Reflective Planning, Teaching and Evaluation: K-12

by Eby, Judy W.; Herrell, Adrienne L.; Hicks, James

• ISBN13: 9780130292964
• ISBN10: 0130292966
• Edition: 3rd
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Pearson College Div

Summary

For General K-12 Teaching Methods and General Secondary Methods courses. Reflective Planning, Teaching and Evaluation, K-12 takes a constructivist approach and offers an original Reflective Action model of how thinking, caring, teachers function in real classrooms.

Table of Contents

Reflective Action in Teaching	1	(20)
Planning a Healthy, Safe Environment for Learning	21	(28)
Celebrating Diversity in Your Classroom	49	(26)
How Teachers Plan School Programs	75	(32)
Planning Thematic Units for Authentic Learning	107	(26)
Lesson Planning and Sequencing	133	(36)
Authentic Teaching and Learning	169	(22)
Engaging Students in Classroom Discussions	191	(24)
Teaching Strategies that Increase Authentic Learning	215	(22)
Integrating Technology into the Curriculum	237	(26)
Assessing and Reporting Student Accomplishments	263	(30)
Reflective Teachers and the School Community	293

Excerpts

We all have a powerful desire to be successful in any educational venture we undertake throughout our lives. Nowhere is this more true than in the elementary classrooms of schools around the world. Each morning that a new school term begins, children wake up, brush their teeth, put on their clothes, eat their breakfasts, and walk out the door with the same hopeful longing: "I hope I get a good teacher." What does the child mean by a good teacher? We believe that a good teacher is one who uses what Kounin (1977) callswithitnessto perceive the needs of the varied students who come into our classrooms. But, after the many and varied needs of students have been perceived, then what? We offer you some answers to "then what" in this textbook. Here is our combined experience as both learners and teachers and our analysis of the best practices in research that can enable you to approach your new role as teacher with confidence that you and your students can succeed. We offer you our original model of how caring, reflective teachers think and feel on the job. We call itreflective action.You will find it highlighted in Chapter 1, and then referred to again and again throughout the book. Essentially, it is a proactive teaching/learning process that prepares you to combine and alternate perceptiveness of your students' needs with periods of reflection, getting support and feedback from trusted colleagues, making plans, predicting possible outcomes of your plans, taking action, reflecting on your action, and acting again, each time with more care and precision than the time before. Features of This Edition We're excited about this concept. We hope that you are, too. But we recognize that you are entering the teaching profession at a time when there is more to think about every day. This edition has been redesigned to respond to the new challenges in education that have grown out of the change in demographics in all areas of the country. We have redesigned this text to ensure that it is current and up to date in regard to both federal guidelines and state standards for teacher credentialling programs. CLAD The planning, teaching, and evaluation strategies we describe throughout this book are well suited for use in Crosscultural, Language, and Academic Development (CLAD) credential programs that prepare teachers to meet the needs of culturally diverse students. Our reflective action model prepares teachers to become more adept at considering the needs of culturally diverse learners. Suggestions for scaffolding language, adapting lessons for the language acquisition stages of students, and actively involving nonfluent speakers of English are incorporated into Chapter 3. Assessment strategies which allow students to demonstrate their knowledge and understanding in a variety of ways are included in Chapter 11. TECHNOLOGICAL INNOVATIONS IN THE CLASSROOM We're also well aware of the greatly changing educational landscape due to the growth in technological innovations available to teachers and students at home and in school. Chapter 10 is devoted entirely to using technology in your teaching. It includes descriptions of school districts that have pioneered in technology-based education. There are many specific descriptions of how teachers use computers, video cameras, scanners, photocopiers, and compact and laser disks to stimulate and motivate their students to learn. There are many stories of students doing research on the Internet and networking with people around the globe to gather and share information. PROFESSIONAL PORTFOLIO FOR TEACHERS At the end of each chapter in this book, we include learning experiences that will stimulate beginning teachers to become proactive in their classroom visitations. As they visit other teachers' classrooms and complete the end-of-chapter assignments, they will have the opportunity to reflect deeply on their own philoso