Learning and Teaching : Research-Based Methods

by Kauchak, Don P.; Eggen, Paul

• ISBN13: 9780205495214
• ISBN10: 0205495214
• Edition: 5th
• Format: Paperback
• Copyright: 2007-01-01
• Publisher: Allyn & Bacon

Summary

This substantially revised Fourth Edition represents one of the most up-to-date, research-based methods texts available today. This text has two specific goals: to change how teachers think about teaching and to change how they actually teach. Solidly grounded in research, the text describes practical methods in a clear, readable manner with numerous case examples and offers suggestions for applying those methods in today's diverse school environments. Kauchak and Eggen organize their discussion around three important themes in education: diversity, motivation, and technology.

Table of Contents

Preface	xv
Research and Teaching	1	(32)
Defining Good Teaching	3	(1)
Research in Teaching: An Historical Perspective	4	(4)
Studies of Teacher Characteristics	5	(1)
The Search for the Right Method	5	(1)
School-Level Research	6	(1)
Teacher Effectiveness Research: Teachers Do Make a Difference	6	(2)
Beyond Effective Teaching: A Focus on Student Learning	8	(1)
Contemporary Views of Teaching and Learning	8	(2)
From Behaviorist to Cognitive Perspectives	8	(1)
Constructivism: Students as Creators of Understanding	9	(1)
Text Themes	10	(3)
The Diversity of Our Learners	10	(1)
Ways of Enhancing Learner Motivation	11	(1)
Assessment	12	(1)
The Use of Technology for Increasing Learning	13	(1)
Learning to Teach	13	(14)
Knowledge of Subject Matter	13	(1)
Pedagogical Content Knowledge	14	(1)
Knowledge of Teaching and Learning	14	(1)
Teaching Strategies	15	(1)
Teacher Decision Making	16	(2)
Reform and No Child Left Behind	18	(3)
Standards-Based Professional Development	21	(2)
Advanced Professional Standards: National Board Certification	23	(2)
Developing a Professional Portfolio	25	(2)
Using This Book to Learn to Teach	27	(6)
Student Diversity	33	(41)
Capitalizing on Cultural Diversity	35	(7)
Multicultural Education: The Challenge	36	(1)
Theories of Minority Achievement	36	(3)
Culturally Responsive Teaching	39	(3)
Language Diversity	42	(3)
English Dialects	42	(1)
English Language Development Programs	43	(2)
Students Placed at Risk: Teaching the Children of Poverty	45	(5)
Students Placed at Risk: Understanding the Problem	46	(1)
Resiliency: Capitalizing on Student Strengths	47	(1)
Teaching Students Placed at Risk	47	(2)
Motivation: The Need for Challenge	49	(1)
Teaching Students with Different Learning Abilities	50	(7)
Intelligence: What Does It Mean?	51	(1)
Multiple Intelligences: The Work of Howard Gardner	52	(1)
Intellectual Diversity: Implications for Teaching	52	(5)
Learning Styles	57	(3)
Field Dependence/Independence	57	(1)
Conceptual Tempo: Impulsive and Reflective Learners	58	(1)
Classroom Learning Styles: The Work of Dunn and Dunn	58	(1)
Learning Styles: Implications for Teachers	59	(1)
Students with Exceptionalities	60	(6)
Inclusion	61	(1)
Working with Students with Exceptionalities: Support for Classroom Teachers	61	(1)
The Exceptional Student Population	62	(1)
Teachers' Roles in Working with Students Having Exceptionalities	63	(1)
Adapting Instruction for Students with Exceptionalities	64	(1)
Technology as a Tool for Inclusion	65	(1)
The Challenge of Assessment in Diverse Classrooms	66	(8)
Provide Practice with Test Taking	67	(1)
Teach Test-Taking Strategies	67	(1)
Use Clear Language in Items	67	(1)
Make Provisions for Nonnative English Speakers	68	(6)
Teacher Planning: Research and Reality	74	(42)
Planning: A Functional Analysis	77	(2)
Variables in Instructional Planning	79	(6)
The Teacher	79	(1)
Learner Development	80	(1)
Learner Motivation	81	(1)
Content	82	(1)
Teaching Context	82	(2)
Materials and Resources	84	(1)
Time	85	(1)
A Cognitive Planning Model	85	(9)
Selecting Topics	86	(1)
Specifying Learning Objectives	86	(5)
Preparing and Organizing Learning Activities	91	(2)
Preparing Assessments	93	(1)
Instructional Alignment	93	(1)
Backward Design	94	(1)
Long-Term, Unit, and Lesson Planning	94	(6)
Long-Term Planning	95	(1)
Unit Planning	96	(1)
Daily Lesson Planning	97	(3)
Integrating the Curriculum: Interdisciplinary and Thematic Units	100	(4)
An Integrated Continuum	101	(1)
Designing and Implementing Integrated Units	101	(2)
Research on Integrated Planning	103	(1)
Research on Teacher Planning	104	(3)
Planning for Diversity: Differentiating Instruction	107	(9)
Varying Time	107	(1)
Varying Learning Objectives	108	(1)
Adapting Instructional Materials	108	(1)
Offering Different Learning Activities	109	(1)
Technology as a Tool for Differentiating Instruction	109	(7)
Effective Teaching: The Research Base	116	(33)
Classroom Climate: A Prerequisite to Learning	119	(4)
Acceptance and Caring: The Human Dimension of Teaching	119	(2)
A Safe and Orderly Learning Environment	121	(1)
A Learning-Focused Classroom	122	(1)
Effective Teaching and the Concept of Time	123	(3)
Allocated Time: Priorities in the Curriculum	123	(1)
Instructional Time: Time from a Teacher's Perspective	124	(1)
Engaged Time: Time from a Learner's Perspective	125	(1)
Academic Learning Time: The Role of Success	126	(1)
A General Instructional Model	126	(1)
Characteristics of Effective Teachers	127	(9)
Teacher Attitudes	127	(4)
Teacher Attitudes, Learner Diversity, and Motivation	131	(1)
Effective Communication	131	(4)
Organization	135	(1)
Effective Lesson Beginnings	136	(2)
Review	136	(1)
Focus	136	(2)
Developing the Lesson	138	(1)
Ending Lessons Effectively	139	(10)
Closure	140	(1)
Assessment and Effective Teaching	141	(8)
Increasing Learning through Student Involvement	149	(33)
Student Involvement: A Key to Learning and Motivation	155	(1)
Learner Involvement: The Need for Clear Learning Objectives	155	(1)
Student Involvement: The Role of Content Representations	156	(3)
Effective Content Representation: Using Technology	158	(1)
Effective Content Representations: Accommodating Learner Diversity	159	(1)
The Role of Teacher Questioning in Student Learning	159	(3)
Using Questioning to Assess Current Understanding	160	(1)
Increasing Student Motivation	160	(1)
Guiding New Learning	161	(1)
Questions: Their Influence on Student Thinking	161	(1)
Elements of Effective Questioning	162	(8)
Questioning Frequency	163	(1)
Equitable Distribution	163	(2)
Prompting	165	(1)
Effective Questioning: Increasing Student Motivation	166	(2)
Repetition for Emphasis	168	(1)
Wait Time	169	(1)
Effective Questioning: Involving Students from Diverse Backgrounds	170	(1)
Classroom Questions: Additional Issues	170	(12)
Low-and High-Level Questions	170	(1)
Selecting Students	171	(1)
Callouts	172	(1)
Choral Responses	173	(9)
Creating Productive Learning Environments: Classroom Management	182	(35)
The Importance of Classroom Management	184	(1)
Classroom Management: A Definition	184	(4)
Management Goals: Learning and Self-Regulation	185	(1)
Creating Responsibility-Oriented Classrooms	186	(1)
Classroom Management: An Historical Perspective	187	(1)
Planning for Classroom Management	188	(6)
Student Characteristics	188	(2)
The Physical Environment	190	(1)
Classroom Rules: Establishing Standards for Behavior	191	(3)
Procedures: Creating An Efficient Learning Environment	194	(1)
Implementing Management Plans	194	(12)
Implementing Plans: The First 10 Days	196	(5)
Learner Diversity: Challenges to Home--School Communication	201	(1)
The Relationship between Management and Instruction	202	(2)
The Role of Assessment in Classroom Management	204	(2)
Management Interventions	206	(11)
An Intervention Continuum	206	(2)
Dealing with Individual Problems	208	(1)
Serious Management Problems: Violence and Aggression	209	(8)
Direct Instruction	217	(32)
Direct Instruction in the Total Instructional Perspective	221	(1)
Direct Instruction	221	(20)
Direct Instruction: The Research Base	222	(1)
Forms of Content Taught by Direct Instruction	223	(7)
Goals of Direct Instruction	230	(3)
Planning for Direct Instruction	233	(2)
Implementing Direct Instruction Lessons	235	(6)
The Role of Assessment in Direct Instruction	241	(8)
The Motivational Benefits of Effective Feedback	242	(7)
Lecture Discussions: Teaching Organized Bodies of Knowledge	249	(26)
Organized Bodies of Knowledge: Integrating Facts, Concepts, and Generalizations	253	(1)
Using Lectures to Teach Organized Bodies of Knowledge	253	(2)
Lecture Discussions: Alternatives to Standard Lectures	255	(13)
The Lecture-Discussion Model: The Research Base	255	(3)
Planning for Lecture Discussions	258	(4)
Implementing Lecture-Discussion Lessons	262	(6)
The Role of Assessment in Lecture-Discussion Lessons	268	(7)
Guided Discovery: A Constructivist Approach to Instruction	275	(27)
Guided Discovery: An Overview	282	(1)
Guided Discovery: Theoretical Foundations	282	(5)
Characteristics of Constructivism	283	(3)
Guided Discovery and Student Motivation	286	(1)
Misconceptions about Guided Discovery	286	(1)
Planning for Guided Discovery Lessons	287	(5)
Identifying Topics	287	(1)
Specifying Learning Objectives	288	(1)
Selecting Examples and Nonexamples	288	(3)
Planning for Social Interaction	291	(1)
Planning for Assessment	292	(1)
Conducting Guided Discovery Lessons	292	(3)
Review and Introduction	293	(1)
The Open-Ended Phase	293	(1)
The Convergent Phase	294	(1)
Closure	295	(1)
Application	295	(1)
Ongoing Assessment in Guided Discovery Lessons	295	(7)
Learning and Teaching in Groups	302	(45)
Social Interaction: Theoretical Perspectives	304	(4)
Developmental Theories	304	(2)
Elaboration Theory	306	(1)
Motivation Theory	306	(1)
Components of Effective Group Interaction	306	(2)
Using Groupwork to Facilitate Learning	308	(4)
Organizing and Conducting Groupwork Activities	308	(1)
Working in Pairs: Introducing Groupwork	309	(1)
Working with Larger Groups	310	(1)
Combining Pairs	310	(2)
Groupwork with Higher-Level Tasks	312	(1)
Cooperative Learning	312	(16)
Cooperative Learning: Getting Started	313	(2)
STAD: Student Teams-Achievement Divisions	315	(5)
Jigsaw II	320	(1)
Group Investigation	321	(3)
Computer-Mediated Communication: Using Technology to Facilitate Cooperative Learning	324	(2)
Using Cooperative Learning to Capitalize on Diversity	326	(2)
Discussions	328	(8)
Using Discussions to Promote Student Growth	329	(1)
Promoting Cognitive Growth with Discussions: Planning	330	(2)
Promoting Cognitive Growth with Discussions: Implementation	332	(2)
Affective Discussions: Promoting Ethical and Moral Growth	334	(2)
Peer Tutoring: Students as Resources	336	(3)
Research on Peer Tutoring	337	(1)
A Basic Peer Tutoring Model	337	(2)
Assessing Learning in Social Interaction Strategies	339	(8)
Assessing Cognitive Achievement	339	(1)
Assessing Growth in Social Interaction Skills	340	(7)
Problem-Based Instruction	347	(40)
Problem-Based Learning	349	(2)
Problem-Based Instruction: An Overview	349	(1)
Problem-Based Learning: Theoretical Foundations	350	(1)
Project-Based Learning	351	(7)
Essential Components	351	(3)
Implementing Project-Based Instruction in the Classroom	354	(2)
Assessment and Project-Based Learning	356	(1)
Research on Project-Based Learning	357	(1)
Problem Solving	358	(9)
Well-Defined and Ill-Defined Problems	360	(1)
A Problem-Solving Model	360	(3)
Helping Learners Become Better Problem Solvers	363	(3)
Anchored Instruction: Technology as a Tool to Teach Problem Solving	366	(1)
Inquiry Strategies	367	(7)
Identifying a Question	370	(1)
Forming Hypotheses	370	(1)
Gathering Data	371	(1)
Assessing Hypotheses	372	(2)
Generalizing	374	(1)
Analyzing the Inquiry Process	374	(1)
Critical Thinking	374	(13)
Knowledge of Content	375	(1)
Basic Processes	375	(1)
Metacognitive Knowledge	376	(1)
Attitudes and Dispositions	376	(1)
Teaching Critical Thinking in the Classroom	377	(10)
Assessing Learner Understanding	387	(38)
Classroom Assessment	389	(4)
Formal and Informal Assessment	389	(1)
Functions of an Assessment System	389	(1)
Characteristics of Effective Assessment	390	(1)
Teachers' Assessment Patterns	391	(2)
Using Assessment to Promote Learning	393	(7)
Preparing Students	395	(2)
Administering Tests	397	(1)
Examining Results	398	(1)
Research on Classroom Testing: Implications for Teachers	399	(1)
Alternative Assessment	400	(5)
Performance Assessment	400	(4)
Portfolio Assessment	404	(1)
Designing an Assessment System	405	(10)
Grades and Grading	406	(2)
Communication	408	(7)
Using Technology in Assessment	415	(10)
Planning and Constructing Tests	415	(1)
Analyzing Test Data	416	(1)
Maintaining Student Records	417	(8)
References	425	(26)
Author Index	451	(6)
Subject Index	457