9780131199507

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

by ; ;
  • ISBN13:

    9780131199507

  • ISBN10:

    0131199501

  • Edition: 7th
  • Format: Paperback
  • Copyright: 2009-01-01
  • Publisher: Pearson College Div
  • View Upgraded Edition

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Supplemental Materials

What is included with this book?

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

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