Effective Instructional Strategies : From Theory to Practice

by Moore, Kenneth

• ISBN13: 9781412906616
• ISBN10: 141290661X
• Format: Paperback
• Copyright: 2005-02-28
• Publisher: Sage Publications, Inc

Summary

Effective Instructional Strategies: From Theory to Practice is a concise and easy-to-read K-12 teaching methods text. It covers all of the practical information about teaching that effective teachers need. Applying the latest research findings and practical classroom practices, it provides thorough coverage of the strategies and skills essential to every teacher's repertoire. Author Kenneth Moore has carefully designed the text to maximize instructional flexibility and to model established principles of instruction. It is also intended to expand the pedagogical teaching knowledge of teachers and their instructional repertoires.

Table of Contents

Preface	xv
Theory to Practice Approach to Instruction	xv
Features of the Text	xvi
Organization of the Text	xviii
CD-Based Ancillary Materials for the Instructor	xix
Web-Based Student Study Site	xix
Acknowledgments	xix
PART 1. SETTING THE STAGE FOR SUCCESSFUL LEARNING	1	(74)
Getting Ready for the Classroom	3	(36)
Overview	3	(1)
Objectives	3	(1)
Teaching	4	(18)
Teaching as an Art and a Science	4	(2)
Effective Teaching	6	(2)
Effective Organization	8	(1)
Skills of Effective Teachers	8	(1)
Quality Planning and Preparation	9	(1)
The Classroom Environment	9	(1)
Instructional Techniques	9	(1)
Professional Behavior	10	(1)
Constructivism	10	(2)
Time in Schools and Classrooms	12	(1)
Dispositions and Attitudes	13	(2)
Expectations and Standards	15	(2)
Students	17	(1)
Needs of Students	18	(1)
Student Performance	19	(1)
Teaching Students to Learn	20	(1)
Parent and Community Involvement	21	(1)
Professional Teaching Standards	22	(13)
Challenges in Preparing to Teach	22	(3)
National Council for Accreditation of Teacher Education (NCATE)	25	(1)
National Board for Professional Teaching Standards (NBPTS)	25	(1)
The Interstate New Teacher Assessment and Support Consortium (INTASC)	26	(1)
Assessment of Standards	26	(3)
Licensure/Certification	29	(6)
Summary	35	(1)
Discussion Questions and Activities	36	(1)
Connection With the Field	36	(1)
Praxis II Connection	36	(3)
Planning and Organizing for Teaching	39	(36)
Overview	39	(1)
Objectives	40	(1)
A Model of Teaching	40	(1)
The Curriculum	41	(6)
Curriculum Mapping	44	(1)
Backward Curriculum Design	45	(1)
Stage 1. Identify Desired Results	45	(1)
Stage 2. Assessment	46	(1)
Stage 3. Plan Learning Experience and Instruction	46	(1)
Curriculum Reform	46	(1)
Curriculum Structure	47	(3)
Subject-Centered Curriculum	48	(1)
Student-Centered Curriculum	48	(1)
Curriculum Integration	49	(1)
Curriculum Selection	50	(6)
Needs of Students	50	(2)
Initial Diagnosis Phase	52	(1)
Continuous Diagnosis Phase	52	(1)
Diagnostic Tools	53	(1)
Needs of Society	53	(1)
Needs Derived From the Subject	54	(2)
Planning the Course	56	(7)
Planning Instruction	56	(5)
Multicultural Classroom	61	(1)
Differentiated Instruction	62	(1)
Technology in the Classroom	63	(7)
Summary	70	(1)
Discussion Questions and Activities	71	(1)
Connection with the Field	71	(1)
Praxis II Connection	71	(4)
PART 2. SEQUENCING AND ORGANIZING INSTRUCTION	75	(80)
Setting Goals and Objectives	77	(32)
Overview	77	(1)
Objectives	77	(1)
Rationale for Objectives	78	(5)
Communication of Intent	80	(1)
Teacher Accountability	81	(2)
Objective Specificity	83	(2)
Stating Objectives	85	(5)
Elements of Instructional Objectives	86	(1)
Element One: The Performance	86	(1)
Element Two: The Product	87	(1)
Element Three: The Conditions	87	(1)
Element Four: The Criterion	88	(1)
Informational Objectives	89	(1)
Communication of Objectives	90	(2)
Taxonomies of Objectives	92	(10)
Cognitive Domain	93	(1)
Level One: Knowledge	93	(1)
Level Two: Comprehension	94	(1)
Level Three: Application	94	(1)
Level Four: Analysis	94	(1)
Level Five: Synthesis	95	(1)
Level Six: Evaluation	95	(1)
Affective Domain	96	(2)
Level One: Receiving	98	(1)
Level Two: Responding	98	(1)
Level Three: Valuing	98	(1)
Level Four: Organization	98	(1)
Level Five: Characterization by a Value or Value Complex	99	(1)
Psychomotor Domain	99	(1)
Level One: Fundamental Movement	99	(1)
Level Two: Generic Movement	99	(2)
Level Three: Ordinative Movement	101	(1)
Level Four: Creative Movement	101	(1)
Backward Design Approach	102	(4)
Summary	106	(1)
Discussion Questions and Activities	107	(1)
Connection with the Field	107	(1)
Praxis II Connection	107	(2)
Developing Unit and Daily Lesson Plans	109	(46)
Overview	109	(1)
Objectives	109	(1)
Planning Instruction	110	(27)
Teacher-Student Planning	110	(1)
Instructional Materials	111	(2)
Course Planning	113	(1)
Unit Planning	113	(3)
Weekly Plans	116	(1)
Daily Lesson Plans	117	(1)
Postlesson Evaluation	118	(1)
Lesson Formats	118	(12)
Team Planning	130	(1)
Teaching Special Education Students	130	(1)
Teaching the Gifted and Talented Student	131	(1)
Characteristics of Gifted and Talented Students	131	(2)
Strategies for Teaching Gifted Students	133	(4)
Lesson Plan Structure	137	(14)
Set Induction	137	(3)
Strategies and Procedures	140	(1)
Methodology Selection	141	(2)
Procedure Selection	143	(1)
Closure	144	(1)
Lesson Planning for Everyday Use	145	(1)
Reflective Teaching	146	(5)
Summary	151	(1)
Discussion Questions and Activities	152	(1)
Connection With the Field	152	(1)
Praxis II Connection	152	(3)
PART 3. MONITORING AND EVALUATING STUDENT LEARNING	155	(68)
Evaluating and Measuring Learning	157	(34)
Overview	157	(1)
Objectives	157	(1)
The Evaluation Process	158	(3)
Evaluation Types	161	(3)
Pretest Evaluation	162	(1)
Formative Evaluation	163	(1)
Posttest Evaluation	164	(1)
Systems of Evaluation	164	(6)
Competitive Evaluation	165	(1)
Standard Scores and Percentile	166	(1)
Noncompetitive Evaluation	167	(1)
Performance Assessment Using Portfolios	168	(2)
Problems With Evaluation	170	(1)
Measurement Accuracy	171	(3)
Reliability	172	(1)
Validity	173	(1)
Usability	173	(1)
Information Sources	174	(14)
Cumulative Record	174	(2)
Personal Contact	176	(3)
Analysis	179	(1)
Open-Ended Themes and Diaries	180	(1)
Conferences	181	(1)
Testing	182	(1)
Objective Observation	183	(5)
Summary	188	(1)
Discussion Questions and Activities	189	(1)
Connection With the Field	189	(1)
Praxis II Connection	189	(2)
Constructing and Grading Tests	191	(32)
Overview	191	(1)
Objectives	191	(1)
Types of Tests	192	(16)
Standardized Tests	192	(4)
Teacher-Made Tests	196	(2)
Alternate-Choice Items	198	(1)
Multiple-Choice Items	199	(2)
Matching	201	(1)
Completion	202	(1)
Essay	203	(2)
Authentic Assessment	205	(1)
Quizzes	206	(2)
Published Test Banks	208	(1)
Grading Systems	209	(3)
Absolute Grading Standards	210	(1)
Relative Grading Standards	210	(2)
Assigning Final Grades	212	(6)
Point Grading System	212	(1)
Weighted Grading System	213	(1)
Percentage Grading System	214	(1)
Contracting for Grades	214	(4)
Summary	218	(1)
Discussion Questions and Activities	219	(1)
Connection With the Field	219	(1)
Praxis II Connection	219	(4)
PART 4. DESIGNING INSTRUCTION TO MAXIMIZE STUDENT LEARNING	223	(118)
Using Direct Teaching Methods	225	(32)
Overview	225	(1)
Objectives	225	(2)
Direct Teaching	227	(2)
Exposition Teaching	229	(6)
Lecture	229	(1)
Strengths of the Lecture	229	(1)
Weaknesses of the Lecture	230	(1)
Textbook Lecture	231	(1)
Planning the Lecture	231	(1)
Presenting the Lecture	232	(1)
Tempo	233	(1)
Instructional-Media Learning Tools	233	(1)
Stimulus Variation	233	(1)
Voice and Language	234	(1)
Balancing the Lecture	234	(1)
Variants of the Lecture	235	(1)
Telelecture	235	(1)
Prerecorded Lecture	235	(1)
Exposition With Interaction Teaching	235	(15)
The Art of Questioning	237	(1)
Levels of Questions	238	(1)
Convergent and Divergent Questions	239	(1)
Mental Operation Questions	240	(2)
Types of Questions	242	(2)
Focusing Questions	244	(1)
Prompting Questions	244	(1)
Probing Questions	245	(1)
Questioning Techniques	246	(1)
Redirecting	246	(1)
Wait-Time	247	(1)
Halting Time	248	(1)
Reinforcement	248	(1)
Tips on Questioning	249	(1)
Lecture Recitation	250	(1)
Textbook Recitation	250	(4)
Summary	254	(1)
Discussion Questions and Activities	255	(1)
Connection With the Field	255	(1)
Praxis II Connection	255	(2)
Using Integrated Teaching Methods	257	(27)
Overview	257	(1)
Objectives	257	(2)
The Demonstration Method	259	(3)
The Socratic Method	262	(2)
Concept Attainment	264	(2)
Cooperative Learning	266	(4)
Simulations and Games	270	(3)
Individualized Strategies	273	(5)
Individualized Instruction	274	(1)
Independent Study	275	(1)
Mastery Learning	275	(2)
Effectiveness of Individualization	277	(1)
Drill and Practice	278	(3)
Summary	281	(1)
Discussion Questions and Activities	282	(1)
Connection With the Field	282	(1)
Praxis II Connection	282	(2)
Using Indirect Teaching Methods	284	(28)
Overview	284	(1)
Objectives	284	(1)
The Discussion Method	285	(8)
Planning the Discussion	286	(2)
Whole-Class Discussions	288	(1)
Small-Group Discussions	289	(2)
Brainstorming	291	(1)
Buzz Group	291	(1)
Task Group	291	(1)
Panels	291	(2)
Heuristic Methods	293	(14)
Problem Solving	294	(1)
Discovery Learning	295	(2)
Discovery Learning Strategies	297	(2)
Benefits of Discovery Learning	299	(1)
Limitations of Discovery Learning	300	(1)
Inquiry Learning	300	(1)
Inquiry Learning Strategies	300	(2)
Suchman Inquiry Learning	302	(2)
Benefits of Inquiry Learning	304	(1)
Limitations of Inquiry Learning	305	(1)
Systemic Problem Solving	305	(2)
Teacher's Role	307	(1)
Classroom Environment	308	(1)
Summary	309	(1)
Discussion Questions and Activities	310	(1)
Connection With the Field	310	(1)
Praxis II Connection	310	(2)
Teaching Effective Thinking Strategies	312	(29)
Overview	312	(1)
Objectives	312	(1)
Thinking Skills	313	(10)
Categories of Thinking	315	(1)
Critical Thinking	316	(2)
Creative Thinking	318	(2)
Metacognition	320	(3)
Thinking-Skills Instruction	323	(13)
The Separate Approach	324	(1)
The Infusion Approach	324	(1)
Critical-Thinking Instruction	325	(3)
Thinking Skills Activities	328	(1)
Brainstorming	328	(1)
Flexible Thinking	328	(1)
Forecasting	328	(1)
Inductive Thinking	329	(1)
Inference Making	329	(1)
Logical Thinking	329	(1)
Deductive Thinking	329	(1)
Problem Solving	330	(1)
Decision Making	331	(5)
Summary	336	(1)
Discussion Questions and Activities	337	(1)
Connection With the Field	337	(1)
Praxis II Connection	337	(4)
PART 5: LEADING THE DYNAMIC CLASSROOM	341	(94)
Communicating With Students and Parents	343	(28)
Overview	343	(1)
Objectives	343	(1)
Classroom Communication	344	(24)
Verbal Communication	347	(1)
The Verbal Component	347	(1)
The Vocal Component	348	(1)
The Metaverbal Component	349	(1)
Nonverbal Communication	350	(1)
Facial Language	351	(2)
Body Language	353	(1)
The Language of Space and Motion	353	(2)
The Language of Time	355	(1)
The Language of the Voice	355	(2)
Communicating With Parents	357	(2)
Components of Listening	359	(1)
Hearing	360	(1)
Attending	360	(1)
Understanding	361	(1)
Remembering	361	(2)
Styles of Listening	363	(1)
One-Way Listening	363	(1)
Two-Way Listening	364	(1)
Empathic Listening	364	(1)
Listening Feedback	365	(3)
Summary	368	(1)
Discussion Questions and Activities	369	(1)
Connection With the Field	369	(1)
Praxis II Connection	369	(2)
Motivating Students	371	(28)
Overview	371	(1)
Objectives	371	(1)
Intrinsic Versus Extrinsic Motivation	372	(2)
The Cognitive Approach to Motivation	374	(3)
Students' Attitude	375	(1)
Student Needs	376	(1)
Natural Motives	377	(1)
The Stimulation Approach to Motivation	377	(11)
Classroom Atmosphere	378	(1)
Modeling	379	(1)
Stimulating Interest	380	(3)
Set Induction	383	(1)
Motivational Methods	384	(1)
Teacher Expectations	384	(4)
The Reinforcement Approach to Motivation	388	(8)
Positive Versus Negative Reinforcement	388	(1)
Reinforcement Techniques	388	(1)
Vicarious Motivation	389	(2)
Feedback as Motivator	391	(1)
Reward Mechanisms	391	(1)
Contingency Contracts	392	(4)
Summary	396	(1)
Discussion Questions and Activities	397	(1)
Connection With the Field	397	(1)
Praxis II Connection	397	(2)
Managing the Classroom Environment	399	(36)
Overview	399	(1)
Objectives	399	(1)
The Role of Classroom Leadership	400	(1)
The Role of Classroom Management	401	(3)
Approaches to Classroom Management	404	(8)
The Self-Discipline Approach	404	(1)
Reality Therapy	404	(1)
Teacher Effectiveness Training (TET)	405	(1)
Inner Discipline	406	(1)
Beyond Discipline	407	(1)
The Instructional Approach	408	(1)
The Kounin Model	408	(1)
The Jones Model	409	(1)
The Desist Approach	410	(1)
Assertive Discipline	410	(1)
Behavior Modification	410	(2)
Causes of Misbehavior	412	(3)
Home Environment	413	(1)
The Teacher	413	(2)
Personality and Health Problems	415	(1)
Organizing for Effective Management	415	(6)
Planning	415	(1)
The Establishment of Routines	416	(4)
Managing Space	420	(1)
Establishing Usable Limits	420	(1)
Managing the Class	421	(10)
Sharing Control	422	(1)
Getting Started	422	(1)
Getting to Know the Students	423	(1)
Enforcement of Rules	423	(2)
Monitoring the Classroom	425	(1)
Resolving Conflict	425	(1)
Using Punishment	426	(5)
Summary	431	(1)
Discussion Questions and Activities	432	(1)
Connection With the Field	432	(1)
Praxis II Connection	432	(3)
Appendix Laboratory Experiences: Microteaching and Reflective Teaching	435	(10)
Glossary	445	(14)
References and Suggested Readings	459	(10)
Index	469	(12)
About the Author	481