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Methods for Effective Teaching : Promoting K-12 Student Understanding,9780205476381
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Methods for Effective Teaching : Promoting K-12 Student Understanding

by ;
Edition:
5th
ISBN13:

9780205476381

ISBN10:
0205476384
Format:
Paperback
Pub. Date:
1/1/2010
Publisher(s):
Allyn & Bacon

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Summary

"Methods for Effective Teaching" discusses research-based general teaching methods for K-12 classrooms that promote student understanding while emphasizing contemporary issues, including differentiating your instruction and making instruction modifications based on student differences. This edition offers new content on strategies that promote student understanding, critical competencies of effective teachers, teacher dispositions, integrating technology in instruction, differentiating instruction, managing lesson delivery, motivating students, and working with parents.

Table of Contents

Preface x
About the Authors xv
Standards xvii
PART I FOUNDATIONS OF TEACHING METHODS
The Teacher as a Decision Maker
1(19)
Effective Teaching
2(5)
Decisions about Basic Teaching Functions
2(1)
Essential Teacher Characteristics
3(1)
Expectations for Effectiveness
4(3)
Standards and Professional Development
7(4)
INTASC Standards
8(1)
Principles of Learning and Teaching
9(1)
A Framework for Teaching
9(1)
National Board for Professional Teaching Standards
10(1)
The Teacher as a Reflective Decision Maker
11(4)
Reflective Practice
12(1)
Aspects of Instructional Decision Making
13(1)
Reflection and a Constructivist Approach to Teaching
14(1)
Reflective Practice and Your Continuous Learning
15(5)
PART II PLANNING INSTRUCTION
The Fundamentals of Planning
20(30)
What is Planning?
21(7)
Reasons for Planning
22(1)
Planning Phases
23(1)
Factors Considered in Planning
23(4)
Planning and the Standards Movement
27(1)
Approaches to Planning
28(12)
The Linear-Rational Model
29(8)
The Mental-Image Approach
37(3)
Additional Planning Considerations
40(6)
Resources for Planning
40(2)
Teacher-Student Planning
42(1)
Team Planning
42(2)
Preparing a Syllabus
44(1)
Planning to Motivate Students
45(1)
Planning to Use Academic Time Wisely
45(1)
How Teachers Really Plan
46(4)
Types of Teacher Planning
50(36)
Types of Teacher Plans
51(20)
Course Planning
53(4)
Term Planning
57(1)
Unit Planning
58(3)
Weekly Planning
61(1)
Daily Planning
62(9)
Components of a Daily Lesson Plan
71(15)
Identifying Course Information
71(1)
Objectives for the Lesson
71(9)
Procedures
80(2)
Materials
82(1)
Evaluation of Students
82(1)
Other Possible Items
82(4)
Differentiating Instruction for Diverse Learners
86(30)
Implications for Diverse Classrooms
88(1)
Sources of Student Diversity
88(10)
Cognitive Area
89(2)
Affective Area
91(1)
Physical Area
91(1)
Learning Styles
91(2)
Creative Potential
93(1)
Gender
94(1)
Language
94(1)
Cultural Diversity
94(2)
Disabilities
96(1)
Students at Risk
97(1)
Socioeconomic Status
98(1)
Creating an Inclusive, Multicultural Classroom
98(6)
Create a Supportive, Caring Environment
99(1)
Offer a Responsive Curriculum
100(1)
Vary Your Instruction
101(3)
Provide Assistance When Needed
104(1)
Differentiating Your Instruction
104(7)
Elements of the Curriculum That Can Be Differentiated
104(3)
Student Characteristics That Teachers Can Differentiate
107(2)
Instructional Strategies That Facilitate Differentiation
109(2)
Motivating Diverse Students for Instruction
111(5)
PART III SELECTING INSTRUCTIONAL STRATEGIES
Direct Instructional Strategies
116(20)
Deductive and Inductive Strategies
117(1)
Direct Instructional Approaches
118(18)
Direct Instruction
119(5)
Presentations
124(1)
Demonstrations
125(1)
Questions
126(4)
Recitations
130(1)
Practice and Drills
131(1)
Reviews
131(1)
Guided Practice and Homework
131(5)
Indirect Instructional Strategies
136(26)
Inductive Approaches
137(10)
Concept Attainment Approaches
138(5)
Inquiry Lessons
143(3)
Projects, Reports, and Problems
146(1)
Social Approaches
147(11)
Discussions
147(3)
Cooperative Learning
150(5)
Panels and Debates
155(1)
Role Playing, Simulations, and Games
156(2)
Independent Approaches
158(4)
Learning Centers or Stations
158(1)
Contracts and Independent Work
159(3)
Strategies That Promote Student Understanding
162(20)
Identifying Similarities and Differences
164(1)
Summarizing and Note Taking
165(3)
Summarizing
166(1)
Note Taking
167(1)
Reinforcing Effort and Providing Recognition
168(1)
Reinforcing Effort
168(1)
Providing Recognition
168(1)
Homework and Practice
169(3)
Homework
169(2)
Practice
171(1)
Nonlinguistic Representations
172(1)
Setting Objectives and Providing Feedback
173(2)
Setting Objectives
174(1)
Providing Feedback
174(1)
Generating and Testing Hypotheses
175(3)
Cues, Questions, and Advance Organizers
178(4)
Cues and Questions
178(1)
Advance Organizers
178(4)
PART IV MANAGING INSTRUCTION AND THE CLASSROOM
Managing Lesson Delivery
182(30)
Issues Affecting Lesson Delivery
184(6)
The Degree of Structure in Lessons
184(1)
Grouping Students for Instruction
184(4)
Holding Students Academically Accountable
188(2)
Managing Parts of the Lesson
190(12)
The Beginning of a Lesson
190(5)
The Middle of a Lesson
195(5)
The Ending of a Lesson
200(2)
Managing Student Work
202(3)
Managing Seatwork Effectively
202(1)
Collecting Assignments and Monitoring Their Completion
203(1)
Maintaining Records of Student Work
203(1)
Managing the Paperwork
204(1)
Giving Students Feedback
204(1)
Managing Whole-Group Instruction
205(7)
Preventing Misbehavior
205(1)
Managing Movement through the Lesson
206(1)
Maintaining a Group Focus
207(1)
Maintaining Student Attention and Involvement
207(5)
Classroom Management
212(40)
Classroom Management
214(5)
Order in the Classroom
214(1)
Areas of Responsibility
215(2)
Principles for Working with Students and Preventing Misbehavior
217(1)
What Effective Behavior Management Accomplishes
218(1)
Preparing for the School Year
219(14)
Making Management Preparations
220(3)
Making Instructional Preparations
223(3)
Managing Assessments, Record Keeping, and Reporting
226(1)
Establishing a Plan to Deal with Misbehavior
227(2)
Planning for the First Day
229(2)
Conducting the First Day
231(2)
Organizing Your Classroom and Materials
233(5)
Floor Space
234(2)
Storage Space
236(1)
Bulletin Boards and Wall Space
237(1)
Selecting and Teaching Rules and Procedures
238(4)
Rules
238(3)
Procedures
241(1)
Maintaining Appropriate Student Behavior
242(10)
Having a Mental Set for Management
244(1)
Building Positive Teacher-Student Relationships
245(3)
Helping Students Assume Responsibility for Their Behavior
248(1)
Reinforcing Desired Behaviors
248(4)
Classroom Discipline
252(28)
Misbehavior
253(6)
Misbehavior in Context
254(1)
Types of Misbehavior
254(1)
Causes of Misbehavior
255(2)
Degrees of Severity
257(2)
Interventions
259(5)
The Principle of Least Intervention
259(1)
Some Practices to Avoid
259(3)
Cautions and Guidelines for Punishment
262(2)
A Three-Step Response Plan
264(10)
Situational Assistance
264(3)
Mild Responses
267(4)
Moderate Responses
271(3)
Dealing with Chronic Misbehaviors
274(6)
PART V ASSESSING AND REPORTING STUDENT PERFORMANCE
Assessing Student Performance
280(26)
Evaluation
282(2)
Types of Evaluation
282(1)
Measurement, Assessment, and Evaluation
282(1)
Norm-Referenced and Criterion-Referenced Evaluation
283(1)
Characteristics of Good Assessment Instruments
283(1)
Establishing a Framework for Evaluation
284(2)
Performance-Based Assessment
286(6)
Product Assessments
286(2)
Performance Assessments
288(1)
Ways to Rate Student Products or Performances
289(3)
Teacher-Made Tests
292(12)
Planning the Classroom Test
292(2)
Selecting and Preparing Test Questions
294(5)
Assembling the Test
299(2)
Administering the Test
301(1)
Scoring the Test
302(2)
Motivational Strategies for Evaluation and Feedback
304(2)
Grading Systems, Marking, and Reporting
306(26)
Purposes of Grading
308(3)
Functions of Grades
308(1)
Confounding the Achievement Grade
309(2)
Grading Systems
311(3)
Percentage Grades
312(1)
Letter Grades
312(1)
Descriptive Evaluations
313(1)
Parent-Teacher Conferences
313(1)
Pass-Fail Grading
314(1)
Checklists of Objectives
314(1)
Assigning Letter Grades
314(7)
Determining What to Include in a Grade
314(1)
Creating a Composite Score
314(3)
Selecting a Frame of Reference for Grading
317(1)
Determining the Distribution of Grades
318(2)
Calculating Semester and Annual Grades
320(1)
Nonachievement Outcomes
321(1)
Rating Scales
321(1)
Checklists
321(1)
Special Reports
322(1)
Designing a Gradebook
322(3)
Daily Record
323(1)
Achievement Scores
324(1)
Summary Charts
324(1)
Reporting Grades and Communicating to Parents
325(4)
Report Cards
325(1)
Cumulative Record Files
326(1)
Newsletters to All Parents
327(1)
Open House
327(1)
Parent-Teacher Conferences
328(1)
Contacts with Individual Parents
328(1)
General Principles in Grading and Reporting
329(3)
PART VI WORKING WITH OTHERS
Working with Colleagues and Parents
332(23)
Working with Colleagues
333(1)
Working with Parents
334(5)
Reasons for Working with Parents
336(1)
Why Some Parents Resist Involvement
337(1)
Building a Parental Support System
338(1)
Contacting and Communicating with Parents
339(16)
Ways to Communicate with Parents
340(10)
Parent-Teacher Conferences
350(5)
References 355(10)
Name Index 365(3)
Subject Index 368


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