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Resource Guide for Teaching K-12, A,9780131705432

Resource Guide for Teaching K-12, A

by
Edition:
5th
ISBN13:

9780131705432

ISBN10:
0131705431
Format:
Paperback
Pub. Date:
1/1/2007
Publisher(s):
Pearson College Div
List Price: $124.00

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Summary

Now aligned with the INTASC standards,A Resource Guide for Teaching K-12is a hands-on book with practical exercises to help teachers learn by doing.Inservice teachers will find that this book provides a sound introduction to the challenges of today's schools, teachers'professional responsibilities, classroom environment, curriculum, planning instruction, questioning, grouping students for learning; using teacher talk, demonstrations, thinking, inquiry, and games; assessment, and professional development.General K-12 Inservice Teachers.

Table of Contents

Today's Schools: Recognizing and Understanding the Challenge
1(1)
Chapter Objectives
2(1)
The Classroom in a Nation of Diversity and Shifting Demographics: Understanding Your Challenge
2(29)
Orientation: No Single Shoe Fits All
3(1)
Start of the School Year Orientation
4(2)
The School Year and Teachers' Schedules
6(3)
Teaching Teams
9(1)
The Community of Learners Concept
9(1)
Nontraditional Scheduling
10(3)
Exercise 1.1 What Message Is Being Conveyed?
13(2)
Quality Education for Every Student
15(3)
Responsive Practices for Helping Each Student Succeed
15(1)
Middle-Level Schools
15(2)
High Schools
17(1)
The Fundamental Characteristic of Exemplary Education
18(3)
Committed Teachers
18(1)
Reflective Decision Making
18(3)
Exercise 1.2 Conversation with a Classroom Teacher
21(2)
School Leadership
23(1)
The Community Served by the School
23(2)
The No Child Left Behind Act of 2001
23(1)
Home and School Connections
24(1)
Community Service Learning
25(1)
The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues
25(3)
Key Trends and Practices
26(1)
Major Problems and Issues
26(2)
Meeting the Challenge: Recognizing and Providing for Student Differences
28(1)
Summary
28(1)
Questions For Class Discussion
28(1)
Related Web Sites
29(1)
Suggestions for Further Reading
29(2)
Teacher Professional Responsibilities
31(53)
Chapter Objectives
31(1)
The Teacher as a Reflective Decision Maker
32(3)
Decision-Making Phases of Instruction
32(1)
Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher Responsibility
32(3)
Exercise 2.1 The Teacher as Reflective Decision Maker
35(2)
Exercise 2.2 Reflective Decision Making: The Preactive Phase of Instruction
37(2)
Selected Legal Guidelines
39(1)
Student Rights
39(1)
Teacher Liability and Insurance
39(1)
Teaching Style
40(3)
Multilevel Instruction
40(1)
The Theoretical Origins of Teaching Styles and Their Relation to Constructivism
40(3)
Exercise 2.3 Using Observation of Classroom Interaction to Analyze One Teacher's Style
43(2)
Exercise 2.4 Using a Questionnaire to Develop a Profile and a Statement About My Own Emerging Teaching Style
45(4)
Commitment and Professionalism
49(4)
Noninstructional Responsibilities
49(1)
Instructional Responsibilities
49(4)
Exercise 2.5 Reviewing the Professional Responsibilities of a First-Year Teacher
53(8)
Identifying and Building Your Instructional Competencies
61(2)
Characteristics of the Competent Classroom Teacher: An Annotated List
61(2)
Teacher Behaviors Necessary to Facilitate Student Learning
63(6)
Three Basic Rules for Becoming a Competent Teacher
63(1)
Facilitating Behaviors and Instructional Strategies: A Clarification
64(1)
Structuring the Learning Environment
64(1)
Accepting and Sharing Instructional Accountability
64(1)
Demonstrating ``Withitness'' and Overlapping
65(1)
Providing a Variety of Motivating and Challenging Activities
66(1)
Modeling Appropriate Behaviors
66(1)
Facilitating Student Acquisition of Data
66(1)
Creating a Psychologically Safe Environment
66(2)
Clarifying Whenever Necessary
68(1)
Using Periods of Silence
68(1)
Questioning Thoughtfully
68(1)
Tools for Instruction
69(12)
The Internet
69(1)
Professional Journals and Periodicals
70(1)
The ERIC Information Network
71(1)
Copying Printed Materials
71(1)
The Classroom Writing Board
71(2)
The Classroom Bulletin Board
73(1)
The Community as a Resource
73(3)
Media Tools
76(3)
Computers and Computer-Based Instructional Tools
79(1)
Using Copyrighted Video, Computer, and Multimedia Programs
80(1)
Distance Learning
81(1)
Summary
81(1)
Questions for Class Discussion
82(1)
Related Web Sites
83(1)
Suggestions For Further Reading
83(1)
The Classroom Learning Environment
84(52)
Chapter Objectives
85(1)
The Importance of Perceptions
85(1)
Classroom Control---Its Meaning---Past and Present
85(5)
Historical Meaning of Classroom Control
85(1)
Today's Meaning of Classroom Control and the Concept of Classroom Management
86(1)
Classroom Management: Contributions of Some Leading Authorities
86(4)
Developing Your Own Effective Approach to Classroom Management
90(1)
Providing a Supportive Learning Environment
90(4)
Consider the Physical Layout
90(2)
Create a Positive Classroom Ambiance
92(1)
Get to Know Your Students as People
93(1)
Preparation Provides Confidence and Success
94(1)
Effective Organization and Administration of Activities and Materials
95(1)
Natural Interruptions and Disruptions to Routine
95(1)
Classroom Procedures and Guidelines for Acceptable Behavior
95(6)
Starting the School Term Well
95(1)
Procedures Rather Than Rules; Consequences Rather Than Punishment
96(1)
The First Day
97(1)
Procedural Matters: What Students Need to Understand from Day One
98(3)
Exercise 3.1 Observing a Classroom for Frequency of External Interruptions
101(4)
Time-Out Procedure
103(2)
Exercise 3.2 Teachers' Classroom Management Systems
105(2)
Exercise 3.3 Beginning the Development of My Classroom Management System
107(2)
Using Positive Rewards as Motivators
109(1)
Managing Class Sessions
109(2)
Opening Activities
109(2)
Exercise 3.4 Observation and Analysis of How Experienced Teachers Open Class Meetings
111(2)
Smooth Implementation of the Lesson
113(1)
Transitions Within Lessons
113(1)
Inappropriate Student Behavior
113(2)
Transient Nondisruptive Behaviors
114(1)
Disruptions to Learning
114(1)
Defiance, Cheating, Lying, and Stealing
114(1)
Bullying, Fighting, Sexual Misconduct, and Violence
115(1)
Teacher Responses to Student Misbehavior
115(1)
Direct Versus Indirect Assertive Intervention Strategies: A Clarification
115(1)
Order of Behavior Intervention Strategies
115(1)
Teacher-Caused Student Misbehavior
116(9)
Scenarios for Case Study Review
116(1)
Preventing a Ship from Sinking Is Much Easier Than Saving a Sinking One: Mistakes to Avoid
117(8)
Exercise 3.5 Avoiding Sending Opposing Messages
125(2)
Exercise 3.6 Identifying Teacher Behaviors That Cause Student Misbehavior---A Self-Check Exercise
127(4)
Situational Case Studies for Additional Review
131(3)
Summary
134(1)
Questions for Class Discussion
134(1)
Related Web Sites
135(1)
Suggestions for Further Reading
135(1)
The Curriculum: Selecting and Setting Learning Expectations
136(54)
Chapter Objectives
137(1)
Program Organization: Providing Successful Transitions
137(2)
Curriculum and Instruction: Clarification of Terms
137(1)
Core Curriculum
138(1)
Curriculum Content: Essential Versus Supplemental
138(1)
Exploratory Opportunities
138(1)
Co-Curricular Versus Extracurricular
138(1)
Advisory/Home Base Program
139(1)
Planning for Instruction: Three Levels
139(2)
Teacher---Student Collaborative Team Planning
139(1)
Reasons for Planning
140(1)
Components of an Instructional Plan
140(1)
Curriculum Content Selection: Documents That Provide Guidance
141(1)
Curriculum Standards
141(4)
National Curriculum Standards by Content Area
142(1)
State Curriculum Standards
142(1)
Curriculum Standards and High-Stakes Testing
143(2)
Exercise 4.1 Examining National Curriculum Standards
145(2)
Exercise 4.2 Examining State Curriculum Standards
147(2)
Exercise 4.3 Examining State Curriculum Frameworks
149(2)
Exercise 4.4 Examining Local Curriculum Documents
151(2)
Student Textbooks
153(2)
Benefit of Textbooks to Student Learning
153(1)
Problems with Reliance on a Single Textbook
153(2)
Exercise 4.5 Examining Student Textbooks and Teacher's Editions
155(2)
Guidelines for Textbook Use
157(1)
Multitext and Multireadings Approach
157(1)
Beginning to Think About the Sequencing of Content
157(4)
Exercise 4.6 Preparing a Content Outline
161(2)
Preparing for and Dealing with Controversy
163(2)
Exercise 4.7A Dealing with Controversial Content and Issues
165(1)
Exercise 4.7B Censorship: Books That Are Sometimes Challenged
166(1)
Aims, Goals, and Objectives: The Anticipated Learning Outcomes
167(2)
Instructional Objectives and Their Relationship to Aligned Curriculum and Authentic Assessment
167(1)
Learning Targets and Goal Indicators
167(1)
Overt and Covert Performance Outcomes
168(1)
Balance of Behaviorism and Constructivism
168(1)
Teaching Toward Multiple Objectives, Understandings, and Appreciations: The Reality of Classroom Instruction
168(1)
Preparing Instructional Objectives
169(2)
Components of a Complete Objective: The ABCDs
169(1)
Classifying Instructional Objectives
170(1)
The Domains of Learning and the Developmental Needs of Students
170(1)
Cognitive Domain Hierarchy
170(1)
Exercise 4.8 Recognizing Verbs That Are Acceptable for Overt Objectives---A Self-Check Exercise
171(1)
Exercise 4.9 Recognizing the Parts of Criterion-Referenced Instructional Objectives---A Self-Check Exercise
171(1)
Exercise 4.10 Recognizing Objectives That Are Measurable---A Self-Check Exercise
172(4)
Affective Domain Hierarchy
174(1)
Psychomotor Domain Hierarchy
175(1)
Exercise 4.11 Assessing Recognition of Objectives According to Domain---A Self-Check Exercise
176(1)
Exercise 4.12 Preparing Instructional Objectives for My Teaching
177(2)
Using the Taxonomies
179(2)
Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals
179(1)
Character Education and the Domains of Learning
180(1)
Learning That Is Not Immediately Observable
181(1)
Integrated Curriculum
181(2)
Integrated Curriculum in a Standards-Based Environment
183(1)
Planning for Instruction: A Seven-Step Process
183(1)
The Syllabus
184(2)
Use and Development of a Syllabus
184(2)
Content of a Syllabus
186(1)
Summary
186(1)
Questions for Class Discussion
187(1)
Related Web Sites
188(1)
Suggestions for Further Reading
188(2)
Planning the Instruction
190(44)
Chapter Objectives
190(1)
The Instructional Unit
191(1)
Planning and Developing Any Unit of Instruction
191(1)
Unit Format, Inclusive Elements, and Time Duration
192(1)
Theoretical Considerations for the Selection of Instructional Strategies
192(3)
Decision Making and Strategy Selection
192(1)
Direct and Indirect Instruction: A Clarification of Terms
192(1)
Principles of Classroom Instruction and Learning: A Synopsis
193(1)
Direct Versus Indirect Instructional Modes: Strengths and Weaknesses of Each
194(1)
Selecting Learning Activities That Are Developmentally Appropriate
195(1)
Styles of Learning and Implications for Teaching
196(3)
Learning Modalities
196(1)
Learning Styles
197(1)
The Three-Phase Learning Cycle
198(1)
Learning Capacities: The Theory of Multiple Intelligences
198(1)
The Learning Experiences Ladder
199(2)
Direct, Simulated, and Vicarious Experiences Help Connect Student Learning
201(1)
Planning and Developing an Interdisciplinary Thematic Unit
201(5)
Specific Guidelines for Developing an Interdisciplinary Thematic Unit
201(2)
Developing the Learning Activities: The Heart and Spirit of the ITU
203(3)
Preparing Lesson Plans: Rationale and Assumptions
206(3)
Rationale for Preparing Written Plans
206(1)
Assumptions About Lesson Planning
207(1)
A Continual Process
207(1)
Well Planned but Open to Last-Minute Change
207(1)
The Problem of Time
208(1)
The Pressure of Standards-Based and High-Stakes Testing and the Felt Need to ``Cover'' the Prescribed Curriculum
209(1)
Caution About ``The Weekly Planning Book''
209(1)
Constructing a Lesson Plan: Format, Elements, and Samples
209(8)
For Guidance, Reflection, and Reference
213(1)
Basic Elements in a Lesson Plan
213(4)
Descriptive Data
217(1)
Goals and Objectives
217(1)
Setting the Learning Objectives
217(10)
A Common Error and How to Avoid It
217(1)
No Need to Include All Domains and Hierarchies in Every Lesson
218(1)
Rationale
218(1)
Procedure
218(6)
Assignments
224(1)
Special Considerations, Notes, and Reminders
225(1)
Materials and Equipment to Be Used
225(1)
Assessment, Reflection, and Revision
226(1)
Exercise 5.1 Analysis of a Lesson That Failed
227(2)
Exercise 5.2A Preparing a Lesson Plan
229(1)
Exercise 5.2B Peer and Self-Assessment of My Lesson Plan
229(2)
Exercise 5.3 Preparing an Instructional Unit: Bringing It All Together
231(1)
Summary
232(1)
Questions for Class Discussion
232(1)
Related Web Sites
232(1)
Suggestions for Further Reading
233(1)
The Use of Questioning
234(29)
Chapter Objectives
234(1)
Purposes for Using Questioning
234(2)
Questions to Avoid Asking
236(1)
Types of Cognitive Questions: A Glossary
236(1)
Analytic Question
236(1)
Clarifying Question
236(1)
Convergent-Thinking Question
236(1)
Cueing Question
236(1)
Divergent-Thinking Question
237(1)
Evaluative Question
237(1)
Focus Question
237(1)
Probing Question
237(1)
Socratic Questioning
237(1)
Levels of Cognitive Questions and Student Thinking
238(2)
Exercise 6.1 Identifying the Cognitive Levels of Questions---A Self-Check Exercise
240(1)
Guidelines for Using Questioning
241(2)
Preparing Questions
241(1)
Implementing Questioning
241(2)
Exercise 6.2 Think Time and the Art of Questioning---An In-Class Exercise
243(3)
Questions from Students: The Question-Driven Classroom and Curriculum
246(3)
Questioning: The Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful Learning
246(3)
Exercise 6.3 Examining Course Materials for Level of Questioning and Expected Thinking
249(2)
Exercise 6.4 Observing the Cognitive Levels of Classroom Verbal Interaction
251(2)
Exercise 6.5 Practice in Raising Questions to Higher Levels
253(2)
Exercise 6.6 Practice in Creating Cognitive Questions
255(2)
Exercise 6.7 A Cooperative Learning and Micro Peer Teaching Exercise in the Use of Questioning---Micro Peer Teaching 1
257(2)
Exercise 6.8 Identifying Teacher Behaviors in Classroom Interaction---A Self-Check Exercise
259(2)
Summary
261(1)
Questions for Class Discussion
261(1)
Related Web Sites
261(1)
Suggestions for Further Reading
261(2)
Grouping Students for Quality Learning
263(45)
Chapter Objectives
263(1)
Mastery Learning and Personalized Instruction
264(1)
Today's Emphasis: Quality Learning for Every Student
264(1)
Assumptions About Mastery, or Quality, Learning
264(1)
Elements of Any Mastery Learning Model: The Cycle of Teaching
264(1)
Strategies for Personalizing the Instruction Now!
265(1)
Working with and Individualizing the Learning Experiences for Specific Learners
265(8)
Recognizing and Working with Students with Special Needs
265(2)
Recognizing and Working with Students of Diversity and Differences
267(2)
Recognizing and Working with Students Who Are Gifted
269(1)
Curriculum Tracking
269(1)
Meaningful Curriculum Options: Multiple Pathways to Success
270(1)
Recognizing and Working with Students Who Take More Time but Are Willing to Try
271(1)
Recognizing and Working with Recalcitrant Learners
272(1)
Recognizing and Working with Abused Children
272(1)
Learning Alone
273(1)
Learning in Pairs
273(2)
The Learning Center
273(2)
Learning in Small Groups
275(1)
Purposes for Using Small Groups
275(1)
Cooperative Learning
275(3)
The Cooperative Learning Group
275(1)
The Theory and Use of Cooperative Learning
275(1)
Roles Within the Cooperative Learning Group
276(1)
What Students and the Teacher Do When Using Cooperative Learning Groups
276(1)
When to Use Cooperative Learning Groups
276(1)
Cooperative Group Learning, Assessment, and Grading
276(1)
Why Some Teachers Experience Difficulty Using CLGs
276(2)
Learning in Large Groups
278(3)
Student Presentations
278(1)
Whole-Class Discussion
278(3)
Exercise 7.1A Whole-Class Discussion as a Teaching Strategy: What Do I Already Know?
281(4)
Exercise 7.1B Whole-Class Discussion as a Teaching Strategy: Building on What I Already Know
285(2)
Equality in the Classroom
287(2)
Ensuring Equity
287(2)
Exercise 7.2 Teacher Interaction with Students According to Student Gender
289(2)
Learning from Assignments and Homework
291(2)
Purposes for Assignments
291(1)
Guidelines for Using Assignments
291(1)
Opportunities for Recovery
292(1)
How to Avoid Having So Many Papers to Grade That Time for Effective Planning Is Restricted
293(1)
Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports
293(3)
Values and Purposes of Project-Centered Learning
294(1)
Guidelines for Guiding Students in Project-Centered Learning
294(1)
Writing as a Required Component of Project-Centered Learning
295(1)
Assessing the Final Product
296(1)
Writing across the Curriculum
296(2)
Kinds of Writing
296(2)
Student Journals
298(1)
A Collection of 125 Annotated Motivational Teaching Strategies with Ideas for Lessons, Interdisciplinary Teaching, Transcultural Studies, and Student Projects
298(7)
The Visual and Performing Arts
298(1)
Family and Consumer Economics, Foods, and Textiles
299(1)
English, Languages, and the Language Arts
300(1)
Mathematics
301(1)
Physical Education
302(1)
Science
302(1)
Social Studies/History
303(2)
Vocational---Career Education
305(1)
Summary
305(1)
Questions for Class Discussion
305(1)
Related Web Sites
305(1)
Suggestions for Further Reading
306(2)
The Thinking Curriculum: Using Teacher Talk, Demonstrations, Thinking, Inquiry, and Games
308(29)
Chapter Objectives
308(1)
Teacher Talk: Formal and Informal
309(6)
Cautions in Using Teacher Talk
309(1)
Teacher Talk: General Guidelines
309(1)
Teacher Talk: Specific Guidelines
310(5)
Demonstration
315(1)
Reasons for Using Demonstrations
315(1)
Guidelines for Using Demonstrations
315(1)
Teaching Thinking for Intelligent Behavior
315(3)
Characteristics of Intelligent Behavior
316(2)
Direct Teaching for Thinking and Intelligent Behavior
318(1)
Inquiry Teaching and Discovery Learning
318(4)
Problem Solving
318(1)
Inquiry Versus Discovery
318(1)
True Inquiry
319(1)
The Critical Thinking Skills of Discovery and Inquiry
320(2)
Integrating Strategies for Integrated Learning
322(5)
Exercise 8.1 A Study of Inquiry and Strategy Integration
327(2)
Educational Games
329(4)
Classification of Educational Games
329(1)
Functions of Educational Games
329(4)
Exercise 8.2 Developing a Lesson Using Inquiry Level II, Thinking Skill Development, a Demonstration, or an Interactive Lecture---Micro Peer Teaching II
333(2)
Summary
335(1)
Questions for Class Discussion
335(1)
Related Web Sites
335(1)
Suggestions for Further Reading
335(2)
Assessing and Reporting Student Achievement
337(36)
Chapter Objectives
339(1)
Purposes and Principles of Assessment
339(1)
Terms Used in Assessment
340(2)
Assessment and Evaluation
340(1)
Measurement and Assessment
340(1)
Validity and Reliability
341(1)
Authentic Assessment: Advantages and Disadvantages
341(1)
Diagnostic, Formative, and Summative Assessment
342(1)
Assessing Student Learning: Three Avenues
342(2)
Assessing What a Student Says and Does
342(1)
Assessing What a Student Writes
343(1)
Assessment for Affective and Psychomotor Domain Learning
344(1)
Student Involvement in Assessment
344(2)
Using Student Portfolios
345(1)
Using Checklists
346(1)
Maintaining Records of Student Achievement
346(2)
Recording Teacher Observations and Judgments
346(2)
Grading and Marking Student Achievement
348(3)
Criterion-Referenced Versus Norm-Referenced Grading
349(1)
Determining Grades
349(2)
Testing for Achievement
351(3)
Standardized (Formal) Versus Nonstandardized (Informal) Tests
351(1)
Purposes for Informal Testing
351(1)
Frequency for Informal Testing
352(1)
Helping Learners Deal with Their Test Anxiety
352(1)
Test Construction
352(1)
Administering Tests
353(1)
Controlling Cheating
353(1)
Determining the Time Needed to Take a Test
354(1)
Preparing Assessment Items
354(3)
Classification of Assessment Items
355(1)
Performance Testing
355(1)
General Guidelines for Preparing for Informal Assessment of Student Learning
355(1)
Attaining Content Validity
356(1)
Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types
357(10)
Arrangement
357(1)
Completion Drawing
357(1)
Completion Statement
358(1)
Correction
358(1)
Essay
358(1)
Grouping
359(1)
Identification
359(1)
Matching
360(1)
Multiple-Choice
361(2)
Performance
363(1)
Short Explanation
363(1)
True-False
363(4)
Exercise 9.1 Preparing Assessment Items
367(2)
Reporting Student Achievement
369(1)
The Grade Report
369(1)
Teacher Parental/Guardian Connections
369(2)
Contacting Parents/Guardians
369(1)
Meeting Parents/Guardians
369(1)
Parent/Guardian Conference
370(1)
Dealing with an Angry Parent or Guardian
371(1)
Summary
371(1)
Questions for Class Discussion
371(1)
Related Web Sites
372(1)
Suggestions for Further Reading
372(1)
Continued Reflection and Professional Development
373(22)
Chapter Objectives
374(1)
Professional Development Through Student Teaching or Internship
374(4)
Whether Student Teaching or Intern Teaching, It Is the Real Thing
374(1)
Getting Ready for the Beginning Teaching Experience
374(1)
First Impressions
374(1)
Continuing to Get Ready
375(1)
Student Teaching from the Cooperating Teacher's Point of View
375(1)
Comments from the University Supervisor
376(1)
What to Do Before an Observation
376(1)
What to Do During an Observation
376(1)
What to Do During an Observation Conference
377(1)
What to Do After the Supervisor Leaves
378(1)
Finding a Teaching Position
378(4)
Guidelines for Locating a Teaching Position
378(1)
The Professional Career Portfolio (or How to Get Hired by Really Trying)
379(1)
Resources for Locating Teaching Vacancies
379(1)
The Professional Resume
379(1)
The In-Person Interview
380(2)
Professional Development Through Reflection and Self-Assessment
382(1)
Professional Development Through Mentoring
382(1)
Professional Development Through Inservice and Graduate Study
382(1)
Professional Development Through Participation in Professional Organizations
382(1)
Professional Development Through Communications with Teachers
383(1)
Professional Development Through Off-Teaching Work Experience
383(1)
Professional Development Through Micro Peer Teaching
384(1)
Exercise 10.1 Pulling It All Together: Micro Peer Teaching III
385(8)
Summary
393(1)
Questions for Class Discussion
393(1)
Related Web Sites
393(1)
Suggestions for Further Reading
393(2)
Glossary 395(6)
References 401
Subject Index 1(4)
Name Index 5


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