Learning to teach.

Cover......Page 1
Title......Page 2
Copyright......Page 3
Contents......Page 7
Preface......Page 14
Part 1 Teaching and Learning in Today\'s Classrooms......Page 22
Chapter 1 The Scientific Basis for the Art of Teaching......Page 24
Role Expectations in Earlier Times......Page 26
Twentieth-Century Role Expectations......Page 27
Teaching Challenges for the Twenty-First Century......Page 28
The Ultimate Goal of Teaching......Page 40
Personal Qualities for Developing Authentic Relationships......Page 41
Knowledge Base to Guide the Art of Practice......Page 42
Repertoire of Effective Practice......Page 46
Reflection and Problem Solving......Page 50
Models of Teacher Development......Page 51
Early Influences on Teaching......Page 53
Reflections from the Classroom......Page 56
Summary......Page 57
Key Terms......Page 58
Portfolio and Field Experience Activities......Page 59
Books for the Professional......Page 60
Chapter 2 Student Learning in Diverse Classrooms......Page 62
Perspective and Overview......Page 63
Lack of Equity......Page 66
Differential Treatment of Students......Page 68
Learning Abilities, Styles, and Preferences......Page 71
Students with Disabilities......Page 76
Gifted and Talented Students......Page 81
Culture, Ethnicity, and Race......Page 86
Perspectives on Culture, Ethnicity, and Race......Page 87
Working with Students in Racially and Culturally Diverse Classrooms......Page 89
Religious Diversity......Page 96
Working with Language Diversity in the Classroom......Page 97
Nature of Gender Differences......Page 99
Stereotyping and Differential Treatment......Page 100
Sexual Identities, Expressions, and Orientations......Page 103
Social Class Differences and Poverty......Page 104
Characteristics, Performance, and Differential Treatment of Low-SES Students......Page 105
Working with Low-SES Students in the Classroom......Page 106
Some Final Thoughts and Schoolwide Issues......Page 107
Reflections from the Classroom......Page 108
Summary......Page 109
Portfolio and Field Experience Activities......Page 112
Books for the Professional......Page 113
Part 2 The Leadership Aspects of Teaching......Page 114
Chapter 3 Teacher Planning......Page 116
Perspective on Planning......Page 117
Planning—An Alternative Perspective......Page 118
Theoretical and Empirical Support......Page 119
Planning Influences What Students Learn......Page 120
Planning and the Beginning Teacher......Page 121
Planning and the Instructional Cycle......Page 124
The Time Spans of Planning......Page 125
Planning What to Teach......Page 126
Tools and Strategies for Curriculum Enactment......Page 130
Instructional Objectives......Page 133
Taxonomies for Selecting Instructional Objectives......Page 136
Lesson Plans and Unit Plans......Page 141
Diversity and Differentiation: Differentiation through Planning......Page 146
Planning for Time and Space......Page 147
Time Is of the Essence......Page 148
Planning with Colleagues......Page 150
A Final Thought about Planning......Page 152
Reflections from the Classroom......Page 153
Summary......Page 154
Key Terms......Page 155
Books for the Professional......Page 156
Chapter 4 Learning Communities and Student Motivation......Page 158
Fusion of the Individual and the Group......Page 161
Perspectives about Human Motivation......Page 163
Perspectives and Features of Learning Communities......Page 170
Research on Motivation and Learning Communities......Page 176
Avoid Overemphasizing Extrinsic Motivation......Page 181
Create Learning Situations with Positive Feeling Tones......Page 182
Structure Learning to Accomplish Flow......Page 183
Use Knowledge of Results and Don\'t Excuse Failure......Page 184
Attend to Student Needs, Including the Need for Self-Determination......Page 185
Attend to the Nature of Learning Goals and Difficulty of Instructional Tasks......Page 186
Diversity and Differentiation: Using Multidimensional Tasks......Page 187
Facilitate Group Development and Cohesion......Page 188
Some Final Thoughts......Page 190
Reflections from the Classroom......Page 191
Summary......Page 192
Portfolio and Field Experience Activities......Page 194
Books for the Professional......Page 195
Chapter 5 Classroom Management......Page 198
Perspective on Classroom Management......Page 199
Behavioral Theory......Page 201
Classroom Ecology and Group Processes......Page 202
Child-Centered Traditions......Page 205
Preventative Classroom Management......Page 206
Managing Everyday Misbehavior......Page 215
Special Challenges Presented by Secondary Students......Page 220
Working with Students who have Special Needs......Page 222
The Challenges of Bullying......Page 223
Traditional Programs Based on Behavioral Theory......Page 225
Programs That Aim toward Self-Management and Community......Page 228
The Caring Classroom......Page 230
A Final Thought and Look to the Future......Page 232
Reflections from the Classroom......Page 233
Summary......Page 234
Interactive and Applied Learning......Page 235
Books for the Professional......Page 236
Chapter 6 Assessment and Evaluation......Page 238
Importance of Assessment and Evaluation......Page 240
Key Assessment and Evaluation Concepts......Page 242
Effects of Assessments and Grades on Student Motivation and Learning......Page 245
Standardized Tests......Page 250
Norm-Referenced and Criterion-Referenced Tests......Page 252
The Teacher\'s Role in Standardized Testing......Page 254
Diagnosing Prior Knowledge......Page 256
Providing Corrective Feedback......Page 258
Assessing Frequently......Page 259
Self-Assessment......Page 260
Peer Assessment......Page 261
General Principles......Page 262
Test Construction......Page 263
Giving the Traditional Test......Page 269
What about Authentic Assessments?......Page 271
Designing and Scoring Performance and Authentic Assessments......Page 273
Assessing Group Effort and Individually Contracted Work......Page 277
When to Use Different Kinds of Assessments......Page 278
Evaluation and Grading......Page 279
A Final Thought and Look to the Future......Page 282
Reflections from the Classroom......Page 283
Summary......Page 284
Interactive and Applied Learning......Page 286
Books for the Professional......Page 287
Part 3 Overview of More Teacher-Centered Transmission Approaches to Teaching......Page 288
Chapter 7 Presenting and Explaining......Page 292
Theoretical and Empirical Support......Page 294
Cognitive Views of Learning......Page 295
Empirical Support......Page 300
Planning for Presentations......Page 304
Conducting Presentation Lessons......Page 309
Managing the Learning Environment......Page 317
Assessment and Evaluation......Page 318
Reflections from the Classroom......Page 319
Summary......Page 320
Interactive and Applied Learning......Page 321
Books for the Professional......Page 322
Chapter 8 Direct Instruction......Page 324
Theoretical and Empirical Support......Page 326
Social Cognitive Theory......Page 327
Teacher Effectiveness Research......Page 328
Planning for Direct Instruction......Page 330
Conducting Direct Instruction Lessons......Page 333
Diversity and Differentiation: Varying Direct Instruction Lessons to Meet Diverse Needs......Page 344
A Final Thought: Considering the Use of Direct Instruction......Page 345
Reflections from the Classroom......Page 348
Summary......Page 349
Portfolio and Field Experience Activities......Page 350
Books for the Professional......Page 351
Part 4 Overview of Student-Centered Constructivist Approaches to Teaching......Page 352
Chapter 9 Concept and Inquiry-Based Teaching......Page 356
Universality of Thinking......Page 357
Types of Thinking......Page 358
Nature of Concepts......Page 360
Human Development and Concept Learning......Page 363
Planning for Concept Teaching......Page 364
Diversity and Differentiation: Adapting Plans to Meet Diverse Needs......Page 369
Conducting Concept Lessons......Page 370
Inquiry-Based Teaching......Page 374
Planning for Inquiry-Based Lessons......Page 375
Conducting Inquiry-Based Lessons......Page 376
Elements of Thinking......Page 379
Making Thinking More Visible......Page 380
Using Thinking Routines......Page 381
Assessing Thinking Processes and Skills......Page 382
Reflections from the Classroom......Page 383
Summary......Page 385
Interactive and Applied Learning......Page 386
Books for the Professional......Page 387
Chapter 10 Cooperative Learning......Page 390
Overview of Cooperative Learning......Page 391
Theoretical and Empirical Support......Page 393
Intergroup Relations......Page 394
Piaget, Vygotsky, and Constructivism......Page 395
Research and Development......Page 396
Planning for Cooperative Learning......Page 400
Conducting Cooperative Learning Lessons......Page 407
Diversity and Differentiation: Adapting Cooperative Learning Lessons for Diverse Learners......Page 411
Managing the Learning Environment......Page 412
Helping with Transitions......Page 413
Teaching Cooperation......Page 414
Assessment and Evaluation......Page 417
Assessing Cooperation......Page 418
Recognizing Cooperative Effort......Page 419
Cooperative Learning: A Final Thought......Page 420
Reflections from the Classroom......Page 421
Summary......Page 422
Interactive and Applied Learning......Page 423
Books for the Professional......Page 424
Chapter 11 Problem-Based Learning......Page 426
Overview of Problem-Based Learning......Page 427
Special Features of Problem-Based Learning......Page 428
Theoretical and Empirical Support......Page 430
Constructivist Views of Learning......Page 431
Bruner and Discovery Learning......Page 432
Planning and Conducting Problem-Based Lessons......Page 433
Planning for PBL Lessons......Page 434
Conducting PBL Lessons......Page 438
Using Learning Centers for Problem-Based Learning......Page 445
Managing the Learning Environment......Page 447
Monitoring and Managing Student Work......Page 448
Regulating Movement and Behavior outside the Classroom......Page 449
Using Checklists and Rating Scales......Page 450
Assessing Adult Roles and Situations......Page 451
Problem-Based Learning: A Final Thought......Page 452
Reflections from the Classroom......Page 453
Summary......Page 454
Interactive and Applied Learning......Page 455
Books for the Professional......Page 456
Chapter 12 Classroom Discussion......Page 458
Overview of Classroom Discussion......Page 459
Discourse and Cognition......Page 461
Traditional Classroom Discourse Patterns......Page 462
Teacher and Student Questioning......Page 463
Wait-Time......Page 464
Planning for Discussion......Page 467
Conducting Discussions......Page 472
Diversity and Differentiation: Adapting Discussions for Diverse Learners......Page 479
Managing the Learning Environment......Page 480
Increase Interpersonal Regard and Understanding......Page 481
Use Tools That Highlight Discourse and Thinking Skills......Page 483
Grading Classroom Discussions......Page 484
Classroom Discourse Patterns: A Final Thought......Page 485
Reflections from the Classroom......Page 486
Summary......Page 487
Key Terms......Page 488
Portfolio and Field Experience Activities......Page 489
Books for the Professional......Page 490
Chapter 13 Using Multiple Approaches to Teaching and Differentiation......Page 492
Connecting and Using Multiple Approaches......Page 493
Repertoire and Choice......Page 494
Connecting and Using Multiple Approaches: Two Classroom Scenarios......Page 496
Why Differentiate Instruction?......Page 503
Essential Elements of Differentiation......Page 504
Instructional Strategies for Differentiating Instruction......Page 506
Use of Flexible Grouping in the Differentiated Classroom......Page 510
Classroom Management......Page 511
Assessing and Evaluating Student Work......Page 513
Reflections from the Classroom......Page 514
Summary......Page 515
Key Terms......Page 516
Books for the Professional......Page 517
Part 5 The Organizational Aspects of Teaching......Page 518
Chapter 14 School Leadership and Collaboration......Page 520
Schools Are Human Systems......Page 522
Schools Exist in Context......Page 523
Schools Have Unique Features......Page 524
Norms, Roles, and the Culture of Teaching......Page 527
Nature of Teachers\' Work......Page 529
Research on School Effectiveness......Page 530
Features of Effective Schools......Page 532
Working with Colleagues......Page 534
Working with Administrators and Leadership Personnel......Page 536
Working with Families......Page 537
Providing Leadership for School Improvement......Page 542
Reflections from the Classroom......Page 546
Summary......Page 547
Key Terms......Page 548
Portfolio and Field Experience Activities......Page 549
Books for the Professional......Page 550
Research Questions and Problems......Page 552
Model for Research on Teaching......Page 553
Assumptions about Scientific Knowledge......Page 555
Descriptive Research......Page 556
Correlational Research......Page 557
Statistical Concepts and Research Conventions......Page 558
Randomness......Page 559
Numbers and Conventions......Page 560
Reading Research with a Critical Eye......Page 561
Reading a Research Report: An Example......Page 562
Keeping Abreast of Research......Page 563
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References......Page 575
Credits......Page 596
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