Reflective Planning, Teaching, and Evaluation: K-12

by Eby, Judy W.

• ISBN13: 9780134964805
• ISBN10: 0134964802
• Edition: 2nd
• Format: Paperback
• Copyright: 1997-06-01
• Publisher: Prentice Hall

Summary

Designed to encourage beginning teachers to be reflective and proactive in meeting the diverse needs of their students, this second edition presents a new model of reflective action in teaching. Updated to incorporate multicultural, diversity and changing teaching environments, this book provides concrete examples, vignettes, and case studies to prepare new teachers for the teaching challenges of today.

Table of Contents

CHAPTER 1 REFLECTIVE ACTION IN TEACHING	1	(24)
Teachers' Many Roles and Responsibilities	3	(9)
Processing Information	4	(2)
How Teachers' Thinking Affects Student Learning	6	(1)
Definitions of Reflective Thinking and Action	7	(2)
Reflecting on Your Ethics and Principles	9	(3)
A Model of Reflective Action in Teaching	12	(12)
Perceptiveness of Your Students' Needs	13	(2)
Proactive Search for Knowledge	15	(1)
Clarification of Values and Principles	15	(1)
Creative Synthesis of Ideas to Fit Your Classroom	16	(1)
Persistence and Problem Solving	17	(1)
Communication Skills	17	(1)
An Example of a Student Teacher Using the Reflective Action Model	18	(6)
References	24	(1)
CHAPTER 2 PLANNING A HEALTHY, SAFE ENVIRONMENT FOR LEARNING	25	(38)
A Good Beginning for the School Year	26	(10)
Organizing the Physical Environment	27	(3)
The First Day of School	30	(6)
Preventive Discipline Strategies	36	(12)
Teachers' Body Language	36	(1)
Withitness	37	(2)
Teachers' Leadership Styles	39	(1)
Establishing Rules and Consequences	40	(1)
The Consequence Called Time-Out	41	(1)
Using Positive Consequences and Rewards	42	(1)
Two-Way Communication with Parents	43	(3)
Discipline Systems That Build Character and Self-Esteem	46	(1)
Humor in the Classroom	47	(1)
Building Self-Esteem and Intrinsic Motivation	48	(9)
The Enhancing Effects of Success	48	(1)
Meeting Students' Affective Needs	49	(1)
Classrooms As Communities	50	(1)
Teaching Students How to Resolve Conflicts	51	(3)
Classroom Meetings	54	(3)
The Self-Fulfilling Prophecy	57	(1)
Scheduling Time for Active Learning	57	(3)
Daily and Weekly Schedules	57	(1)
Planning Time	58	(2)
References	60	(3)
CHAPTER 3 PERCEIVING AND MEETING STUDENTS' NEEDS IN A DIVERSE SOCIETY	63	(24)
Celebrating Diversity in Your Classroom	64	(4)
Perceiving the Needs of Bilingual and Bicultural Students	65	(3)
Assessing the Academic Needs of Your Students	68	(9)
Teachers' Conceptions of How Students Learn	68	(1)
Interpreting Data from Students' Cumulative Files	69	(1)
Interpreting Standardized Test Results	70	(2)
Perceiving Students' Learning Styles and Multiple Intelligences	72	(1)
Pretests and Student-Teacher Conferences	73	(1)
Placement and Grouping Decisions	74	(1)
Determining the Causes of Underachievement	75	(1)
Assessment to Meet the Needs of High-Achieving Students	76	(1)
Perceiving and Meeting Students' Affective Needs	77	(9)
Planning for Students with Special Needs	78	(4)
Perceiving the Needs of Urban Children	82	(1)
Perceiving the Needs of Rural Students	83	(1)
Identifying Students' Needs without Labeling	83	(3)
References	86	(1)
CHAPTER 4 HOW TEACHERS PLAN SCHOOL PROGRAMS	87	(36)
How School Curricula Are Planned	90	(10)
National Standards in the Planning Stage	90	(1)
State Curriculum Guidelines	91	(1)
How Curriculum Is Transformed in Practice	92	(1)
Evaluation and Use of Textbooks	93	(1)
Curriculum Orientations	94	(2)
Tyler's Basic Principles of Curriculum Planning	96	(1)
Bloom's Taxonomy of Educational Objectives	97	(1)
Clarifying Educational Goals and Outcomes	97	(2)
Writing Useful and Appropriate Outcome Statements	99	(1)
Examples of Long-Term Curriculum Planning	100	(21)
Designing a Common Core Curriculum	100	(2)
Redesigning the Curriculum to Reflect Multicultural Values	102	(1)
Redesigning the Curriculum Using Multidisciplinary Themes	103	(1)
Designing a Whole Language Curriculum	104	(4)
A Thematic Curriculum for a Multicultural, Bilingual Classroom	108	(2)
Long-Term Planning in Mathematics	110	(1)
Long-Term Planning in Science	111	(1)
Long-Term Planning in Social Studies	112	(4)
Creating Time Lines That Fit Your Goals and Outcome Statements	116	(3)
Collaborative Long-Term Planning	119	(2)
References	121	(2)
CHAPTER 5 PLANNING THEMATIC UNITS FOR AUTHENTIC LEARNING	123	(28)
How Teachers Plan Thematic Units	124	(6)
Deciding on Unit Topics	125	(1)
Creating a Curriculum Unit Using Reflective Actions	126	(1)
Using Perceptiveness	126	(1)
Constructing Knowledge on the Topic	126	(1)
Clarifying Values and Moral Principles	126	(1)
Creating the Unit	126	(1)
Being Persistent and Solving Problems	127	(1)
Using Good Communication Skills	127	(1)
Sequencing Learning Experiences in Unit Plans	128	(2)
Examples of Thematic units	130	(19)
Creating a Multidisciplinary Primary Unit	130	(1)
A Multidisciplinary, Multicultural Unit	131	(7)
Developing a Mathematics Unit	138	(1)
Creating a Language-Arts Unit	138	(7)
Two Colleagues Create a High School Science Unit	145	(4)
References	149	(2)
CHAPTER 6 LESSON PLANNING AND SEQUENCING	151	(32)
Writing Objectives to Fit Goals and Outcome Statements	152	(5)
Behavioral Objectives	153	(1)
Problem-Solving Objectives	153	(1)
Expressive Outcomes	154	(1)
Bloom's Taxonomy	155	(2)
Sequencing Objectives in School Subjects	157	(7)
Sequencing Objectives in Mathematics	157	(2)
Sequencing Objectives in Language Arts	159	(2)
Sequencing Objectives in Science	161	(1)
Sequencing Objectives in Social Studies	162	(1)
Sequencing Objectives in Interdisciplinary Units	163	(1)
Planning Assessments That Fit Your Objectives	164	(6)
Varying Objectives for Students with Special Needs	167	(3)
Writing a Well-Organized Lesson Plan	170	(12)
Sample Lesson Plan in Mathematics	171	(3)
Sample Lesson Plan in Language Arts/Social Studies	174	(2)
Sample Lesson Plan in Science	176	(1)
Sample Primary Bilingual Lesson Plan Using Learning Centers	177	(5)
References	182	(1)
CHAPTER 7 AUTHENTIC TEACHING AND LEARNING	183	(22)
The Cognitive-Mediational Conception of Learning	185	(3)
Schema Theory	186	(1)
Advance Organizers	187	(1)
Presentation Skills That Increase Clarity and Motivation	188	(7)
Getting Students' Attention	189	(1)
Enthusiasm	190	(1)
Clarity	190	(2)
Smooth Transitions	192	(1)
Timing	193	(1)
Variation	194	(1)
Interaction	194	(1)
Active, Authentic Learning Experiences	194	(1)
Closure	195	(1)
Systematic Classroom Instruction	195	(8)
Direct Instruction of New Knowledge and Skills	195	(3)
Teacher Modeling and Demonstration	198	(1)
Scaffolding	198	(1)
Structuring Tasks for Success	199	(1)
Matching Teaching and Learning Styles	200	(1)
Multiple Intelligences	201	(2)
References	203	(2)
CHAPTER 8 DISCUSSION AND QUESTIONING STRATEGIES THAT MAKE LEARNING MORE AUTHENTIC	205	(22)
Asking Questions That Stimulate Higher-Level Thinking	206	(4)
Knowledge Level	207	(1)
Comprehension Level	207	(1)
Application Level	208	(1)
Analysis Level	208	(1)
Synthesis Level	208	(1)
Evaluation Level	208	(2)
Strategies for Authentic Discussions	210	(16)
Problem-Solving Discussions	211	(2)
Group Investigations	213	(1)
Discussions That Promote Critical Thinking	214	(1)
Discussions That Improve Observation Skills	215	(1)
Discussions That Enhance Comparing Skills	215	(1)
Discussions That Guide Classification Skills	215	(1)
Discussions That Identify Assumptions	216	(1)
Socratic Dialogues	216	(1)
Discussions That Enhance Creative Thinking	217	(1)
Discussions That Encourage Imagination and Inventiveness	218	(1)
Prewriting Discussions	218	(1)
Discussions That Address Multiple Intelligences	219	(1)
The Role of the Teacher in Leading Discussions	220	(6)
References	226	(1)
CHAPTER 9 COOPERATIVE LEARNING STRATEGIES	227	(24)
Models of Cooperative Learning	228	(5)
Group Investigation	228	(3)
Jigsaw Model	231	(1)
Learning Teams	231	(2)
Peacemaking Groups	233	(1)
The Purpose of Cooperative Learning	233	(2)
Selecting and Adapting Models	234	(1)
How Cooperative Learning Is Used in Classrooms	235	(9)
Kindergarten Applications	235	(1)
First-Grade Applications	236	(2)
Second-Grade Applications	238	(1)
Third-Grade Applications	239	(1)
Fourth-Grade Applications	240	(1)
Fifth-Grade Applications	240	(1)
Sixth-Grade Applications	241	(2)
Middle School Applications	243	(1)
High School Applications	243	(1)
Classroom Conditions That Encourage Cooperation	244	(5)
The Effects of Cooperative Learning	246	(3)
References	249	(2)
CHAPTER 10 USING TECHNOLOGY AND OTHER TEACHING STRATEGIES TO INCREASE AUTHENTIC LEARNING	251	(30)
Technology Can Increase Authentic Learning	252	(8)
Word Processing Programs	253	(1)
Computer-Assisted Research Projects	254	(1)
Networking to Share Information	255	(1)
Mathematics and Problem-Solving Programs	255	(2)
Record Keeping and Grading	257	(1)
Calculators	258	(1)
Audio-Video Technology	258	(1)
Managing Technology in the Classroom	259	(1)
Teaching Strategies That Fit Bloom's Taxonomy	260	(6)
Teaching Strategies That Develop a Knowledge Base	260	(1)
Teaching Strategies That Promote Comprehension	261	(2)
Teaching Strategies That Allow Students to Apply What They Learn	263	(1)
Teaching Strategies That Require Analysis	264	(1)
Teaching Strategies That Encourage Synthesis	264	(1)
Teaching Strategies That Generate Evaluation	265	(1)
Classroom Examples of Teaching Strategies	266	(14)
Discovery Learning	266	(1)
Inquiry Training	267	(1)
Role Playing	268	(1)
Simulation	269	(2)
Mastery Learning	271	(1)
Contracts for Independent Learning	272	(2)
Group Rotations Using Learning Centers	274	(4)
Your Own Repertoire of Teaching Strategies	278	(2)
References	280	(1)
CHAPTER 11 AUTHENTIC ASSESSMENT	281	(28)
Assessment Terminology	282	(3)
Public Interest in Student Achievement	285	(1)
How Teachers Select and Use Assessment Methods	286	(22)
Informal Observations	288	(1)
Performance Tasks to Demonstrate Mastery of Outcomes	289	(1)
Criterion-Referenced Quizzes and Tests	290	(2)
Mastery Learning	292	(1)
Essays Evaluated with Rubric Guidelines	293	(2)
Oral Reports and Examinations	295	(1)
Designing Authentic Assessment Performance Tasks	296	(1)
Rubrics, Checklists, and Rating Scales	297	(3)
Learning Contracts	300	(3)
Portfolios of Student Products	303	(3)
Videotape Records	306	(1)
Cooperative Group Projects and Products	307	(1)
References	308	(1)
CHAPTER 12 RECORDING AND REPORTING STUDENT ACCOMPLISHMENTS	309	(28)
Varied Perspectives about the Purpose of Evaluation	311	(3)
Philosophies Underlying Various Evaluation Systems	314	(3)
How Curriculum Orientations Influence Evaluation	314	(1)
How Various Orientations Affect Teachers' Observations	315	(1)
How Curriculum Orientations Relate to Test Construction	315	(1)
How Curriculum Orientations Affect the Selection of Assessment Devices	316	(1)
Methods of Reporting Student Accomplishment	317	(18)
Combining Evaluation Data	318	(4)
An Authentic Grading System That Encourages Success	322	(2)
Using Performance Tasks to Create an Authentic Evaluation System	324	(3)
Computation of Grades	327	(2)
Writing Anecdotal Records	329	(1)
Organizing Portfolios to Document Accomplishments	330	(2)
Involving Students in Evaluation Procedures	332	(3)
References	335	(2)
CHAPTER 13 REFLECTIVE TEACHERS AND THE SCHOOL COMMUNITY	337	(26)
Two-Way Communication with Parents	338	(10)
Fall Open House	339	(1)
Parent-Teacher Conferences	340	(5)
Through the Eyes of Parents	345	(3)
Teaching and Learning in a Multicultural Community	348	(5)
Visits to Students' Homes	349	(1)
Newsletters and Notes	350	(1)
Parent Support of Educational Activities	351	(1)
Telephone Calls	351	(1)
Spring Open House and Other Special Events	352	(1)
Community Involvement in Classroom Activities	353	(3)
Parents As Volunteers	353	(1)
Community Resources	354	(1)
Character Education Programs	355	(1)
Collegial Relationships	356	(4)
Teacher Empowerment	356	(1)
Teachers Mentoring and Coaching One Another	357	(3)
References	360	(3)
NAME INDEX	363	(4)
SUBJECT INDEX	367	(10)
ABOUT THE AUTHOR	377