Decision Making in Planning and Teaching

by Thompson, Stephen J.; Kushner Benson, Susan N.; Pachnowski, Lynne M.; Salzman, James A.

• ISBN13: 9780801331350
• ISBN10: 0801331358
• Edition: 1st
• Format: Paperback
• Copyright: 2000-10-16
• Publisher: Pearson

Summary

Based on Bransford and Stein's IDEAL model for problem-solving and decision-making, this comprehensive text explicitly illustrates the thought processes of successful teachers as they plan, implement, and evaluate instruction. Decision-Making in Planning and Teaching invites dialogue, application, and critical examination of thought processes by section and in chapters through real-world scenarios, current research studies, and practice-teaching sessions.

Table of Contents

Preface	xix
Section I Identifying the Challenge	1	(80)
Studying Students	4	(38)
Conversation	4	(1)
Developing Competence	5	(1)
Introduction	6	(1)
Cognitive Psychology and the Construction of Knowledge	7	(2)
Cognitive Development	9	(6)
Cognition--Organization and Adaptation	10	(2)
Sensorimotor Stage	12	(1)
Preoperational Stage	13	(1)
Concrete Operations Stage	13	(1)
Formal Operations Stage	14	(1)
Social Construction of Knowledge	15	(2)
Prior Knowledge and Skills	17	(3)
Prior Knowledge	17	(2)
Pre-existing Learning Skills	19	(1)
Students and Motivation	20	(3)
What is Motivation?	20	(1)
Factors Affecting Motivation	21	(1)
Implications for Teaching	22	(1)
Multiple Intelligences	23	(5)
Community and Culture	28	(7)
Socioeconomic Status (SES)	29	(1)
Ethnicity	30	(1)
Language	31	(1)
Exceptionalities	32	(3)
School and Home Connections	35	(7)
Summary	38	(1)
Reflections	39	(1)
Teacher as Researcher	40	(2)
Analyzing Curriculum	42	(39)
Conversation	42	(1)
Developing Competence	43	(1)
Introduction	43	(1)
The Big Questions	44	(2)
Philosophies of Education-Attempts at Answering the ``Big Questions''	46	(13)
Perennialism--Classical Traditions, Great Books, and the Paideia Proposal	47	(5)
Essentialism--The ``Back to Basics'' Movement	52	(2)
Progressivism--Teaching Children, Not Subjects	54	(5)
Curriculum Planning--A Practical Guide	59	(1)
``Lenses'' On Curriculum	60	(10)
A Lens on Students	61	(1)
A Lens on Society	61	(1)
Society's Goals-Goals 2000	62	(1)
Functionalism-Opportunities for All	62	(3)
Critical Theory-Education for the Disenfranchised	65	(2)
A Lens on Content	67	(1)
Learned Societies	67	(1)
State and Local Curricula	68	(1)
A Lens on Teaching and Learning	68	(2)
Developing Curriculum	70	(11)
Diagnose Needs-A Lens on Students	71	(1)
Diagnose Needs-A Lens on Society	72	(1)
Diagnose Needs-A Lens on Content	72	(1)
Diagnose Needs-A Lens on Teaching and Learning	73	(1)
Identify Objectives	73	(1)
Select Content	73	(1)
Organize Content	74	(1)
Select Learning Experiences	75	(1)
Organize Learning Experiences	76	(1)
Determine What and How to Evaluate	76	(1)
Summary	77	(1)
Reflections	78	(1)
Teacher as Researcher	78	(3)
Section II Defining the Challenge	81	(74)
Constructing Units	83	(30)
Conversation	83	(1)
Developing Competence	83	(1)
Introduction	84	(1)
Courses, Units, and Lessons	84	(3)
Instructional Goals and Learner Objectives	87	(2)
Learner Objectives and the Domains of Knowledge	89	(2)
Learner Objectives and Gagne's five Categories of Learning Outcomes	91	(2)
Learner Objectives from the Cognitive Domain	93	(6)
Benjamin Blooms' Taxonomy of Educational Objectives	93	(2)
Jerome Bruner's Structure of Subject Matter	95	(2)
Robert Gange's Verbal Information and Intellectual Skills	97	(2)
Bloom, Bruner, and Gagne Compared	99	(1)
Learner Objectives from the Affective and Psychomotor Domain	99	(3)
Developing Instructional Units	102	(2)
Focus and Sequence of Instruction	102	(1)
Depth and Breadth of Coverage	103	(1)
Using a Planning Calendar to Identify Instructional Units	104	(1)
Using a Planning Matrix to Identify Lesson Objectives	105	(4)
Some Additional Notes of Creating and Using Planning Matrices	107	(2)
Writing Behavioral Objectives	109	(2)
Lesson Objectives and Behavioral Objectives Compared	111	(2)
Summary	111	(1)
Reflections	111	(1)
Teacher as Researcher	112	(1)
Constructing Lessons	113	(42)
Conversation	113	(1)
Developing Competence	114	(1)
Introduction	114	(1)
Why Plan?	115	(2)
Novice and Experienced Planners	116	(1)
Lesson Plan Framework	117	(6)
Lesson Objectives	118	(1)
Student Grouping	118	(1)
Instructional Methods and Strategies	118	(1)
Activities	119	(1)
Instructional Resources	120	(1)
Assessment/Evaluation	121	(2)
Three Whole Lesson Models and Plans	123	(25)
Direct Instruction Lesson Plan	123	(2)
Set Induction Phase	125	(1)
Interaction Phase	126	(1)
Closure Phase	126	(1)
Example Plans	127	(1)
Elementary Grades Model	127	(2)
Secondary Grades Model	129	(2)
Guided Literacy Lesson Plan	131	(1)
Set Induction Phase	132	(1)
Interaction Phase	133	(1)
Closure Phase	134	(1)
Example Plans	134	(1)
Elementary Grades Model	134	(1)
Secondary Grades Model	135	(2)
Cooperative Learning Lesson Plan	137	(3)
Set Induction Phase	140	(2)
Interaction Phase	142	(1)
Closure Phase	142	(1)
Example Plans	143	(1)
Elementary Grades Model	143	(2)
Secondary Grades Model	145	(3)
Planning in Inclusionary Classrooms	148	(7)
Summary	151	(1)
Reflections	152	(1)
Teacher as Researcher	152	(3)
Section III Exploring Alternatives	155	(178)
Mastering the Tools of the Profession	157	(31)
Conversation	157	(1)
Developing Competence	158	(1)
Introduction	159	(1)
Questioning	159	(16)
Lower- and Higher-Level Questions	159	(2)
Convergent and Divergent Questions	161	(2)
Planning Questions	163	(1)
When to Use Lower- and Higher-Level Questions	164	(1)
Pinnacle Questions	165	(1)
Avoiding ``Bad'' Questions	166	(3)
Wait Time	169	(1)
Responding to Students	170	(1)
Volleying	170	(5)
Clarity of Directions	175	(1)
Nonverbal Tools	176	(3)
Body Language	177	(1)
Physical Environment of the Classroom	178	(1)
Student Grouping	179	(9)
Alternative Criteria for Grouping Students	180	(3)
Methods of Grouping Students	183	(1)
Other Grouping Considerations	183	(2)
Summary	185	(1)
Reflections	185	(1)
Teacher as Researcher	186	(2)
Integrating Instructional Resources and Technology	188	(35)
Conversation	188	(1)
Developing Competence	189	(1)
Introduction	189	(1)
Timeless Wisdom	190	(2)
Modalities	190	(2)
Dale's Cone	192	(2)
Choosing the Right Resources	194	(10)
Presentation (Large-Group)	194	(1)
Presentation Software	194	(1)
Dry-erase Boards	195	(1)
Document Cameras	195	(1)
Smartboards	196	(1)
Standards for Effectively Using Visuals	197	(1)
Social Learning (Small-Group)	198	(1)
Word Processing Equipment	198	(1)
Semantic Mapping Software	199	(1)
Simulation Software	199	(1)
The Internet	199	(1)
Other Technological Options	200	(1)
Technology and Inquiry Learning	200	(1)
Technology and Independent Learning	201	(1)
Evaluating Textbooks	202	(1)
Other Resources	203	(1)
The Use of Instructional Software	204	(5)
Categories of Instructional Software	205	(1)
Tutorials	205	(1)
Drill and Practice	205	(1)
Database	205	(1)
Simulations	206	(1)
Games / Problem-Solving	206	(1)
Evaluating Instructional Software	206	(3)
Television and Other Teaching Tools	209	(1)
Community-Based Learning Experiences	210	(3)
Connecting to the Global Community	211	(1)
Field Trips	212	(1)
Curriculum-Based Resources	213	(1)
Creating Resources	214	(1)
Planning to Use Resources	215	(1)
Teacher Productivity Resources	215	(2)
Copyright Laws	217	(1)
Always Stay Current	218	(5)
Summary	220	(1)
Reflections	220	(1)
Teacher as Researcher	221	(2)
Collecting Teaching Strategies	223	(40)
Conversation	223	(1)
Developing Competence	224	(1)
Introduction	225	(3)
Activating and Organizing Students' Prior Knowledge	228	(5)
Brainstorming	228	(1)
PreReading Plan (PReP)	229	(1)
Anticipation Guide	230	(2)
Semantic Map	232	(1)
Developing Students' Concept Awareness and Vocabulary	233	(9)
Concept of Definition Mapping	236	(1)
Concept Attainment	237	(2)
Concept Circles	239	(1)
Structured Overview	240	(2)
Developing Students' Learning Processes and Strategies	242	(6)
Reciprocal Teaching	243	(3)
Think-Aloud	246	(2)
Making Students' Learning Purposeful	248	(4)
Questioning the Author (QtA)	249	(1)
Possible Sentences	249	(3)
Extending Students' Learning	252	(4)
Discussion Web	252	(2)
About-Point	254	(2)
Enhancing Students' Skills in Working Cooperatively	256	(7)
Student Teams-Achievement Divisions (STAD)	258	(1)
Teams-Games-Tournaments (TGT)	258	(1)
Jigsaw II	258	(1)
Dyads	259	(1)
Think-Pair-Share	260	(1)
Summary	261	(1)
Reflections	261	(1)
Teacher as Researcher	262	(1)
Selecting Learning Strategies	263	(40)
Conversation	263	(1)
Developing Competence	264	(1)
Introduction	265	(1)
Helping Students Become Scholars	266	(6)
Scholars and Students	266	(2)
Guidelines for Teaching Learning Strategies	268	(1)
Integrate Strategy Instruction into Lessons	268	(1)
Encourage Students to Modify Strategies	269	(1)
Debrief Students on Their Strategy Use	270	(1)
Provide Ongoing Support	270	(1)
Plan and Teach Sound Lessons	270	(1)
Parents Supporting Scholars	271	(1)
Teaching Learning Strategies: A Reminder	272	(2)
Improving Students' Memorizing Skills	274	(4)
Spatial Arrangement	274	(2)
Keyword	276	(1)
Acronyms	277	(1)
Developing Students' Note taking Skills	278	(4)
Idea Line	279	(1)
Palmatier's Unified Notetaking System (PUNS)	280	(2)
Developing Students' Ability to Summarize	282	(4)
Four-Sentence Summary	283	(1)
Guided Reading and Summarizing Procedure (GRASP)	284	(2)
Improving Students' Research Skills	286	(5)
I-Search	286	(3)
Team Research	289	(2)
Improving Students' Methods of Studying	291	(6)
Question Answer Relationships (QARS)	293	(2)
Heart	295	(1)
Predict-Organize-Rehearse-Practice-Evaluate (Porpe)	296	(1)
Developing Your Own Learning Strategies	297	(6)
Summary	300	(1)
Reflections	301	(1)
Teacher as Researcher	302	(1)
Planning Assessment Strategies	303	(30)
Conversation	303	(1)
Developing Competence	304	(1)
Introduction	304	(1)
The Language of Assessment	305	(1)
The Teaching-Learning Assessment Process	306	(1)
Teacher-Developed Assessments vs. Textbook Assessments	307	(1)
Types of Assessments	307	(1)
Assessment Formats	308	(1)
Designing Classroom Assessments	309	(4)
Validity and Reliability Defined	309	(1)
The Process of Assessment Development	309	(3)
General Guidelines for Developing Assessments	312	(1)
Using Paper-and-Pencil Tests to Assess Student Learning	313	(10)
Objective Tests	313	(6)
Essay Tests	319	(4)
Using Alternative Assessment Methods to Assess Student Learning	323	(2)
Product Assessments	323	(1)
Performance Assessments	324	(1)
Assessing Lesson Objectives from the Affective Domain	325	(2)
Portfolio Assessment	327	(1)
Standardized Tests	328	(1)
Assessing Children with Special Needs	329	(1)
Assessing Pre-K and Early Elementary Students	329	(4)
Summary	330	(1)
Reflections	331	(1)
Teacher as Researcher	331	(2)
Section IV Acting on the Plan	333	(22)
Introduction	334	(1)
December 9--Identifying the Challenges of Learners and Curricula	335	(1)
December 12--Defining the Challenge of What to Teach and How	336	(1)
December 16--Exploring Alternative Ways of Teaching	337	(2)
January 12--The Pre-Observation Interview	339	(4)
January 13--Acting on the Plan by Teaching the Lesson	343	(8)
After School--Looking at the Results During the Post-Observation Interview	351	(1)
April 26	352	(1)
Authors' Discussion	353	(2)
Section V Looking at the Results	355	(52)
Evaluating Student Achievement	357	(19)
Conversation	357	(1)
Developing Competence	358	(1)
Introduction	358	(1)
Setting Expectations	358	(1)
Looking at Test Quality	359	(5)
Difficulty of Individual Test Items	360	(2)
Multiple-Choice Distractor Analysis	362	(1)
Student Feedback	363	(1)
Overall Analysis of Student Response Patterns	363	(1)
Looking at Student Achievement	364	(3)
Class Achievement	364	(2)
Individual Student Achievement	366	(1)
Looking at Your Teaching	367	(1)
Assigning Grades	367	(3)
Grading Individual Assignments	368	(1)
Cumulative Report Card Grades	369	(1)
Record Keeping	370	(1)
Communicating Assessment Results	371	(1)
Grading Dilemmas	372	(4)
Summary	373	(1)
Reflections	373	(1)
Teacher as Researcher	374	(2)
Evaluating Teaching	376	(31)
Conversation	376	(1)
Developing Competence	377	(1)
Introduction	378	(1)
Reflecting on Your Own Teaching	378	(1)
Evaluating Lessons	379	(6)
Students as a Source of Feedback	380	(1)
Informal, Subjective Observations	380	(1)
More Formal, Objective Observations	381	(2)
Systematic Formative Assessments	383	(1)
Mentors	384	(1)
Evaluating Units	385	(7)
Student Information	386	(2)
School Sources	388	(1)
Other Professional Resources	389	(1)
Learned Societies	389	(1)
The Internet	390	(1)
Educational Resources Information Center (ERIC)	391	(1)
Kraus Curriculum Guides	391	(1)
Evaluating Yourself as a Professional	392	(2)
Praxis III/Pathwise	392	(1)
A Framework for Teaching	392	(2)
Interstate New Teacher Assessment and Support Consortium (INTASC)	394	(3)
Creating a Professional Portfolio	397
The Two Es of Teaching: Ethics and Efficacy	394	(13)
The Ethics of Teaching	399	(3)
Commitment to Students	402	(1)
Commitment to the Profession	403	(1)
Teacher Efficacy	403	(1)
Summary	404	(1)
Reflections	405	(1)
Teacher as Researcher	405	(2)
Appendix	407	(2)
Bibliography	409	(10)
Index	419