Methods For Teaching: Promoting Student Learning In K-12 Classrooms

by Jacobsen, David A.; Dupuis, Victor L.; Kauchak, Don

• ISBN13: 9780131199507
• ISBN10: 0131199501
• Edition: 7th
• Format: Paperback
• Copyright: 2009-01-01
• Publisher: Pearson College Div

Summary

Methods for Teachinguses a three-phase model of teaching-planning, implementing, and assessing-as a framework for fostering a success-oriented K-12 environment that promotes student learning.

Table of Contents

Introduction: A Model for Teaching	2	(39)
The Teacher's Role	4	(8)
Promoting Growth and Achievement	5	(1)
Constructivism in the Classroom	6	(2)
Motivating Students	8	(4)
Teaching: An Analysis	12	(7)
Areas of Emphasis: Differing Goals Influence Learning	15	(1)
Learning Environments Influence Learning	16	(1)
Other Influences on Learning	16	(1)
Diversity in the Classroom: Accommodating through Standards	17	(2)
Standards and Professional Development	19	(5)
INTASC	19	(1)
National Board for Professional Teaching Standards	20	(1)
NCATE and TEAC	20	(2)
Federal Efforts to Improve Teaching	22	(1)
State Standards	23	(1)
The Three-Phase Approach to Instruction	24	(6)
Planning	24	(2)
Implementing	26	(1)
Technology in the Classroom: Implementation and Utilization	26	(2)
Assessing	28	(1)
The Interrelationship of the Three Phases	29	(1)
The Teacher as Decision Maker	30	(3)
Factors Influencing Decision Making	31	(1)
The Importance of Goals in Decision Making	31	(2)
The Importance of Reflection in Teaching	33	(2)
Summary	35	(6)
UNIT ONE: LEARNER-CENTERED PLANNING	41	(122)
The Goals of Instruction	42	(30)
Sources of Goals	43	(7)
The Child as a Source of Goals	44	(1)
Society as a Source of Goals	45	(1)
The Academic Disciplines as Sources of Goals	46	(2)
Diversity in the Classroom: Sources of Goals	48	(2)
The Three Domains	50	(1)
Content in the Cognitive Domain	51	(16)
Abstractions	51	(2)
Concepts	53	(3)
Generalizations	56	(5)
Facts	61	(1)
Facts and Abstractions: Their Value in the Curriculum	62	(4)
Technology in the Classroom: Teaching Abstractions	66	(1)
Summary	67	(5)
Formulating Goals and Objectives	72	(26)
Influences on Classroom Goals and Objectives	74	(2)
Levels and Perspectives	75	(1)
The Role of Goals and Objectives in Planning	76	(1)
The Three Operational Levels of Goals	76	(1)
Decision Making in Preparing Objectives	77	(1)
Alternate Formats	77	(13)
Mager's Behavioral Objectives	78	(1)
Goals Objective	79	(1)
Goal Statements	79	(2)
Evaluation Statements	81	(1)
Specifying Observable Performance	82	(1)
Specifying Conditions	83	(2)
Specifying Criteria	85	(2)
Gronlund's Instructional Objectives	87	(3)
Implementing Goals and Objectives in Classrooms	90	(3)
Technology in the Classroom: Formulating Goals and Objectives	90	(2)
Diversity in the Classroom: Goals and Objectives in a Standards-Based Environment	92	(1)
Objectives and Reflection	92	(1)
Summary	93	(5)
Planning for Learning	98	(36)
Decision Making and Planning	100	(3)
Reasons for Planning	101	(2)
Long-Term Planning	103	(5)
Philosophical Considerations	103	(1)
Standards and Benchmarks	103	(2)
Specific Teacher Decisions	105	(3)
Unit Planning	108	(6)
Unit Title	108	(1)
Unit Goal	109	(1)
Rationale for the Unit	109	(1)
Content Outline	110	(2)
Integrated Instructional Units (Specific Lesson Plans)	112	(2)
Lesson Planning	114	(6)
Unit Title	114	(1)
Objectives	115	(1)
Rationale	116	(1)
Content	116	(1)
Procedures	117	(2)
Materials	119	(1)
Assessment	119	(1)
The Total Lesson Plan	120	(3)
Diversity in the Classroom: Planning for Diverse Populations	123	(4)
Exceptionalities in Inclusive Classrooms	123	(2)
English Proficiency	125	(2)
Other Strategies	127	(1)
Adapting Lesson Planning for Everyday Use	127	(1)
Technology in the Classroom: Facilitating the Planning Process	128	(1)
Planning and Reflecting	129	(1)
Summary	130	(4)
The Affective, Psychomotor, and Cognitive Domains	134	(29)
The Affective Domain	136	(8)
Creative Thought and the Affective Domain	139	(1)
The Levels of the Affective Domain	139	(2)
Examples of Goals in the Affective Domain	141	(1)
Character Education	142	(2)
The Psychomotor Domain	144	(2)
Levels of the Psychomotor Domain	144	(2)
Examples of Goals in the Psychomotor Domain	146	(1)
The Cognitive Domain	146	(13)
Uses of the Cognitive Taxonomy	147	(1)
Levels of the Cognitive Domain	148	(7)
Technology in the Classroom: The Cognitive Domain	155	(1)
Critical Thinking and the Cognitive Domain	156	(2)
Diversity in the Classroom: Using the Three Domains	158	(1)
Summary	159	(4)
UNIT TWO: LEARNER-CENTERED INSTRUCTION	163	(178)
Questioning Strategies	166	(28)
Question Levels	169	(5)
Low-Level Questions	170	(1)
High-Level Questions	170	(4)
Question Focus	174	(2)
Convergent Questions	174	(1)
Divergent Questions	174	(2)
Questioning Strategies	176	(9)
Using Open-Ended Questions and Redirection to Increase Student Involvement	176	(2)
Prompting	178	(4)
Probing	182	(1)
Wait Time	183	(1)
Diversity in the Classroom: Facilitating Needs Through Questioning Strategies	184	(1)
Questioning Skills: The Cognitive Domain and Critical Thinking	185	(1)
Motivating Students Through Questioning	186	(3)
Technology in the Classroom: Fostering Effective Questioning Strategies	188	(1)
Summary	189	(5)
Teaching Strategies	194	(62)
Teacher-Directed and Discovery Teaching	196	(6)
An Overview	196	(3)
A Comparison	199	(3)
Teacher-Directed Teaching	202	(7)
Planning	202	(2)
Implementing	204	(5)
Guided Discovery Teaching	209	(11)
Planning	209	(1)
Implementing	210	(5)
Guided Discovery: Developing Thinking Skills	215	(5)
Cooperative Learning Strategies	220	(9)
Getting Started	222	(2)
Types of Cooperative Learning	224	(3)
Cooperative Learning: A Tool for Capitalizing on Diversity	227	(2)
Discussion Strategies	229	(4)
Planning	230	(1)
Implementing	231	(2)
Problem-Based Learning	233	(18)
An Overview	234	(1)
Goals	234	(1)
Inquiry	235	(7)
Problem Solving	242	(5)
Technology in the Classroom: Enhancing Instruction	247	(1)
High-Quality Representations	248	(1)
Practice with Feedback	248	(1)
Simulations	249	(1)
Problem Solving	250	(1)
Summary	251	(5)
Using and Building on Learner Differences: Instructional Strategies	256	(32)
Multicultural Education	258	(2)
Culturally Responsive Teaching	259	(1)
Teaching ELL Students	260	(4)
Teaching Students Placed at Risk	264	(6)
Effective Learning Environments for Students Placed at Risk	265	(1)
Effective Teachers for Students Placed at Risk	266	(1)
Effective Instruction for Students Placed at Risk	267	(3)
Inclusion	270	(6)
Diversity and Technology in the Classroom: Using Computers to Accommodate Students	276	(3)
Computer Uses in the Schools	276	(1)
Adaptive Uses of Computers	276	(2)
Assistive Technology	278	(1)
Adaptations to Computer Input Devices	278	(1)
Adaptations to Output Devices	279	(1)
Learning Styles	279	(4)
Introduction	279	(1)
Learning Styles: The Work of Dunn and Dunn	280	(1)
Field Dependence/Independence	281	(1)
Conceptual Tempo	281	(1)
Learning Styles: Implications for Teaching	282	(1)
Howard Gardner's Multiple Intelligences	283	(1)
Summary	284	(4)
Classroom Management: Prevention	288	(28)
Classroom Management: An Overview	289	(2)
The Problem	289	(1)
Classroom Management versus Classroom Discipline	290	(1)
Outcomes of Effective Management	290	(1)
Prerequisites to Effective Management	291	(9)
Classroom Climate	291	(1)
Teacher Characteristics	292	(3)
Management and Instruction	295	(5)
Planning for Effective Management	300	(4)
Creating Classroom Rules	300	(1)
Creating Classroom Procedures	301	(1)
Rules and Procedures: Developmental Considerations	302	(1)
Planning the Physical Environment	302	(2)
Teaching Rules and Procedures	304	(3)
The Beginning of the School Year	306	(1)
Monitoring Rules and Procedures	306	(1)
Communication with Parents	307	(6)
Benefits of Communication	308	(1)
Strategies for Involving Parents	308	(1)
Technology in the Classroom: Facilitating Communication	309	(1)
Diversity in the Classroom: Communication with Parents	310	(3)
Summary	313	(3)
Classroom Management: Intervention	316	(25)
Sources of Management Problems	317	(2)
Characteristics of Effective Intervention	319	(4)
Withitness and Overlapping	319	(1)
Consistency and Follow-Through	320	(1)
Brevity, Clarity, and Firmness	320	(1)
Preserving Student Dignity	321	(1)
Diversity in the Classroom: Effective Intervention	322	(1)
Theoretical Approaches to Intervention	323	(7)
Cognitive Interventions	323	(4)
Behaviorist Interventions	327	(3)
An Intervention Continuum	330	(2)
Serious Management Problems: Violence and Aggression	332	(4)
Immediate Actions	333	(1)
Long-Term Solutions	333	(3)
Summary	336	(5)
UNIT THREE: LEARNER-CENTERED ASSESSMENT	341	(29)
Assessing Student Learning	342	(28)
Measurement and Evaluation	343	(2)
Formal and Informal Measurement	344	(1)
Measurement Accuracy	345	(1)
Preparing Accurate Measurement Items	345	(8)
Measuring the Learning of Facts	345	(1)
Measuring the Understanding of Concepts	346	(2)
Measuring the Understanding of Generalizations	348	(2)
Measuring Inquiry Skills	350	(3)
Alternative Assessment	353	(5)
Performance Assessment	354	(1)
Portfolio Assessment	355	(1)
Using Rubrics with Alternative Assessments	355	(3)
Diversity in the Classroom: Reducing Bias in Assessment	358	(2)
Carefully Wording Items	359	(1)
Making Provisions for Nonnative English Speakers	359	(1)
Accommodating Diversity in Scoring	359	(1)
Grades and Grading	360	(3)
Norm-Referenced and Criterion-Referenced Evaluation	360	(1)
Purposes of Assigning Grades	360	(1)
Inappropriate Uses of Grades	361	(1)
Feedback Systems	362	(1)
Technology in the Classroom: Improving Assessment	363	(2)
Planning and Constructing Tests	363	(1)
Analyzing Test Data	364	(1)
Maintaining Student Records	364	(1)
Technology and Portfolios	365	(1)
Summary	365	(5)
References	370	(19)
Index	389