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9780801331350

Decision Making in Planning and Teaching

by ; ; ;
  • ISBN13:

    9780801331350

  • ISBN10:

    0801331358

  • Edition: 1st
  • Format: Paperback
  • Copyright: 2000-10-16
  • Publisher: Pearson

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Supplemental Materials

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Summary

Based on Bransford and Stein's IDEAL model for problem-solving and decision-making, this comprehensive text explicitly illustrates the thought processes of successful teachers as they plan, implement, and evaluate instruction. Decision-Making in Planning and Teaching invites dialogue, application, and critical examination of thought processes by section and in chapters through real-world scenarios, current research studies, and practice-teaching sessions.

Table of Contents

Preface xix
Section I Identifying the Challenge 1(80)
Studying Students
4(38)
Conversation
4(1)
Developing Competence
5(1)
Introduction
6(1)
Cognitive Psychology and the Construction of Knowledge
7(2)
Cognitive Development
9(6)
Cognition--Organization and Adaptation
10(2)
Sensorimotor Stage
12(1)
Preoperational Stage
13(1)
Concrete Operations Stage
13(1)
Formal Operations Stage
14(1)
Social Construction of Knowledge
15(2)
Prior Knowledge and Skills
17(3)
Prior Knowledge
17(2)
Pre-existing Learning Skills
19(1)
Students and Motivation
20(3)
What is Motivation?
20(1)
Factors Affecting Motivation
21(1)
Implications for Teaching
22(1)
Multiple Intelligences
23(5)
Community and Culture
28(7)
Socioeconomic Status (SES)
29(1)
Ethnicity
30(1)
Language
31(1)
Exceptionalities
32(3)
School and Home Connections
35(7)
Summary
38(1)
Reflections
39(1)
Teacher as Researcher
40(2)
Analyzing Curriculum
42(39)
Conversation
42(1)
Developing Competence
43(1)
Introduction
43(1)
The Big Questions
44(2)
Philosophies of Education-Attempts at Answering the ``Big Questions''
46(13)
Perennialism--Classical Traditions, Great Books, and the Paideia Proposal
47(5)
Essentialism--The ``Back to Basics'' Movement
52(2)
Progressivism--Teaching Children, Not Subjects
54(5)
Curriculum Planning--A Practical Guide
59(1)
``Lenses'' On Curriculum
60(10)
A Lens on Students
61(1)
A Lens on Society
61(1)
Society's Goals-Goals 2000
62(1)
Functionalism-Opportunities for All
62(3)
Critical Theory-Education for the Disenfranchised
65(2)
A Lens on Content
67(1)
Learned Societies
67(1)
State and Local Curricula
68(1)
A Lens on Teaching and Learning
68(2)
Developing Curriculum
70(11)
Diagnose Needs-A Lens on Students
71(1)
Diagnose Needs-A Lens on Society
72(1)
Diagnose Needs-A Lens on Content
72(1)
Diagnose Needs-A Lens on Teaching and Learning
73(1)
Identify Objectives
73(1)
Select Content
73(1)
Organize Content
74(1)
Select Learning Experiences
75(1)
Organize Learning Experiences
76(1)
Determine What and How to Evaluate
76(1)
Summary
77(1)
Reflections
78(1)
Teacher as Researcher
78(3)
Section II Defining the Challenge 81(74)
Constructing Units
83(30)
Conversation
83(1)
Developing Competence
83(1)
Introduction
84(1)
Courses, Units, and Lessons
84(3)
Instructional Goals and Learner Objectives
87(2)
Learner Objectives and the Domains of Knowledge
89(2)
Learner Objectives and Gagne's five Categories of Learning Outcomes
91(2)
Learner Objectives from the Cognitive Domain
93(6)
Benjamin Blooms' Taxonomy of Educational Objectives
93(2)
Jerome Bruner's Structure of Subject Matter
95(2)
Robert Gange's Verbal Information and Intellectual Skills
97(2)
Bloom, Bruner, and Gagne Compared
99(1)
Learner Objectives from the Affective and Psychomotor Domain
99(3)
Developing Instructional Units
102(2)
Focus and Sequence of Instruction
102(1)
Depth and Breadth of Coverage
103(1)
Using a Planning Calendar to Identify Instructional Units
104(1)
Using a Planning Matrix to Identify Lesson Objectives
105(4)
Some Additional Notes of Creating and Using Planning Matrices
107(2)
Writing Behavioral Objectives
109(2)
Lesson Objectives and Behavioral Objectives Compared
111(2)
Summary
111(1)
Reflections
111(1)
Teacher as Researcher
112(1)
Constructing Lessons
113(42)
Conversation
113(1)
Developing Competence
114(1)
Introduction
114(1)
Why Plan?
115(2)
Novice and Experienced Planners
116(1)
Lesson Plan Framework
117(6)
Lesson Objectives
118(1)
Student Grouping
118(1)
Instructional Methods and Strategies
118(1)
Activities
119(1)
Instructional Resources
120(1)
Assessment/Evaluation
121(2)
Three Whole Lesson Models and Plans
123(25)
Direct Instruction Lesson Plan
123(2)
Set Induction Phase
125(1)
Interaction Phase
126(1)
Closure Phase
126(1)
Example Plans
127(1)
Elementary Grades Model
127(2)
Secondary Grades Model
129(2)
Guided Literacy Lesson Plan
131(1)
Set Induction Phase
132(1)
Interaction Phase
133(1)
Closure Phase
134(1)
Example Plans
134(1)
Elementary Grades Model
134(1)
Secondary Grades Model
135(2)
Cooperative Learning Lesson Plan
137(3)
Set Induction Phase
140(2)
Interaction Phase
142(1)
Closure Phase
142(1)
Example Plans
143(1)
Elementary Grades Model
143(2)
Secondary Grades Model
145(3)
Planning in Inclusionary Classrooms
148(7)
Summary
151(1)
Reflections
152(1)
Teacher as Researcher
152(3)
Section III Exploring Alternatives 155(178)
Mastering the Tools of the Profession
157(31)
Conversation
157(1)
Developing Competence
158(1)
Introduction
159(1)
Questioning
159(16)
Lower- and Higher-Level Questions
159(2)
Convergent and Divergent Questions
161(2)
Planning Questions
163(1)
When to Use Lower- and Higher-Level Questions
164(1)
Pinnacle Questions
165(1)
Avoiding ``Bad'' Questions
166(3)
Wait Time
169(1)
Responding to Students
170(1)
Volleying
170(5)
Clarity of Directions
175(1)
Nonverbal Tools
176(3)
Body Language
177(1)
Physical Environment of the Classroom
178(1)
Student Grouping
179(9)
Alternative Criteria for Grouping Students
180(3)
Methods of Grouping Students
183(1)
Other Grouping Considerations
183(2)
Summary
185(1)
Reflections
185(1)
Teacher as Researcher
186(2)
Integrating Instructional Resources and Technology
188(35)
Conversation
188(1)
Developing Competence
189(1)
Introduction
189(1)
Timeless Wisdom
190(2)
Modalities
190(2)
Dale's Cone
192(2)
Choosing the Right Resources
194(10)
Presentation (Large-Group)
194(1)
Presentation Software
194(1)
Dry-erase Boards
195(1)
Document Cameras
195(1)
Smartboards
196(1)
Standards for Effectively Using Visuals
197(1)
Social Learning (Small-Group)
198(1)
Word Processing Equipment
198(1)
Semantic Mapping Software
199(1)
Simulation Software
199(1)
The Internet
199(1)
Other Technological Options
200(1)
Technology and Inquiry Learning
200(1)
Technology and Independent Learning
201(1)
Evaluating Textbooks
202(1)
Other Resources
203(1)
The Use of Instructional Software
204(5)
Categories of Instructional Software
205(1)
Tutorials
205(1)
Drill and Practice
205(1)
Database
205(1)
Simulations
206(1)
Games / Problem-Solving
206(1)
Evaluating Instructional Software
206(3)
Television and Other Teaching Tools
209(1)
Community-Based Learning Experiences
210(3)
Connecting to the Global Community
211(1)
Field Trips
212(1)
Curriculum-Based Resources
213(1)
Creating Resources
214(1)
Planning to Use Resources
215(1)
Teacher Productivity Resources
215(2)
Copyright Laws
217(1)
Always Stay Current
218(5)
Summary
220(1)
Reflections
220(1)
Teacher as Researcher
221(2)
Collecting Teaching Strategies
223(40)
Conversation
223(1)
Developing Competence
224(1)
Introduction
225(3)
Activating and Organizing Students' Prior Knowledge
228(5)
Brainstorming
228(1)
PreReading Plan (PReP)
229(1)
Anticipation Guide
230(2)
Semantic Map
232(1)
Developing Students' Concept Awareness and Vocabulary
233(9)
Concept of Definition Mapping
236(1)
Concept Attainment
237(2)
Concept Circles
239(1)
Structured Overview
240(2)
Developing Students' Learning Processes and Strategies
242(6)
Reciprocal Teaching
243(3)
Think-Aloud
246(2)
Making Students' Learning Purposeful
248(4)
Questioning the Author (QtA)
249(1)
Possible Sentences
249(3)
Extending Students' Learning
252(4)
Discussion Web
252(2)
About-Point
254(2)
Enhancing Students' Skills in Working Cooperatively
256(7)
Student Teams-Achievement Divisions (STAD)
258(1)
Teams-Games-Tournaments (TGT)
258(1)
Jigsaw II
258(1)
Dyads
259(1)
Think-Pair-Share
260(1)
Summary
261(1)
Reflections
261(1)
Teacher as Researcher
262(1)
Selecting Learning Strategies
263(40)
Conversation
263(1)
Developing Competence
264(1)
Introduction
265(1)
Helping Students Become Scholars
266(6)
Scholars and Students
266(2)
Guidelines for Teaching Learning Strategies
268(1)
Integrate Strategy Instruction into Lessons
268(1)
Encourage Students to Modify Strategies
269(1)
Debrief Students on Their Strategy Use
270(1)
Provide Ongoing Support
270(1)
Plan and Teach Sound Lessons
270(1)
Parents Supporting Scholars
271(1)
Teaching Learning Strategies: A Reminder
272(2)
Improving Students' Memorizing Skills
274(4)
Spatial Arrangement
274(2)
Keyword
276(1)
Acronyms
277(1)
Developing Students' Note taking Skills
278(4)
Idea Line
279(1)
Palmatier's Unified Notetaking System (PUNS)
280(2)
Developing Students' Ability to Summarize
282(4)
Four-Sentence Summary
283(1)
Guided Reading and Summarizing Procedure (GRASP)
284(2)
Improving Students' Research Skills
286(5)
I-Search
286(3)
Team Research
289(2)
Improving Students' Methods of Studying
291(6)
Question Answer Relationships (QARS)
293(2)
Heart
295(1)
Predict-Organize-Rehearse-Practice-Evaluate (Porpe)
296(1)
Developing Your Own Learning Strategies
297(6)
Summary
300(1)
Reflections
301(1)
Teacher as Researcher
302(1)
Planning Assessment Strategies
303(30)
Conversation
303(1)
Developing Competence
304(1)
Introduction
304(1)
The Language of Assessment
305(1)
The Teaching-Learning Assessment Process
306(1)
Teacher-Developed Assessments vs. Textbook Assessments
307(1)
Types of Assessments
307(1)
Assessment Formats
308(1)
Designing Classroom Assessments
309(4)
Validity and Reliability Defined
309(1)
The Process of Assessment Development
309(3)
General Guidelines for Developing Assessments
312(1)
Using Paper-and-Pencil Tests to Assess Student Learning
313(10)
Objective Tests
313(6)
Essay Tests
319(4)
Using Alternative Assessment Methods to Assess Student Learning
323(2)
Product Assessments
323(1)
Performance Assessments
324(1)
Assessing Lesson Objectives from the Affective Domain
325(2)
Portfolio Assessment
327(1)
Standardized Tests
328(1)
Assessing Children with Special Needs
329(1)
Assessing Pre-K and Early Elementary Students
329(4)
Summary
330(1)
Reflections
331(1)
Teacher as Researcher
331(2)
Section IV Acting on the Plan 333(22)
Introduction
334(1)
December 9--Identifying the Challenges of Learners and Curricula
335(1)
December 12--Defining the Challenge of What to Teach and How
336(1)
December 16--Exploring Alternative Ways of Teaching
337(2)
January 12--The Pre-Observation Interview
339(4)
January 13--Acting on the Plan by Teaching the Lesson
343(8)
After School--Looking at the Results During the Post-Observation Interview
351(1)
April 26
352(1)
Authors' Discussion
353(2)
Section V Looking at the Results 355(52)
Evaluating Student Achievement
357(19)
Conversation
357(1)
Developing Competence
358(1)
Introduction
358(1)
Setting Expectations
358(1)
Looking at Test Quality
359(5)
Difficulty of Individual Test Items
360(2)
Multiple-Choice Distractor Analysis
362(1)
Student Feedback
363(1)
Overall Analysis of Student Response Patterns
363(1)
Looking at Student Achievement
364(3)
Class Achievement
364(2)
Individual Student Achievement
366(1)
Looking at Your Teaching
367(1)
Assigning Grades
367(3)
Grading Individual Assignments
368(1)
Cumulative Report Card Grades
369(1)
Record Keeping
370(1)
Communicating Assessment Results
371(1)
Grading Dilemmas
372(4)
Summary
373(1)
Reflections
373(1)
Teacher as Researcher
374(2)
Evaluating Teaching
376(31)
Conversation
376(1)
Developing Competence
377(1)
Introduction
378(1)
Reflecting on Your Own Teaching
378(1)
Evaluating Lessons
379(6)
Students as a Source of Feedback
380(1)
Informal, Subjective Observations
380(1)
More Formal, Objective Observations
381(2)
Systematic Formative Assessments
383(1)
Mentors
384(1)
Evaluating Units
385(7)
Student Information
386(2)
School Sources
388(1)
Other Professional Resources
389(1)
Learned Societies
389(1)
The Internet
390(1)
Educational Resources Information Center (ERIC)
391(1)
Kraus Curriculum Guides
391(1)
Evaluating Yourself as a Professional
392(2)
Praxis III/Pathwise
392(1)
A Framework for Teaching
392(2)
Interstate New Teacher Assessment and Support Consortium (INTASC)
394(3)
Creating a Professional Portfolio
397
The Two Es of Teaching: Ethics and Efficacy
394(13)
The Ethics of Teaching
399(3)
Commitment to Students
402(1)
Commitment to the Profession
403(1)
Teacher Efficacy
403(1)
Summary
404(1)
Reflections
405(1)
Teacher as Researcher
405(2)
Appendix 407(2)
Bibliography 409(10)
Index 419

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The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

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