Effective Teaching Methods Research-Based PRactice

Cover
Title Page
Copyright Page
About the Author
Brief Content
Contents
Preface
1 The Effective Teacher
	What Is an Effective Teacher?
		A New Direction
	Key Behaviors Contributing to Effective Teaching
		Lesson Clarity
		Instructional Variety
		Teacher Task Orientation
		Engagement in the Learning Process
		Student Success Rate
		Summary of Five Key Behaviors
	Helping Behaviors Related to Effective Teaching
		Using Student Ideas and Contributions
		Structuring Lesson Content
		Questioning
	In Practice: Focus on Constructivism
		Probing
		Teacher Affect
		Effectively Teaching Learners at all Socioeconomic Levels
	The Complexity of Teaching: Drawing on 30 Years of Professional Teaching Standards
	Professional Teaching Standards
	Your Transition to the Real World of Teaching
	For Futher Information
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
2 Understanding Your Students
	Not All Learners Are Alike
		Adaptive Teaching
		Differentiated Instruction
	The Effects of General Ability on Learning
		Misconceptions about Intelligence
		General versus Specific Abilities
	The Effects of Specific Abilities on Learning
		Multiple Intelligences
		Social-Emotional Intelligence
	In Practice: Focus on Multiple Intelligences in the Classroom
		Characteristics of Intelligence That You Can Teach, Encourage, and Nurture in Your Classroom
	The Effects of Culture, Socioeconomic Status, and Language Proficiency on Learning
		The Effects of Culture on Learning
		The Effects of Socioeconomic Status on Learning
		The Effects of Language Proficiency on Learning
	The Effects of Personality and Learning Style on Learning
		Erikson’s Crises of the School Years
		Learning Style
		Cultural Differences in Learning Styles: Some Cautions
	The Effects of the Peer Group on Learning
	The Effects of Home Life and Social Context on Learning
	Your Role in Improving the Academic Success of All Learners
	The Teacher and Cultural, Linguistic, and Socioeconomic Bias in the Classroom
	A Final Word
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
3 Classroom Management I: Establishing the Learning Climate
	Connecting with Students
		Mutual Trust and Confidence
		Unconditional Acceptance of Every Learner’s Potential to Learn
		Opportunity for Exploration and Discovery
	Earning Trust and Becoming a Leader the Old-Fashioned Way
		Expert Leadership
		Referent Leadership
		Legitimate Leadership
		Reward Leadership
	Stages of Group Development
		Stage 1: Forming
		Stage 2: Storming
		Stage 3: Norming
		Stage 4: Performing
	In Practice: Focus on a Democratic Approach to Classroom Management
	Establishing an Effective Classroom Climate
		The Social Environment
		The Organizational Environment
		Establishing Rules and Procedures
	Problem Areas in Classroom Management
		Monitoring Students
		Making Transitions
		Giving Assignments
		Bringing Closure
	Culturally Responsive Classroom Management
	Planning Your First Day
		Before the Bell
		Introducing Yourself
		Preparing an Introductory Activity
		Rules and Expectations
		Introducing Your Subject
		Closure
	Making Your Classroom and School a Professional Learning Community
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
4 Classroom Management II: Promoting Student Engagement
	The Humanist Tradition in Classroom Management
		Congruent Communication
		Cooperative Learning
	The Applied Behavior Analysis Tradition in Classroom Management
		Behavior Modification
		Positive Behavioral Intervention in Schools (PBIS)
	The Classroom Management Tradition
	An Integrated Approach to Classroom Management
		Low-Profile Classroom Management
		Dealing with Persistent Disruptive Behavior
		Responding to Misbehavior
		Rewards and Reinforcement
		Incentives versus Punishment
	The Influence of Home and Family on Classroom Behavior
	Establishing the Need for a Teacher– Family Conference
	Preparing for the Teacher– Family Conference
		Conducting the Teacher–Family Conference
		Evaluating the Teacher–Family Conference
	In Practice: Focus on Getting Parents Involved
	Some Teacher–Family Conference Topics: Be Prepared
		Academic and Social/Behavioral Problems
		Child Neglect or Abuse
		Bullying
		School Crises
	Culturally Responsive Classroom Management
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
5 Goals, Standards, and Objectives
	Goals, Standards, and Objectives
		Tyler’s Goal Development Approach
	The Origin of Educational Standards
		Examples of Curriculum Standards and Essential Skills
		Common Core State Standards
	Frames of Understanding
		The Purpose of Objectives
		What Does Behavioral Mean?
	Steps in Preparing Behavioral Objectives
		Specifying the Learning Outcomes
		Identifying the Conditions
		Stating Criterion Levels
		Keeping Objectives Simple
	The Cognitive, Affective, and Psychomotor Domains
		The Cognitive Domain
	In Practice: Focus on the New Field of Cognitive Science
		The Affective Domain
		The Psychomotor Domain
	The Rigor and Relevance Framework
	Some Misunderstandings about Behavioral Objectives
		Are Some Behaviors More Desirable Than Others?
		What is an Authentic Behavior?
		Are Less Complex Behaviors Easier to Teach?
		Are Cognitive, Affective, and Psychomotor Behaviors Mutually Exclusive?
	The Cultural Roots of Objectives
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
6 Unit and Lesson Planning
	Teacher as Decision Maker
		Knowledge of Instructional Goals and Objectives
		Knowledge of Learners
		Knowledge of Subject Matter
		Knowledge of Teaching Methods
		Pedagogical Content Knowledge
		Reflective Practice and Tacit Knowledge
	Unit and Lesson Plans
		The System Perspective
		Making Planning Decisions
	Disciplinary and Interdisciplinary Unit Planning
		Disciplinary (Vertical) Unit Plans
		Interdisciplinary (Lateral) Unit Plans
	Making Lesson Plans
	In Practice: Focus on Interdisciplinary Lesson Planning
		Determining Where to Start
		Providing for Learning Diversity
	Events of Instruction
		Getting Started: Some Lesson-Planning Questions
		1. Gaining Attention (Anticipatory Set)
		2. Informing Learners of the Objective (Anticipatory Set, Objectives, and Purpose)
		3. Stimulating Recall of Prerequisite Learning (Review)
		4. Presenting the Content (Input, Modeling)
		5. Eliciting the Desired Behavior (Checking for Understanding, Guided Practice)
		6. Providing Feedback (Guided Practice, Closure)
		7. Assessing the Lesson Outcome (Independent Practice)
	Example Lesson Plans
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
7 Technology Integration in Instruction
	Why Teach with Technology?
	What Technologies Can I Use to Improve My Teaching Effectiveness?
		Web 2.0 Technologies
		Web 2.0 Technologies that Promote Knowledge Construction
		Virtual Worlds
		Web 2.0 Technologies that Promote Knowledge Organization
	In Practice: Focus on Digital Gaming in the Classroom
		Social Presentation
		Course Management Technologies
	In Practice: Focus on Applications of Online Learning
		Phones
	How Can I Integrate These Technologies Into My Instruction?
		Gaining Attention (Anticipatory Set) with the IWB
		Informing Learners of the Objective (Anticipatory Set, Objectives, Purpose)
		Stimulating Recall of Prerequisite Learning (Review)
		Presenting the Content (Input, Modeling)
		Eliciting the Desired Behavior (Checking for Understanding, Guided Practice)
		Providing Feedback (Guided Practice, Closure)
		Assessing the Lesson Outcome (Independent Practice)
		Assessing the Effectiveness of Technology Integration
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
8 Questioning Strategies
	What Is a Question?
		What Consumes 80 Percent of Class Time?
		Are We Asking the Right Questions?
	What Are the Purposes of Questions?
	What Are Convergent and Divergent Questions?
		What Does Research Say about Asking Convergent and Divergent Questions?
	Who Are the Targets of Questions?
	What Sequences of Questions Are Used?
	What Levels of Questions Are Used?
		Knowledge
		Comprehension
		Application
		Analysis
		Synthesis
		Evaluation
		Summary of Question Types
	What Is a Probe?
	How Should Wait Time Be Used?
	In Practice: Focus on Effective Classroom Questioning
	What Is Culturally Responsive Questioning?
		Wait Time
		Rhythm
		Participation Structure
		Language
	What Are Common Problems in Using Questions?
		Do You Use Complex, Ambiguous, or Double Questions?
		Do You Accept Only the Answers You Expect?
		Why Are You Asking This Question?
		Do You Answer the Question Yourself?
		Do You Use Questions as Punishment?
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
9 Teaching Strategies for Direct Instruction
	Categories of Teaching and Learning
	Introduction to Direct Instruction Strategies
		When Is Direct Instruction Appropriate?
		An Example of Direct Instruction
	In Practice: Focus on Mastery Learning
	Direct Instruction Strategies
		Monitoring and Diagnosing to Gauge Progress
		Presenting and Structuring
		Guided Student Practice
		Feedback and Correcting Errors
		Reaching Mastery
		Review Over Time
	Other Forms of Direct Instruction
	Culturally Responsive Direct Instruction
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
10 Teaching Strategies for Indirect Instruction
	The Cognitive Processes of Learning
		Reading
		Writing
		Mathematics and Science
		Social Studies
	Comparing Direct and Indirect Instruction
		Teaching Strategies for Indirect and Constructivist Instruction
		An Example of Indirect Instruction
	Content Organization
		Concept Learning
		Inquiry Learning
		Problem-Centered Learning
	In Practice: Focus on Inquiry Learning
	Conceptual Movement: Induction and Deduction
		Applying Induction and Deduction
	Using Examples and Nonexamples
	Using Questions
	Learner Experience and Use of Student Ideas
		The Changing View
		Using Student Ideas Productively
	Student Self-Evaluation
	Use of Group Discussion
	Culturally Responsive Indirect Instruction
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
11 Self-Directed and Constructivist Learning
	Self-Directed Learning
	In Practice: Focus on Deep Learning and the Constructivist Approach
	Metacognition
	Teacher Mediation
		The Zone of Maximum Response Opportunity
		Hitting the Zone of Maximum Response Opportunity
	Functional Errors
	Reciprocal Teaching
	The Social Dialogue of the Classroom
	The Role of Inner Speech
	Sample Dialogues of Self-Directed Learning
		Steps in Teaching Self-Directed Inquiry
	Teaching Cognitive Strategies for Lifelong Learning
		Elaboration/Organization
		Comprehension Monitoring
		Problem-Solving Strategies
	Project-Based Learning Strategies
		The Role of Tasks in Project-Based Learning
		The Role of the Learner in Project-Based Learning
		The Role of the Teacher in Project-Based Learning
	In Practice: Focus on Project-Based Learning
	Culturally Responsive Self-Directed Learning
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
12 Cooperative Learning and the Collaborative Process
	Outcomes of Cooperation
		Attitudes and Values
		Prosocial Behavior
		Alternative Perspectives and Viewpoints
		Integrated Identity
		Higher Thought Processes
	Components of a Cooperative Learning Activity
		Teacher–Student Interaction
		Student–Student Interaction
		Task Specialization and Materials
		Role Expectations and Responsibilities
	Establishing a Cooperative Task Structure in Your Classroom
		1. Specifying the Goal
		2. Structuring the Task
		3. Teaching and Evaluating the Collaborative Process
	In Practice: Focus on Cooperative Learning
		4. Monitoring Group Performance
		5. Debriefing
	Team-Oriented Cooperative Learning Activities
		Student Teams–Achievement Division (STAD)
		Teams–Games–Tournaments
		Jigsaw II
		Team-Assisted Individualization
		Overview of Team-Oriented Cooperative Learning Activities
	Culturally Responsive Cooperative Learning
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
13 Assessing Learners
	Norm-Referenced and Criterion-Referenced Tests
		Criterion-Referenced Tests
		Norm-Referenced Tests
	The Test Blueprint
	Objective Test Items
		True/False Items
		Matching Items
		Multiple-Choice Items
		Higher Level Multiple-Choice Questions
		Completion Items
		Advantages and Disadvantages of Objective-Item Formats
	Essay Test Items
		Extended-Response Questions
		Restricted-Response Questions
		When Should You Use Essay Questions?
		Some Criteria for Scoring Essay Items
	Validity and Reliability
		Types of Validity
		Types of Reliability
	Marks and Grading Systems
		Comparison with Other Students
		Comparison with Established Standards
		Comparison with Aptitude
		Comparison of Achievement with Effort
		Comparison of Achievement with Improvement
	Standardized Tests
		Formative versus Summative Evaluation
		Helping Students Prepare for Standardized Tests
	Performance Assessment
	In Practice: Focus on Performance Assessment
	The Portfolio
		Rationale for the Portfolio
		Building a Portfolio
		Portfolio Assessment and Report Card Grades
		Plan a Portfolio Conference
	Assessing the Academic Progress of Special Learners in the Regular Classroom
		Race to the TOP: The Transition from the No Child Left Behind Act
		The 2004 Reauthorization of the Individuals with Disabilities Education Improvement Act
		Response to Intervention (RTI)
	Case History
	Summing Up
	Key Terms
	Discussion and Practice Questions
	Professional Practice
Appendix A Teacher Concerns Checklist
Appendix B Answers to Chapter Questions and Activities
Appendix C Higher Order Thinking and Problem-Solving Checklist
Glossary
	A
	B
	C
	D
	E
	F
	G
	H
	I
	K
	L
	M
	N
	O
	P
	Q
	R
	S
	T
	U
	V
	W
	Z
References
Name Index
Subject Index