Developing a Teaching Style : Methods for Elementary School Teachers

by Louisell, Robert D.; Descamps, Louisell; Descamps, Jorge

• ISBN13: 9781577661597
• ISBN10: 1577661591
• Edition: 2nd
• Format: Paperback
• Copyright: 2000-09-01
• Publisher: Waveland Pr Inc

Table of Contents

Preface	xi
Acknowledgments	xv
Children, Learning, and Schools	1	(34)
The Child's World	1	(15)
Children's Ideas	2	(1)
Egocentric Thought	3	(4)
Development Stages in Children's Thinking	7	(8)
The Child's World Summed Up	15	(1)
Multiple Intelligences and Authentic Learning	16	(3)
Types of Instruction and Bloom's Taxonomy	19	(5)
What Society Expects of Schools	24	(2)
What Children Learn in Schools	26	(2)
Teachers' Assumptions about Teaching and Learning	28	(7)
Sample Interview Protocols	32	(3)
Instructional Settings	35	(36)
Graded (Traditional, Self-Contained) Settings	36	(2)
Issues Underlying Differences between Traditional and More Individualized Approaches to Instruction	38	(5)
Non-Graded (Team Taught, Individualized) Settings	43	(10)
The Organization of a Team	47	(4)
The Organization of One Team Member's Classroom	51	(2)
Family-Grouped (Informal, Self-Contained) Settings	53	(6)
Multi-Aged (Alternative, Team-Taught) Settings	59	(6)
The Organization of One Team at Alternative Heights	62	(1)
The Organization of Peter's Classroom	63	(2)
A Framework for Interpreting Instructional Settings	65	(1)
Current Trends Affecting Elementary Schools	66	(3)
Standards-Based Education	66	(1)
Experiments To Reduce Class Size	67	(2)
Summary	69	(2)
Direct Teaching	71	(16)
Direct Teaching for Skill and Concept Learning	72	(1)
Lesson Plan Format for Direct Teaching	72	(2)
Roles, Materials and Evaluation in Direct Teaching	74	(1)
Role of the Teacher	75	(1)
Role of the Student	75	(1)
Instructional Materials	75	(1)
Evaluation Procedures	75	(1)
Focus: How to Open a Lesson	75	(2)
Using an Attention Getter	76	(1)
Personalizing and Warming Up the Climate	76	(1)
Relating the Lesson to the World of the Students	76	(1)
Reviewing Past Work	77	(1)
Input: How to Present Skills and Concepts	77	(1)
Modeling: How to Demonstrate a Skill or Concept	77	(1)
Checking for Understanding	78	(2)
Guided Practice: How to Supervise Student Work	80	(1)
Guided Discussion: How to Conduct A Group Discussion	81	(1)
Independent Practice	82	(1)
Closure: How to Close a Lesson	83	(1)
Summary Reviews	83	(1)
Generalizations and Abstractions	83	(1)
Feedback on Group Accomplishments	83	(1)
Previewing the Next Lesson	83	(1)
How to Ask Questions	84	(3)
Parts of a Question	84	(1)
Series of Questions	85	(1)
Student-Initiated Questions	86	(1)
Cooperative Learning	87	(32)
Why: A Rationale for Cooperative Learning	87	(2)
Structure for Success: Three Key Elements	89	(3)
The Teacher's Role: Implementing the Three Key Elements Model	92	(2)
Establishing Positive Interdependence and Individual Accountability	93	(1)
Interpersonal Skills	93	(1)
An Outline of the Teacher's Role in a Cooperative Lesson	94	(11)
Making Decisions About and Planning for the Collaborative Lesson	95	(2)
Introducing or ``Setting'' the Lesson	97	(2)
Monitoring and Observing During the Lesson	99	(1)
Processing, Feedback and Evaluation at Closure	100	(1)
Frequent Problems or Concerns in Grouping Students	101	(1)
Different Types of Cooperative Learning Groups	102	(3)
The Partnership: Cooperative Learning, Individualized Learning, and Competition	105	(12)
Cooperative Classrooms at Various Developmental Levels and across the Curriculum	106	(11)
The Cooperative Classroom	117	(2)
Teaching Children to Inquire	119	(38)
Teaching Thinking	120	(3)
Constructivism	123	(28)
The Teacher's Role in Constructivist Classrooms	129	(4)
Topic Work	133	(5)
The Learning Cycle	138	(9)
Concept Attainment	147	(2)
Inductive Teaching	149	(2)
Teacher-Student Interaction for Teachign Thinking	151	(3)
Specific Activities for Teaching Thinking	154	(1)
Summary	155	(2)
Planning for Teaching	157	(38)
Determining Which Skills Are ``Essential''	157	(4)
Planning for Instruction	161	(13)
Using and Writing Objectives for Students	162	(5)
Making Lesson Plans	167	(7)
Self-Instructional Lessons	174	(21)
Modules and Units	179	(4)
Planning Thematic Units and Topic Units	183	(12)
Assessing and Documenting Student Learning	195	(58)
The Movement Toward Standards	196	(3)
Performance Assessment and Authentic Assessment	199	(20)
Authentic Learning/Authentic Assessments	201	(2)
Student Misconceptions	203	(3)
Embedded Assessments	206	(1)
Misconceptions about the Meaning of ``Authentic''	207	(1)
Advantages of Authentic and Performance Assessments	208	(1)
Problems with National and State-Wide Performance Assessments	209	(1)
Difference between ``Performance'' and ``Authentic''	210	(2)
Examples of Good Performance Assessments	212	(5)
How to Develop Authentic/Performance Assessments	217	(1)
How to Determine Whether a Performance/Authentic Assessment Is Necessary	218	(1)
Comparing Alternative and Conventional Assessments	219	(1)
Purposes of Conventional Assessment	220	(1)
Placing Students in Instructional Activities	220	(1)
Evaluating a Student's Progress in Learning	220	(1)
Identifying Special Difficulties in Learning	221	(1)
Assessing Learning after Instruction Has Been Provided	221	(1)
Testing	221	(16)
Teacher-Made Tests	222	(2)
How to Evaluate Progress Using Paper-Pencil Instruments	224	(5)
Standardized Tests	229	(8)
Reporting Student Progress	237	(12)
Marking and Reporting in Graded Settings	237	(1)
Norm-Referenced Versus Criterion-Referenced Grading	237	(2)
What to Grade and How Much It Should Count	239	(1)
How to Compute Scores and Assign Grades	240	(2)
Discussing Grades with Parents	242	(1)
Reporting Student Progress in Non-Graded Settings	242	(4)
Reporting Student Progress in Informal Settings	246	(1)
Reporting Student Progress at Alternative Heights	247	(2)
Rubrics	249	(4)
Teaching Children about Diversity	253	(56)
Prejudice	257	(8)
The Stages of Prejudice	257	(1)
How Children Develop Their Racial and Ethnic Identities	258	(3)
The Emotional Scarring that Results from Trauma and Prejudice	261	(4)
Educational Issues Concerning African-American People	265	(6)
Lincoln and the Freeing of the Slaves	267	(1)
The Civil Rights Movement	268	(3)
Educational Issues Concerning Latino People	271	(4)
Outdated Interpretations of Poor Performance of Latino Students	271	(2)
Factors Positively Affecting the Achievement of Latino Students	273	(2)
Educational Issues Concerning Diversity	275	(6)
Personal and Professional Reasons for Teaching Diversity	275	(1)
Relevant and Political Reasons for Teaching Anti-Semitism and Genocide	276	(1)
Why These Topics?	277	(1)
Why Now and Why Here?	277	(2)
Developmental Appropriateness	279	(1)
How? Suggestions for Preparation and Presentation of Materials	280	(1)
Educational Issues Concerning Gay, Lesbian, Bisexual, or Transgendered People	281	(3)
Educational Issues Concerning Gender Equity	284	(8)
Gender Discrimination	285	(1)
Gender Bias	286	(1)
Reasons for Gender Bias and Discrimination	287	(1)
Equity Issues in Education: Curriculum and Instructional Materials	287	(1)
Gender Equity Issues in Education: Teaching Methods	288	(1)
Gender Equity Issues in Education: Teacher Interaction	288	(2)
Strategies and Solutions	290	(1)
Discussion	291	(1)
Educational Issues Concerning Children with Special Needs	292	(9)
A Brief History of Special Education in the United States	292	(2)
Learning Disabilities	294	(1)
What is an Emotional/Behavioral Disorder?	295	(1)
What is a Mental Impairment?	296	(1)
Attention Deficit Disorder	297	(2)
Gifted Students	299	(1)
Referral Process	299	(2)
Multiculturalism, Diversity, and Inclusion: ``Tying Your Own Shoelaces''	301	(8)
On Changing People's Minds	302	(1)
The Givens	303	(1)
On Definitions	304	(1)
Naming and Containing: Problem or Process?	304	(2)
Challenges and Possibilities	306	(3)
Managing the Socioemotional Environemnt	309	(30)
Types of Socioemotional Classroom Environments	310	(2)
How to Establish a Positive Classroom Environment	312	(1)
Human Relations	313	(9)
Communication Strategies	313	(4)
Conflict Resolution Strategies	317	(2)
Skills in Fostering a Sense of Individual Importance	319	(1)
Skills in Fostering a Sense of Belonging	320	(1)
Teamwork Skills	321	(1)
Class Rewards and Consequences	322	(4)
Types of Rewards	322	(2)
Types of Consequences	324	(1)
Classroom Learning Environments as a Source of Rewards	325	(1)
Rewards in Competitive Learning Environments	325	(1)
Rewards in Cooperative Learning Environments	326	(1)
Rewards in Individualistic Learning Environments	326	(1)
Expectations, Student Achievement, and Emotional Climate	326	(5)
Student Expectations	327	(1)
Parent Expectations	328	(1)
Teacher Expectations	328	(2)
Peer Expectations	330	(1)
Motivation Toward Learning	331	(3)
Making the Learning Task Challenging	331	(1)
De-emphasizing Testing and Grades	332	(1)
Providing Assistance without Being Overprotective	332	(1)
Shifting from Extrinsic to Intrinsic Rewards	332	(1)
Using Praise Appropriately	332	(1)
Having High Expectations for Each Student	333	(1)
Providing Knowledge of Results	333	(1)
Promoting Success for All Class Members	333	(1)
Increasing Student Perceptions of Control	334	(1)
Changing the Classroom Goal-Reward Structure	334	(1)
Development of Values and the Socioemotional Climate	334	(5)
Manging the Teaching-Learning Environment	339	(18)
How Teaching and Management Are Related	339	(1)
How Teaching-Learning Environments Are Promoted	340	(3)
The Teacher's Management of Time	343	(1)
The Socialization Process	344	(1)
The Importance of Routines	345	(1)
Managing the Physical Environment	346	(11)
Visibility	347	(1)
Accessibility	347	(1)
Flexibility	347	(1)
Comfort	348	(1)
Aesthetics	348	(1)
Setting Up the Teaching and Learning Environment: An Example	349	(8)
Managing Student Behavior	357	(24)
The 20-Step System of Discipline	359	(21)
How to Establish Standards of Behavior	361	(1)
How to Match Teacher Actions with Student Behaviors	362	(1)
Prevention Steps	362	(6)
Redirection Steps	368	(5)
Intervention Steps	373	(4)
Conditions Necessary for the 20-Step System to Work	377	(3)
Summary	380	(1)
Exploring Your Teaching Style	381	(18)
Factors Influencing Teching Style	381	(18)
Instructional Settings	382	(1)
The Use of Subject Matter	383	(1)
Methods of Instruction	384	(3)
Approaches to Planning	387	(1)
Approaches to Assessment	388	(2)
The Type of Classroom Climate Established	390	(2)
Approaches to Motivation and Control	392	(2)
Approaches to Behavior Management	394	(2)
How to Interpret Teaching Style Preferences	396	(3)
Appendix	399	(8)
Activity Progression and Key Skills Analysis	402	(1)
Statement about Grouping	402	(1)
Resources	403	(1)
Texts	403	(1)
Magazines	403	(1)
Stories	403	(1)
Songs	403	(1)
Old Toys	403	(1)
Antique Cookery	404	(1)
Folk Games	404	(1)
Lesson Plan: Blue Willow Story	404	(3)
Activity	404	(1)
Possible Outcomes	404	(1)
Background Information	404	(1)
Materials	404	(3)
Glossary	407	(8)
References	415	(14)
Index	429