Learning and Teaching : Research-Based Methods

by Kauchak, Don; Eggen, Paul

• ISBN13: 9780205464654
• ISBN10: 0205464653
• Edition: 4th
• Format: Paperback
• Copyright: 2007-01-01
• Publisher: Allyn & Bacon

Summary

This substantially revised Fifth Edition represents one of the most up-to-date, research-based methods texts available today. This text has two specific goals: to change how teachers think about teaching and to change how they actually teach. Solidly grounded in research, the text describes practical methods in a clear, readable manner with numerous case examples and offers suggestions for applying those methods in today's diverse school environments. Kauchak and Eggen organize their discussion around three important themes in education: diversity, motivation, and technology.

Table of Contents

Preface	p. xi
Research and Teaching	p. 1
Defining Good Teaching	p. 3
Research in Teaching: An Historical Perspective	p. 4
Studies of Teacher Characteristics	p. 5
The Search for the Right Method	p. 5
School-Level Research	p. 6
Teacher Effectiveness Research: Teachers Do Make a Difference	p. 6
Beyond Effective Teaching: A Focus on Student Learning	p. 7
Contemporary Views of Teaching and Learning	p. 8
From Behaviorist to Cognitive Perspectives	p. 8
Constructivism: Students as Creators of Understanding	p. 9
Learner-Centered Psychological Principles	p. 9
Text Themes	p. 10
The Diversity of Our Learners	p. 10
Ways of Enhancing Learner Motivation	p. 11
The Use of Technology for Increasing Learning	p. 12
Learning to Teach	p. 13
Knowledge of Subject Matter	p. 13
Pedagogical Content Knowledge	p. 13
Knowledge of Teaching and Learning	p. 14
Teaching Strategies	p. 15
Teacher Decision Making	p. 16
Learning to Teach in an Era of Reform	p. 18
Standards-Based Professional Development	p. 19
Developing a Professional Portfolio	p. 23
Student Diversity	p. 31
Capitalizing on Cultural Diversity	p. 33
Multicultural Education: The Challenge	p. 34
Theories of Minority Achievement	p. 34
Culturally Responsive Teaching	p. 37
Language Diversity	p. 40
English Dialects	p. 40
English Language Development Programs	p. 41
Students Placed at Risk: Teaching the Children of Poverty	p. 43
Students Placed at Risk: Understanding the Problem	p. 44
Resiliency: Capitalizing on Student Strengths	p. 45
Teaching Students Placed at Risk	p. 46
Motivation: The Need for Challenge	p. 48
Teaching Students with Different Learning Abilities	p. 49
Intelligence: What Does It Mean?	p. 50
Multiple Intelligences: The Work of Howard Gardner	p. 51
Intellectual Diversity: Implications for Teaching	p. 51
Learning Styles	p. 56
Field Dependence/Independence	p. 56
Conceptual Tempo: Impulsive and Reflective Learners	p. 57
Classroom Learning Styles: The Work of Dunn and Dunn	p. 57
Learning Styles: Implications for Teaching	p. 58
Students with Exceptionalities	p. 59
Working with Students with Exceptionalities: Support for Classroom Teachers	p. 60
The Exceptional Student Population	p. 61
The Teacher's Role in Working with Students with Exceptionalities	p. 62
Adapting Instruction for Students with Exceptionalities	p. 63
Technology as a Tool for Inclusion	p. 64
Teacher Planning: Research and Reality	p. 72
Planning: A Functional Analysis	p. 75
Variables in Instructional Planning	p. 77
The Teacher	p. 77
Learners	p. 78
Motivation: An Integral Part of Planning	p. 79
Content	p. 80
Teaching Context	p. 80
Materials and Resources	p. 83
Time	p. 84
The Linear Rational Model: A Sequential Planning Model	p. 84
Goals: A Beginning Point for Teacher Planning	p. 85
Kinds of Goals: The Three Domains	p. 85
Long-Term Planning	p. 87
Unit Planning	p. 91
Lesson Planning	p. 98
Instructional Alignment: A Key to Learning	p. 101
Integrating the Curriculum: Interdisciplinary and Thematic Units	p. 101
An Integrated Continuum	p. 102
Designing and Implementing Integrated Units	p. 103
Research on Integrated Planning	p. 104
Research on Teacher Planning	p. 105
Planning for Diversity: Individualized Instruction	p. 108
Varying Time	p. 109
Varying Learning Objectives	p. 110
Adapting Instructional Materials	p. 110
Offering Different Learning Activities	p. 110
Technology as a Tool for Individualizing Instruction	p. 111
Effective Teaching: The Research Base	p. 119
Classroom Climate: A Prerequisite to Learning	p. 122
Acceptance and Caring: The Human Diversity of Teaching	p. 123
A Safe and Orderly Learning Environment	p. 124
A Learning-Focused Classroom	p. 125
Effective Teaching and the Concept of Time	p. 126
Allocated Time: Priorities in the Curriculum	p. 126
Instructional Time: Time from a Learner's Perspective	p. 127
Engaged Time: Time from a Learner's Perspective	p. 128
Academic Learning Time: The Role of Success	p. 129
A General Instructional Model	p. 129
Characteristics of Effective Teachers	p. 130
Teacher Attitudes	p. 130
Teacher Attitudes, Learner Diversity, and Motivation	p. 134
Effective Communication	p. 134
Effective Communication: Implications for Teachers	p. 138
Organization	p. 138
Effective Lesson Beginnings	p. 139
Review	p. 139
Focus	p. 139
Developing the Lesson	p. 141
Ending Lessons Effectively	p. 142
Closure	p. 143
Assessment	p. 144
Increasing Learning through Student Involvement	p. 152
Student Involvement: A Key to Learning and Motivation	p. 159
Student Involvement: The Need for Clear Goals	p. 159
Student Involvement: The Role of Content Representations	p. 160
Effective Content Representations: Using Technology	p. 162
Effective Content Representations: Accommodating Learner Diversity	p. 163
Increasing Student Involvement: Teacher Questioning	p. 164
Functions of Teacher Questions	p. 164
Questioning: The Influence on Student Thinking	p. 164
Elements of Effective Questioning	p. 166
Questioning Frequency	p. 167
Equitable Distribution	p. 167
Prompting	p. 168
Effective Questioning: Increasing Student Motivation	p. 171
Repetition for Emphasis	p. 173
Wait Time	p. 174
Effective Questioning: Diverse Students	p. 175
Classroom Questions: Additional Issues	p. 175
High-Level versus Low-Level Questions	p. 176
Bloom's Taxonomy: A Sequential Questioning Strategy	p. 177
Selecting Students	p. 181
Callouts	p. 181
Choral Responses	p. 182
Creating Productive Learning Environments: Classroom Management	p. 189
The Importance of Classroom Management	p. 190
Classroom Management: A Definition	p. 191
Management Goals: Learning and Self-Regulation	p. 192
Creating Responsibility-Oriented Classrooms	p. 193
Management: An Historical Perspective	p. 193
Planning for Classroom Management	p. 195
Student Characteristics	p. 196
The Physical Environment	p. 196
Classroom Rules: Establishing Standards for Behavior	p. 198
Procedures: Creating an Efficient Learning Environment	p. 201
Implementing Management Plans	p. 203
Implementing Plans: The First 10 Days	p. 204
Learner Diversity: Challenges to Home-School Communication	p. 207
The Relationship between Management and Instruction	p. 209
Management Interventions	p. 212
Defining Misbehavior	p. 212
An Intervention Continuum	p. 213
Dealing with Individual Problems	p. 215
Serious Management Problems: Violence and Aggression	p. 216
Constructivist Approaches to Instruction	p. 223
Constructivism: A View of Learning	p. 230
Characteristics of Constructivism	p. 231
Learners Construct Understanding	p. 232
New Learning Depends on Current Understanding	p. 233
Social Interaction Increases Learning	p. 233
Authentic Tasks Promote Understanding	p. 233
Constructivist Learning Activities and Student Motivation	p. 234
Misconceptions about Constructivist Learning Activities	p. 235
Planning for Constructivist Learning Activities	p. 236
Identifying Clear and Precise Goals	p. 236
Multiple Representations of Content	p. 237
Planning for Social Interaction	p. 240
Planning for Productive Learning Environments	p. 241
Planning for Assessment	p. 241
Conducting Constructivist Learning Activities	p. 242
Lesson Focus	p. 245
The Influence of Existing Understanding	p. 245
The Role of Social Interaction	p. 246
Ongoing Assessment	p. 246
Learning and Teaching Concepts	p. 252
Understanding Concepts	p. 255
Concepts: Categories that Simplify the World	p. 256
Theories of Concept Learning	p. 257
Representing Concepts: Examples and Nonexamples	p. 258
What Makes Concepts Easy or Hard to Learn?	p. 261
Concept Learning: Misconceptions and Conceptual Change	p. 261
Making Concepts Meaningful: Superordinate, Coordinate, and Subordinate Concepts	p. 262
Planning for Concept Learning and Teaching	p. 264
Identifying Precise Goals	p. 265
Goals and Examples	p. 265
Teaching Concepts: Involving Students in Learning	p. 266
Deductive Concept Teaching: A Teacher-Centered Approach	p. 266
Inductive Concept Teaching: A Learner-Centered Approach	p. 268
A Comparison of Deductive and Inductive Approaches to Concept Teaching	p. 269
Spontaneous Concept Teaching	p. 272
Understanding Relationships among Concepts: Generalizations, Principles, and Academic Rules	p. 273
Teaching Generalizations, Principles, and Academic Rules	p. 275
Planning for Teaching Generalizations, Principles, and Academic Rules	p. 275
Implementing Lessons for Teaching Generalizations, Principles, and Academic Rules	p. 275
Accommodating Diversity in Concept Learning and Teaching	p. 276
Utilizing Technology in Concept Learning	p. 277
Capitalizing on Social Interaction	p. 284
Social Interaction: Theoretical Perspectives	p. 286
Developmental Theories	p. 286
Elaboration Theory	p. 287
Motivation Theory	p. 288
Using Groupwork to Facilitate Learning	p. 288
Organizing and Conducting Groupwork Activities	p. 289
Working in Pairs: Introducing Groupwork	p. 290
Working with Larger Groups	p. 290
Combining Pairs	p. 290
Groupwork with Higher-Level Tasks	p. 292
Cooperative Learning	p. 292
Cooperative Learning: The Essential Components	p. 294
Cooperative Learning: Getting Started	p. 295
STAD: Student Teams-Achievement Division	p. 297
Jigsaw II	p. 301
Group Investigation	p. 303
Computer-Mediated Communication: Using Technology to Facilitate Cooperative Learning	p. 306
Using Cooperative Learning to Capitalize on Diversity	p. 308
Discussions	p. 309
Using Discussions to Promote Student Growth	p. 310
Promoting Cognitive Growth with Discussions: Planning	p. 311
Promoting Cognitive Growth with Discussions: Implementation	p. 313
Affective Discussions: Promoting Ethical and Moral Growth	p. 315
Peer Tutoring: Students as Resources	p. 317
Research on Peer Tutoring	p. 318
A Basic Peer Tutoring Model	p. 319
Planning for Peer Tutoring	p. 319
Implementing Peer Tutoring Activities	p. 320
Problem-Based Instruction	p. 326
Problem-Based Learning	p. 327
Problem-Based Instruction: An Overview	p. 327
Problem-Based Instruction: Theoretical Foundations	p. 329
Project-Based Learning	p. 330
Essential Components	p. 330
Implementing Project-Based Instruction in the Classroom	p. 332
Research on Project-Based Instruction	p. 335
Problem Solving	p. 336
Well-Defined and Ill-Defined Problems	p. 338
A Problem-Solving Model	p. 338
Helping Learners Become Better Problem Solvers	p. 341
Anchored Instruction: Technology as a Tool to Teach Problem Solving	p. 344
Inquiry Strategies	p. 346
Identifying a Question	p. 348
Forming Hypotheses	p. 348
Gathering Data	p. 349
Assessing Hypotheses	p. 350
Generalizing	p. 352
Analyzing the Inquiry Process	p. 352
Teacher-Centered Instruction	p. 357
Teacher-Centered and Learner-Centered Instruction	p. 360
Characteristics of Teacher-Centered Instruction	p. 361
Types of Teacher-centered Instruction	p. 361
Direct Instruction	p. 361
Procedural Skills	p. 362
Direct Instruction: The Research Base	p. 363
Goals of Direct Instruction	p. 364
Planning for Direct Instruction	p. 366
Implementing Direct Instruction Lessons	p. 368
Lecture Discussions: Teacher-Centered Strategies for Teaching Organized Bodies of Knowledge	p. 375
Organized Bodies of Knowledge: Integrating Facts, Concepts, and Generalizations	p. 378
Using Lectures to Teach Organized Bodies of Knowledge	p. 379
Lecture Discussions: An Alternative to Standard Lectures	p. 380
Planning for Lecture Discussions	p. 380
Implementing Lecture Discussion Lessons	p. 382
Assessing Learner Understanding	p. 395
Classroom Assessment	p. 397
Measurement and Evaluation	p. 397
Functions of an Assessment System	p. 398
Characteristics of Effective Assessment	p. 398
Teachers' Assessment Patterns	p. 400
Using Traditional Assessment Practices to Promote Learning	p. 401
Preparing Students	p. 404
Administering Tests	p. 405
Examining Results	p. 406
Research on classroom Testing: Implications for Teachers	p. 407
Alternative Assessment	p. 408
Performance Assessment	p. 408
Portfolio Assessment	p. 412
Accommodating Diversity: Reducing Bias in Assessment	p. 413
Provide Practice with Test Taking	p. 413
Teach Test-Taking Strategies	p. 413
Consider Use of Language in Items	p. 414
Make Provisions for Nonnative English Speakers	p. 414
Designing an Assessment System	p. 414
Grades and Grading	p. 415
Communication	p. 417
Using Technology in Assessment	p. 422
Planning and Constructing Tests	p. 422
Analyzing Test Data	p. 425
Maintaining Students Records	p. 427
References	p. 434
Author Index	p. 452
Subject Index	p. 458
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