultural Roots of Objectives	104	(1)
Summing Up	105	(1)
Key Terms	106	(1)
Discussion and Practice Questions	106	(1)
Field Experience Activities	107	(1)
Digital Portfolio Activities	107	(1)
Classroom Observation Activities	108	(1)
Chapter Case History and Praxis Test Preparation	108	(3)
Unit and Lesson Planning	111	(47)
Teacher as Decision Maker	112	(2)
Knowledge of Instructional Goals and Objectives	112	(1)
Knowledge of the Learner	112	(1)
Knowledge of Subject Matter	113	(1)
Knowledge of Teaching Methods	113	(1)
Summary of Inputs to Planning	113	(1)
Reflective Practice and Tacit Knowledge	114	(1)
Unit and Lesson Plans	114	(1)
Making Planning Decisions	115	(3)
Goals	115	(2)
Learners	117	(1)
Content	117	(1)
Organization	118	(1)
Disciplinary and Interdisciplinary Unit Planning	118	(12)
Disciplinary (Vertical) Unit Plans	119	(3)
Interdisciplinary (Lateral) Unit Plans	122	(8)
Making Lesson Plans	130	(7)
Determining Where to Start	131	(1)
Providing for Learner Diversity with Alternative Methods and New Technologies	132	(5)
Events of Instruction	137	(8)
Gaining Attention (Anticipatory Set)	138	(1)
Informing Learners of the Objective (Anticipatory Set, Objectives, and Purpose)	139	(1)
Stimulating Recall of Prerequisite Learning (Review)	140	(1)
Presenting the Stimulus Material (Input, Modeling)	141	(2)
Eliciting the Desired Behavior (Checking for Understanding, Guided Practice)	143	(1)
Providing Feedback (Guided Practice, Closure)	144	(1)
Assessing the Behavior (Independent Practice)	145	(1)
Example Lesson Plans	145	(8)
Summing Up	153	(1)
Key Terms	154	(1)
Discussion and Practice Questions	154	(1)
Field Experience Activities	155	(1)
Digital Portfolio Activities	155	(1)
Classroom Observation Activity	155	(1)
Chapter Case History and Praxis Test Preparation	156	(2)
Classroom Management I: Establishing the Learning Climate	158	(34)
Earning Trust and Becoming a Leader the Old-Fashioned Way	159	(2)
Expert Power	159	(1)
Referent Power	160	(1)
Legitimate Power	160	(1)
Reward Power	160	(1)
Coercive Power	161	(1)
Using Power	161	(1)
Stages of Group Development	161	(6)
Stage 1: Forming	161	(1)
Stage 2: Storming	162	(1)
Stage 3: Norming	163	(2)
Stage 4: Performing	165	(2)
Establishing an Effective Classroom Climate	167	(8)
The Social Environment	167	(3)
The Organizational Environment	170	(2)
Establishing Rules and Procedures	172	(3)
Problem Areas in Classroom Management	175	(5)
Monitoring Students	175	(1)
Making Transitions	176	(1)
Giving Assignments	176	(3)
Bringing Closure	179	(1)
Learner Diversity and Classroom Management	180	(3)
Planning Your First Day	183	(2)
Before the Bell	183	(1)
Introducing Yourself	184	(1)
Administrative Business	184	(1)
Rules and Expectations	184	(1)
Introducing Your Subject	184	(1)
Closure	185	(1)
Summing Up	185	(2)
Key Terms	187	(1)
Discussion and Practice Questions	187	(1)
Field Experience Activities	187	(1)
Digital Portfolio Activity	188	(1)
Classroom Observation Activities	188	(1)
Chapter Case History and Praxis Test Preparation	189	(3)
Classroom Management II: Promoting Student Engagement	192	(29)
Systems of Classroom Management	193	(1)
The Humanist Tradition in Classroom Management	194	(3)
Ginott's Congruent Communication	194	(2)
Glasser's Cooperative Learning	196	(1)
The Applied Behavior Analysis Tradition in Classroom Management	197	(2)
Behavior Modification	197	(2)
The Classroom Management Tradition	199	(2)
An Integrated Approach to Classroom Management	201	(9)
Low-Profile Classroom Management	201	(2)
Dealing with Persistent Disruptive Behavior	203	(1)
Responses to Misbehavior	203	(1)
Reinforcement Theory Applied in the Classroom	204	(4)
Punishment	208	(2)
The Parent-Teacher Conference	210	(3)
Conducting the Parent Conference	210	(1)
Evaluating the Parent Conference	211	(2)
The Influence of Home and Family on Classroom Behavior Problems	213	(1)
Culturally Responsive Classroom Management	214	(1)
Summing Up	215	(2)
Key Terms	217	(1)
Discussion and Practice Questions	217	(1)
Field Experience Activities	218	(1)
Digital Portfolio Activities	218	(1)
Classroom Observation Activities	218	(1)
Chapter Case History and Praxis Test Preparation	219	(2)
Teaching Strategies for Direct Instruction	221	(36)
Categories of Teaching and Learning	223	(3)
Introduction to Direct Instruction Strategies	226	(2)
When Is Direct Instruction Appropriate?	228	(3)
An Example of Direct Instruction	231	(2)
Daily Review and Checking the Previous Day's Work	233	(1)
Presenting and Structuring	234	(3)
Part--Whole Relationships	235	(1)
Sequential Relationships	235	(1)
Combinations of Relationships	235	(1)
Comparative Relationships	236	(1)
Using the Methods	237	(1)
Guided Student Practice	237	(4)
Prompting	238	(1)
Modeling	239	(2)
Feedback and Correctives	241	(2)
Correct, Quick, and Firm	242	(1)
Correct but Hesitant	242	(1)
Incorrect Because of Carelessness	242	(1)
Incorrect Because of Lack of Knowledge	242	(1)
Strategies for Incorrect Responses	243	(1)
Independent Practice	243	(3)
Weekly and Monthly Reviews	246	(1)
Other Forms of Direct Instruction	247	(2)
Promoting the Goals of Direct Instruction in the Culturally Diverse Classroom	249	(1)
Summing Up	250	(2)
Key Terms	252	(1)
Discussion and Practice Questions	252	(1)
Field Experience Activities	253	(1)
Digital Portfolio Activities	253	(1)
Classroom Observation Activities	254	(1)
Chapter Case History and Praxis Test Preparation	254	(3)
Teaching Strategies for Indirect Instruction	257	(44)
The Cognitive Processes of Learning	262	(2)
Reading	262	(1)
Writing	262	(1)
Mathematics and Science	263	(1)
Social Studies	264	(1)
Comparing Direct and Indirect Instruction	264	(2)
Teaching Strategies for Indirect Instruction	266	(2)
An Example of Indirect Instruction	268	(2)
Content Organization	270	(9)
Concept Learning	272	(1)
Inquiry Learning	273	(4)
Problem-Centered Learning	277	(2)
Conceptual Movement: Induction and Deduction	279	(2)
Applying Induction and Deduction	280	(1)
Using Examples and Nonexamples	281	(2)
The Use of Questions	283	(1)
Learner Experience and Use of Student Ideas	284	(3)
The Changing View	284	(1)
Productively Using Student Ideas	285	(2)
Student Self-Evaluation	287	(1)
Use of Group Discussion	287	(4)
Comparison of Direct and Indirect Instruction	291	(2)
Promoting the Goals of Indirect Instruction in the Culturally Diverse Classroom	293	(1)
A Final Word	294	(1)
Summing Up	294	(2)
Key Terms	296	(1)
Discussion and Practice Questions	296	(1)
Field Experience Activities	297	(1)
Digital Portfolio Activities	297	(1)
Classroom Observation Activities	297	(1)
Chapter Case History and Praxis Test Preparation	298	(3)
Questioning Strategies	301	(34)
What Is a Question?	302	(2)
What Consumes 80% of Class Time?	303	(1)
Are We Asking the Right Questions?	303	(1)
What Are the Purposes of Questions?	304	(1)
What Are Convergent and Divergent Questions?	304	(1)
What Does the Research Say About Asking Convergent and Divergent Questions?	305	(2)
Who Are the Targets of Questions?	307	(1)
What Sequences of Questions Are Used?	307	(2)
What Levels of Questions Are Used?	309	(7)
Knowledge	310	(1)
Comprehension	311	(1)
Application	312	(1)
Analysis	313	(1)
Synthesis	313	(1)
Evaluation	314	(1)
Summary of Question Types	315	(1)
What Is a Probe?	316	(2)
How Should You Use Wait Time?	318	(4)
Are Questioning Techniques Culture Specific?	322	(2)
Wait Time	322	(1)
Rhythm	322	(1)
Participation Structure	323	(1)
Language	323	(1)
What Are Common Problems in Using Questions?	324	(5)
Do You Use Complex, Ambiguous, or Double Questions?	324	(2)
Do You Accept Only the Answers You Expect?	326	(1)
Why Are You Asking This Question?	326	(1)
Do You Answer the Question Yourself?	327	(1)
Do You Use Questions as Punishment?	328	(1)
Summing Up	329	(2)
Key Terms	331	(1)
Discussion and Practice Questions	331	(1)
Field Experience Activities	331	(1)
Digital Portfolio Activities	332	(1)
Classroom Observation Activity	332	(1)
Chapter Case History and Praxis Test Preparation	333	(2)
Self-Directed Learning	335	(35)
Self-Directed Learning	336	(3)
Metacognition	339	(1)
Teacher Mediation	340	(4)
The Zone of Maximum Response Opportunity	340	(2)
Hitting the Zone of Maximum Response Opportunity	342	(2)
Functional Errors	344	(2)
Reciprocal Teaching	346	(2)
Social Dialogue Versus Class Discussion	348	(1)
The Role of Inner Speech	349	(1)
Sample Dialogues of Self-Directed Learning	350	(4)
Steps in Teaching Self-Directed Inquiry to Individual Learners	353	(1)
Other Cognitive Strategies	354	(5)
Mnemonics	354	(1)
Elaboration/Organization (Note Taking)	355	(2)
Comprehension Monitoring	357	(1)
Problem-Solving Strategies	357	(2)
Project-Based Learning	359	(3)
The Role of Tasks in Project-Based Learning	359	(1)
The Role of the Learner in Project-Based Learning	360	(1)
The Role of the Teacher in Project-Based Learning	360	(2)
Promoting the Goals of Self-Directed Learning in the Culturally Diverse Classroom	362	(2)
Summing Up	364	(1)
Key Terms	365	(1)
Discussion and Practice Questions	366	(1)
Field Experience Activities	366	(1)
Digital Portfolio Activities	366	(1)
Classroom Observation Activities	367	(1)
Chapter Case History and Praxis Test Preparation	367	(3)
Cooperative Learning and the Collaborative Process	370	(29)
Outcomes of Cooperation	371	(2)
Attitudes and Values	371	(1)
Prosocial Behavior	372	(1)
Alternative Perspectives and Viewpoints	372	(1)
Integrated Identity	372	(1)
Higher Thought Processes	372	(1)
Components of a Cooperative Learning Activity	373	(2)
Teacher-Student Interaction	374	(1)
Student-Student Interaction	374	(1)
Task Specialization and Materials	374	(1)
Role Expectations and Responsibilities	375	(1)
Establishing a Cooperative Task Structure in Your Classroom	375	(13)
Specifying the Goal	375	(2)
Structuring the Task	377	(5)
Teaching and Evaluating the Collaborative Process	382	(2)
Monitoring Group Performance	384	(1)
Debriefing	384	(4)
Team-Oriented Cooperative Learning Activities	388	(2)
Student Teams---Achievement Division	388	(1)
Teams-Games-Tournaments	389	(1)
Jigsaw II	389	(1)
Team-Assisted Individualization	389	(1)
Overview of Team-Oriented Cooperative Learning Activities	390	(1)
Promoting the Goals of Cooperative Learning in the Culturally Diverse Classroom	390	(3)
Summing Up	393	(1)
Key Terms	394	(1)
Discussion and Practice Questions	395	(1)
Field Experience Activities	395	(1)
Digital Portfolio Activities	395	(1)
Classroom Observation Activity	396	(1)
Chapter Case History and Praxis Test Preparation	396	(3)
Assessing Learners	399	(45)
Norm-Referenced and Criterion-Referenced Tests	400	(2)
Comparing Norm-Referenced and Criterion-Referenced Tests	402	(1)
The Test Blueprint	403	(1)
Objective Test Items	403	(10)
True-False Items	404	(1)
Matching Items	405	(2)
Multiple-Choice Items	407	(1)
Higher-Level Multiple-Choice Questions	408	(3)
Completion Items	411	(1)
Advantages and Disadvantages of Objective-Item Formats	412	(1)
Essay Test Items	413	(4)
Extended-Response Questions	413	(1)
Restricted-Response Questions	414	(1)
When Should You Use Essay Questions?	414	(2)
Some Criteria for Scoring Essay Items	416	(1)
Validity and Reliability	417	(3)
Types of Validity	417	(2)
Types of Reliability	419	(1)
Marks and Marking Systems	420	(2)
Comparison with Other Students	420	(1)
Comparison with Established Standards	421	(1)
Comparison with Aptitude	421	(1)
Comparison of Achievement with Effort	422	(1)
Comparison of Achievement with Improvement	422	(1)
Standardized Tests	422	(3)
Helping Students Prepare for Standardized Tests	423	(2)
Performance Assessment	425	(3)
The Portfolio	428	(10)
Rationale for the Portfolio	428	(2)
Step 1: Deciding on the Purposes for a Portfolio	430	(1)
Step 2: Identifying Cognitive Skills and Dispositions	430	(1)
Step 3: Deciding Who Will Plan the Portfolio	430	(1)
Step 4: Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product	431	(1)
Step 5: Building the Portfolio Rubrics	432	(5)
Performance and Portfolio Assessment and Report Card Grades	437	(1)
Plan a Portfolio Conference	438	(1)
Summing Up	438	(2)
Key Terms	440	(1)
Discussion and Practice Questions	440	(1)
Field Experience Activities	440	(1)
Digital Portfolio Activities	441	(1)
Classroom Observation Activities	441	(1)
Chapter Case History and Praxis Test Preparation	442	(2)
Appendix A: Teacher Concerns Checklist	444	(2)
Appendix B: Answers to Chapter Questions	446	(7)
Appendix C: Higher-Order Thinking and Problem-Solving Checklist	453	(5)
Appendix D: Answers to Short-Answer and Discrete Multiple-Choice Questions	458	(10)
Glossary	468	(7)
References	475	(15)
Name Index	490	(5)
Subject Index	495