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Gary Borich is professor and a Cissy McDaniel Parker Endowed Fellow at The University of Texas at Austin. He is author of 13 books in Teacher Education and Educational Psychology, including Effective Teaching Methods: Research-Based Practice, 7e (Allyn & Bacon, 2010); Observation Skills for Effective Teaching, 6e (Allyn & Bacon, 2010) and Educational Testing and Measurement: Classroom Applications and Practice, 9e (Wiley, 2009)
CHAPTER 1: The Effective Teacher
What Is an Effective Teacher?
The Role-Model Definition
The Psychological Characteristics Definition
A New Direction
Key Behaviors Contributing to Effective Teaching
Lesson Clarity
Instructional Variety
Teacher Task Orientation
Engagement in the Learning Process
Student Success Rate
Summary of Five Key Behaviors
Some Helping Behaviors Related to Effective Teaching
Using Student Ideas and Contributions
Structuring
The Art of Questioning
Probing
Teacher Affect
Teaching Effectively with Diverse Learners and Content
How Does Effective Teaching Differ with Learners Who Have Different Socioeconomic Levels, Culture, and Ethnicity?
How Does Effective Teaching Differ Across Content Areas?
The Complexity of Teaching
Professional Teaching Standards
Your Transition to the Real World of Teaching
For Further Information
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activities
Classroom Observation Activities
Chapter Case History and Praxis Test Preparation
CHAPTER 2: Understanding Your Students
Why Pay Attention to Individual Differences?
Adaptive Teaching
Differentiated Instruction
The Effects of General Intelligence on Learning
The Environmentalist Position
The Hereditarian Position
General Versus Specific Ability
The Effects of Specific Abilities on Learning
Multiple Intelligences
Sternberg’s Definition of Intelligence
The Effects of Prior Achievement on Learning
The Effects of Culture, SES and Language on Learning
The Effects of Culture on Learning
The Effects of Socioeconomic Status on Learning
The Effects of Language on Learning
The Effects of Personality and Learning Style
Erikson’s Crises of the School Years
Learning Style
The Effects of the Peer Group on Learning
The Effects of Home Life and Social Context on Learning
The Teacher’s Role in Improving the Academic Success of All Learners
Cultural, Linguistic, and SES Biases in the Classroom
Final Word
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activities
Classroom Observation Activities
Chapter Case History and Praxis Test Preparation
CHAPTER 3: Goals, Standards and Objectives
Goals, Standards and Objectives
Tyler’s Goal Development Approach
The Origin of Educational Standards
The Purpose of Objectives
What Does Behavioral Mean?
Steps in Preparing Behavioral Objectives
Specifying the Learning Outcomes
Identifying the Conditions
Stating Criterion Levels
Keeping Objectives Simple
The Cognitive, Affective, and Psychomotor Domains
The Cognitive Domain
The Affective Domain
The Psychomotor Domain
Some Misunderstandings About Behavioral Objectives
Are Some Behaviors More Desirable Than Others?
What Is an Authentic Behavior?
Are Less Complex Behaviors Easier to Teach?
Are Cognitive, Affective, and Psychomotor Behaviors Mutually Exclusive?
The Cultural Roots of Objectives
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activities
Classroom Observation Activities
Chapter Case History and Praxis Test Preparation
CHAPTER 4: Unit and Lesson Planning
Teacher as Decision Maker
Knowledge of Instructional Goals and Objectives
Knowledge of the Learner
Knowledge of Subject Matter
Knowledge of Teaching Methods
Summary of Inputs to Planning
Reflective Practice and Tacit Knowledge
Unit and Lesson Plans
Making Planning Decisions
Standards and Objectives
Learners
Content
Outcomes
Disciplinary and Interdisciplinary Unit Planning
Disciplinary (Vertical) Unit Plans
Interdisciplinary (Lateral) Unit Plans
Making Lesson Plans
Determining Where to Start
Providing for Differentiated Instruction with Tutorial and Communication Technologies
Events of Instruction
Getting Started: Some Lesson Planning Questions
1. Gaining Attention (Anticipatory Set)
2. Informing Learners of the Objective (Anticipatory Set, Objectives, and Pur- pose)
3. Stimulating Recall of Prerequisite Learning (Review)
4. Presenting the Content (Input, Modeling)
5. Eliciting the Desired Behavior (Checking for Understanding, Guided Prac-tice)
6. Providing Feedback (Guided Practice, Closure)
7. Assessing the Behavior (Independent Practice)
Example Lesson Plans
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activities
Classroom Observation Activity
Chapter Case History and Praxis Test Preparation
CHAPTER 5: Classroom Management I: Establishing the Learning Climate
Earning Trust and Becoming a Leader the Old-Fashioned Way
Expert Power
Referent Power
Legitimate Power
Reward Power
Coercive Power
Using Power
Stages of Group Development
Stage 1: Forming
Stage 2: Storming
Stage 3: Norming
Stage 4: Performing
Establishing an Effective Classroom Climate
The Social Environment
The Organizational Environment
Establishing Rules and Procedures
Problem Areas in Classroom Management
Monitoring Students
Making Transitions
Giving Assignments
Bringing Closure
Culturally Responsive Classroom Management I
Planning Your First Day
Before the Bell
Introducing Yourself
Administrative Business
Rules and Expectations
Introducing Your Subject
Closure
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activity
Classroom Observation Activities
Chapter Case History and Praxis Test Preparation
CHAPTER 6: Classroom Management II: Promoting Student Engagement
Systems of Classroom Management
The Humanist Tradition in Classroom Management
Ginott’s Congruent Communication
Glasser’s Cooperative Learning
The Applied Behavior Analysis Tradition in Classroom Management
Behavior Modification
The Classroom Management Tradition
An Integrated Approach to Classroom Management
Low-Profile Classroom Management
Dealing with Persistent Disruptive Behavior
Responses to Misbehavior
Reinforcement Theory Applied in the Classroom
Punishment
The Parent—Teacher Conference
Conducting the Parent Conference
Evaluating the Parent Conference
The Influence of Home and Family on Classroom Behavior Problems
Culturally Responsive Classroom Management II
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activities
Classroom Observation Activities
Chapter Case History and Praxis Test Preparation
CHAPTER 7: Teaching Strategies for Direct Instruction
Categories of Teaching and Learning
Introduction to Direct Instruction Strategies
When Is Direct Instruction Appropriate?
An Example of Direct Instruction
Daily Review and Checking the Previous Day’s Work
Presenting and Structuring
Part—Whole Relationships
Sequential Relationships
Combinations of Relationships
Comparative Relationships
Using the Methods
Guided Student Practice
Prompting
Modeling
Feedback and Correctives
Correct, Quick, and Firm
Correct but Hesitant
Incorrect Because of Carelessness
Incorrect Because of Lack of Knowledge
Strategies for Incorrect Responses
Independent Practice
Weekly and Monthly Reviews
Other Forms of Direct Instruction
Culturally Response Direct Instruction
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activities
Classroom Observation Activities
Chapter Case History and Praxis Test Preparation
CHAPTER 8: Teaching Strategies for Indirect Instruction
The Cognitive Processes of Learning
Reading
Writing
Mathematics and Science
Social Studies
Comparing Direct and Indirect Instruction
Teaching Strategies for Indirect Instruction
An Example of Indirect Instruction
Content Organization
Concept Learning
Inquiry Learning
Problem-Centered Learning
Conceptual Movement: Induction and Deduction
Applying Induction and Deduction
Using Examples and Nonexamples
The Use of Questions
Learner Experience and Use of Student Ideas
The Changing View
Productively Using Student Ideas
Student Self-Evaluation
Use of Group Discussion
Comparison of Direct and Indirect Instruction
Culturally Responsive Indirect Instruction
A Final Word
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activities
Classroom Observation Activities
Chapter Case History and Praxis Test Preparation
CHAPTER 9: Questioning Strategies
What Is a Question?
What Consumes 80% of Class Time?
Are We Asking the Right Questions?
What Are the Purposes of Questions?
What Are Convergent and Divergent Questions?
What Does the Research Say About Asking Convergent and Divergent Questions?
Who Are the Targets of Questions?
What Sequences of Questions Are Used?
What Levels of Questions Are Used?
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Summary of Question Types
What Is a Probe?
How Should You Use Wait Time?
What is Culturally Responsive Questioning?
Wait Time
Rhythm
Participation Structure
Language
What Are Common Problems in Using Questions?
Do You Use Complex, Ambiguous, or Double Questions?
Do You Accept Only the Answers You Expect?
Why Are You Asking This Question?
Do You Answer the Question Yourself?
Do You Use Questions as Punishment?
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activities
Classroom Observation Activity
Chapter Case History and Praxis Test Preparation
CHAPTER 10: Self-Directed Learning
Self-Directed Learning
Metacognition
Teacher Mediation
The Zone of Maximum Response Opportunity
Hitting the Zone of Maximum Response Opportunity
Functional Errors
Reciprocal Teaching
Social Dialogue Versus Class Discussion
The Role of Inner Speech
Sample Dialogues of Self-Directed Learning
Steps in Teaching Self-Directed Inquiry to Individual Learners
Other Cognitive Strategies
Mnemonics
Elaboration/Organization (Note Taking)
Comprehension Monitoring
Problem-Solving Strategies
Project-Based Learning
The Role of Tasks in Project-Based Learning
The Role of the Learner in Project-Based Learning
The Role of the Teacher in Project-Based Learning
Culturally Responsive Self-directed Learning
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activities
Classroom Observation Activities
Chapter Case History and Praxis Test Preparation
CHAPTER 11: Cooperative Learning and the Collaborative Process
Outcomes of Cooperation
Attitudes and Values
Prosocial Behavior
Alternative Perspectives and Viewpoints
Integrated Identity
Higher Thought Processes
Components of a Cooperative Learning Activity
Teacher—Student Interaction
Student—Student Interaction
Task Specialization and Materials
Role Expectations and Responsibilities
Establishing a Cooperative Task Structure in Your Classroom
1. Specifying the Goal
2. Structuring the Task
3. Teaching and Evaluating the Collaborative Process
4. Monitoring Group Performance
5. Debriefing
Team-Oriented Cooperative Learning Activities
Student Teams–Achievement Division
Teams-Games-Tournaments
Jigsaw II
Team-Assisted Individualization
Overview of Team-Oriented Cooperative Learning Activities
Culturally Responsive Cooperative Learning
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activities
Classroom Observation Activity
Chapter Case History and Praxis Test Preparation
CHAPTER 12: Assessing Learners
Norm-Referenced and Criterion-Referenced Tests
Comparing Norm-Referenced and Criterion-Referenced Tests
The Test Blueprint
Objective Test Items
True-False Items
Matching Items
Multiple-Choice Items
Higher-Level Multiple-Choice Questions
Completion Items
Advantages and Disadvantages of Objective-Item Formats
Essay Test Items
Extended-Response Questions
Restricted-Response Questions
When Should You Use Essay Questions?
Some Criteria for Scoring Essay Items
Validity and Reliability
Types of Validity
Types of Reliability
Marks and Marking Systems
Comparison with Other Students
Comparison with Established Standards
Comparison with Aptitude
Comparison of Achievement with Effort
Comparison of Achievement with Improvement
Standardized Tests
Helping Students Prepare for Standardized Tests
Performance Assessment
The Portfolio
Rationale for the Portfolio
Step 1: Deciding on the Purposes for a Portfolio
Step 2: Identifying Cognitive Skills and Dispositions
Step 3: Deciding Who Will Plan the Portfolio
Step 4: Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product
Step 5: Building the Portfolio Rubrics
Performance and Portfolio Assessment and Report Card Grades
Plan a Portfolio Conference
Assessing the Academic Progress of Special Learners in the Heterogeneous Classroom
Summing Up
Key Terms
Review Questions
Field Experience and Practice Activities
Digital Portfolio Activities
Classroom Observation Activities
Chapter Case History and Praxis Test Preparation
Appendix A: Teacher Concerns Checklist
Appendix B: Answers to Chapter Questions
Appendix C: Higher-Order Thinking and Problem-Solving Checklist
Appendix D: Answers to Short-Answer and Discrete Multiple-Choice Questions
Glossary
References
Name Index
Subject Index
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