Classroom Teaching Skills

by Cooper, James M.; Goldman, Susan R.; Lawless, Kimberly; Leighton, Mary; Morine-Dershimer, Greta

• ISBN13: 9780618496006
• ISBN10: 0618496009
• Edition: 8th
• Format: Paperback
• Copyright: 2005-03-22
• Publisher: Wadsworth Publishing

Summary

Designed for beginning teachers, this text introduces the teacher as "reflective decision maker," responsible for planning, implementing, evaluating, and making management decisions in the classroom. Each chapters considers a particular teaching skill--first discussing the theory behind it, and then presenting the reader with practice situations in which knowledge about the skill can be applied and evaluated. The Eighth Edition continues to address the importance of core INTASC standards, and highlights developing issues including the "Digital Divide," the use of personal digital assistants (PDAs) in and outside of the classroom, cooperative learning, and dealing with behavioral issues. Core INTASC standards are addressed in regard to each chapter's objectives. A correlation table between chapter and standard is located on the inside front cover of the text to facilitate documentation of where and how INTASC standards are addressed. New! Marginal notations appear throughout the text to call-out key concepts and assist students with comprehension and review. New! Two-color design helps to organize the information more clearly for students. Chapter 10 focuses on assessment and includes extended discussion of rubics with additional examples, as well as a new section on electronic portfolios. Chapter 9 has been revised to include a focus on cooperative learning and other strategies brought back from the Sixth Edition of Classroom Teaching Skills. Chapter 8 focuses on issues of behavior management in the classroom, including parental involvement and the role of record-keeping in resolving behavioral issues. Chapter 7: Teaching and Learning with Technology, has been completely updated. Among the topics covered are the "Digital Divide"--using personal digital assistants in and outside of the classroom, micro media and simulation technology, and new productivity tools for teachers. The opening chapters have an increased emphasis on decision making, teaching models, and determining one's own teaching goals.

Table of Contents

Preface	xi
Using This Book	xv
About the Authors	xix
The Teacher As a Reflective Decision Maker	1	(19)
James M. Cooper
Notes	18	(1)
Additional Resources	19	(1)
Instructional Planning	20	(35)
Greta Morine-Dershimer
Objective 1 Given two concept maps depicting a prospective teacher's ``before and after'' perspectives of teacher planning, to compare these concept maps and determine what the teacher learned about instructional planning	21	(5)
Objective 2 Given information from studies of the instructional planning of experienced teachers, to identify key characteristics of productive planning	26	(15)
Objective 3 Given a description of teacher planning analogous to a dramatic production, to generate additional analogies that highlight important aspects of teacher planning	41	(14)
Notes	53	(1)
Additional Resources	54	(1)
Instructional Objectives	55	(24)
Terry D. Tenbrink
Objective 1 To recognize well-defined instructional objectives	57	(8)
Objective 2 To write well-defined instructional objectives	65	(5)
Objective 3 To use instructional objectives in instructional planning	70	(3)
Objective 4 To use objectives in implementing instruction	73	(6)
Notes	76	(1)
Additional Resources	77	(2)
Involving Students in Learning	79	(25)
Robert Shostak
Objective 1 To define a planned beginning (set), explain its purposes, and give examples of when it is used to involve students in learning	80	(3)
Objective 2 To create original planned beginnings (sets) for involving students in learning	83	(4)
Objective 3 To define planned discussion, explain its purposes, and give examples of when it is used to involve students in learning	87	(2)
Objective 4 To identify student behaviors that reflect students' ability to engage in effective classroom discussion	89	(3)
Objective 5 To create original planned discussions for use in a given learning situation	92	(2)
Objective 6 To define a planned ending (closure), explain its purposes, and give examples of how it is used to involve students in learning	94	(4)
Objective 7 To create original planned endings (closure) for use in a given learning situation	98	(6)
Notes	102	(1)
Additional Resources	103	(1)
Questioning Skills	104	(47)
Myra Sadker
David Sadker
Objective 1 To explain the seven characteristics of effective classroom questions	106	(9)
Objective 2 To classify questions according to Bloom's Taxonomy of Educational Objectives: Cognitive Domain	115	(12)
Objective 3 To construct classroom questions on all six levels of Bloom's Taxonomy of Educational Objectives: Cognitive Domain	127	(3)
Objective 4 To write examples of questioning strategies that enhance the quality of student participation	130	(10)
Objective 5 To describe how the growing diversity and multicultural nature of America's students impact questioning strategies	140	(11)
Notes	147	(2)
Additional Resources	149	(2)
Differentiating Instruction for Academic Diversity	151	(34)
Carol Ann Tomlinson
Objective 1 To develop an informed, personal definition of differentiated instruction	152	(2)
Objective 2 To construct an informed, personal rationale for teaching to address learner needs	154	(3)
Objective 3 To depict ways in which learner, learning environment, and curriculum are integral to differentiated or academically responsive instruction	157	(4)
Objective 4 To apply specific ways to differentiate content, activities, and products in response to student readiness, interest, and learning profile	161	(11)
Objective 5 To analyze and understand general principles of effective differentiation	172	(3)
Objective 6 To propose personal first steps in becoming a responsive teacher	175	(10)
Notes	182	(1)
Additional Resources	183	(2)
Technology for Teaching and Learning with Understanding	185	(50)
Susan R. Goldman
Kimberly Lawless
James W. Pellegrino
Robert Plants
Objective 1 To examine assumptions about learning and technology	187	(2)
Objective 2 To examine the principles of learning with understanding and how technology can support them	189	(8)
Objective 3 To understand principled uses of technology to support learning with understanding	197	(22)
Objective 4 To understand how to make hardware and software work for you and your students	219	(16)
Notes	229	(3)
Additional Resources	232	(3)
Classroom Management	235	(51)
Wilford A. Weber
Objective 1 To describe the four stages of the analytic-pluralistic classroom management process	237	(2)
Objective 2 To describe the nature and dynamics of the authoritarian, intimidation, permissive, cookbook, instructional, behavior-modification, socioemotional-climate, and group-process approaches to classroom management	239	(36)
Objective 3 To analyze a given classroom situation and to describe and justify the managerial strategy or strategies most likely to be effective in facilitating and maintaining those student behaviors deemed desirable	275	(11)
Notes	283	(1)
Additional Resources	283	(3)
Cooperative Learning	286	(44)
Mary S. Leighton
Objective 1 To review the functions of teachers, students, and content in effective lessons	289	(2)
Objective 2 To describe the attributes of cooperative learning that contribute to student achievement in social and academic arenas and to discriminate academically productive cooperative learning strategies from less structured group activities that may not improve achievement	291	(6)
Objective 3 To integrate simple cooperative learning structures into more complex or extended lessons	297	(6)
Objective 4 To implement complex cooperative learning strategies, including Student Teams Achievement Divisions (STAD), Jigsaw, and Academic Controversy	303	(11)
Objective 5 To describe some of the process skills students use in cooperative learning and explore some ways of teaching those skills	314	(4)
Objective 6 To examine how the physical, organizational, and instructional environments support effective use of cooperative learning strategies	318	(4)
Objective 7 To explore some of the schoolwide dimensions of classroom use of cooperative learning	322	(8)
Notes	327	(1)
Additional Resources	328	(2)
Assessment	330	(45)
Terry D. Tenbrink
Objective 1 To define evaluation and to describe each of the four stages in the assessment process	331	(3)
Objective 2 To select appropriate information-gathering strategies when seeking to make classroom assessments	334	(5)
Objective 3 To write effective test items for assessing achievement	339	(8)
Objective 4 To develop rubrics (including checklists and rating scales) for evaluating student products and performances	347	(6)
Objective 5 To use portfolios to assess ongoing performance and progress	353	(3)
Objective 6 To describe how to use information to evaluate; that is, to grade, to judge student progress, and to judge changes in student attitudes	356	(10)
Objective 7 To describe how to use assessment data to help students learn more effectively	366	(2)
Objective 8 To select and use standardized instruments	368	(4)
Objective 9 To describe the role of technology in classroom assessment	372	(3)
Notes	373	(1)
Additional Resources	373	(2)
Answer Keys	375	(25)
INTASC Model Standards for Beginning Teacher Licensing and Development	400	(6)
Glossary	406	(5)
Index	411