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Teaching in the Elementary School : A Reflective Action Approach,9780131190658
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Teaching in the Elementary School : A Reflective Action Approach

by ;
Edition:
4th
ISBN13:

9780131190658

ISBN10:
0131190652
Format:
Paperback
Pub. Date:
1/1/2005
Publisher(s):
Prentice Hall

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Summary

This exciting new edition introduces an updated model of reflective action in teaching and aims to inspire preservice and inservice teachers to view national, state, and local standards as meaningful and important, but not the end-goal of teaching. Through this model, rea5ers will learn how to become more reflective and proactive in the thousands of decisions teachers face each day. Features of the Fourth Edition include: bull; bull;PRAXIS II margin notes show where chapter content aligns with the areas of knowledge and topics found on the Principles of Learning and Teaching Exam. bull;Chapter-ending Reflective Action Experiences for Your Professional Portfolio are simulated activities drawn from the National Board for Professional Teaching Standards requirements and provide opportunities for readers to document the reflective actions they take to meet students' needs. bull;Authentic exhilarating teacher stories, Reflective Action Stories, showcase real teachers who begin with standards, but end up exceeding them by creating highly original and creative curricula that meet the diverse needs of their students.

Table of Contents

Reflective Action in Teaching
Creating a Safe, Healthy, and Happy Classroom
Assessing Students' Diverse Needs
Using Standards to Guide Your Curriculum Planning
Planning Curriculum Units That Give Students a Sense of Purpose
Lesson Planning and Sequencing
Research Supports Active, Authentic Learning
Engaging Students in Classroom Discussions
Teaching Strategies ThatIncrease AuthenticLearning
Integrating Technology into the Curriculum
Assessing and Reporting Student Accomplishments
Reflective Teachers in the School Community
Table of Contents provided by Publisher. All Rights Reserved.

Excerpts

Beginning with the first edition of this book, we have aspired to make it much more than an academic textbook. Our goal has always been to inspire and encourage teachers to become as reflective, creative, and independent as possible throughout their teaching careers. We have tried to achieve this goal by searching out the most creative and adventurous teachers we could find and weaving their real-life stories into the text.At this time in history, we recognize that creativity and independence do not appear to be as highly valued as being able to follow guidelines and meet standards. We struggled with how to balance the reality of today's rather uniform educational expectations with our message that true satisfaction in teaching comes from being a caring and creative artist in the classroom.At first, this edition seemed like it was going to be difficult to write. But, as we began to collect the stories of teachers who are not only coping in a standards-based environment but also excelling at it, we became much more positive. So, we are happy to be able to offer this edition with what we believe is a balanced description of the realities of a standards-based curriculum with the truly exhilarating stories of teachers who see these standards not as a goal but as a baseline.Our new aspiration is to inspire teachers to view federal, state, and local standards as meaningful and important, but not the end goal of teaching. We provide the stories of real teachers who begin with standards and then exceed them by creating highly original and creative curricula that take into account and meet the diverse needs of their students. This edition provides you with the knowledge base you need to become highly professional and creative teachers who meet and exceed standards with confidence. New Features of This EditionTo accomplish our new aspiration, we have revised this edition to emphasize these new features: A new, updated Reflective Action in Teaching Model is introduced in Chapter 1 that takes into account the need to plan with standards in mind. Teachers can learn how to become more reflective and proactive in the thousands of decisions they face every day. New chapter endings calledReflective Action Experiences for Your Professional Portfolioprovide simulated experiences and reflective essays that are drawn from the National Board for Professional Teaching Standards (NBPTS) requirements. After completing these simulated activities, we believe that many teachers will have the confidence and experience they need to attain this important credential. For those who are searching for materials to meet the Praxis II "Principles of Learning and Teaching" exam, you will find that we have highlighted the materials that illustrate Praxis-related topics. Look for thePraxis Notesin all chapters. Many newReflective Action Storiesmodel how teachers create school curricula and programs, select teaching strategies, and plan appropriate assessments for their students that achieve the standards of their school districts. These real-life examples of teachers' reflections can serve as models for beginning teachers to think and act with creativity and originality. They can be found in Chapters 2, 9, 10, and 11.


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