Front Cover......Page 1
Title Page......Page 8
ISBN 9780495812432......Page 9
Table of Contents......Page 10
Preface ......Page 14
Using This Book ......Page 18
About the Authors......Page 24
1 The Effective Teacher......Page 28
Objective 4 To identify important factors that affect instructional decision making......Page 45
Notes......Page 46
2 Instructional Objectives......Page 48
Objective 1 To recognize well-defined instructional objectives......Page 50
Objective 2 To write well-defined instructional objectives......Page 57
Objective 3 To use instructional objectives in instructional planning......Page 62
Objective 4 To use objectives in implementing instruction......Page 65
Additional Resources......Page 69
Notes......Page 70
3 Instructional Planning......Page 72
Objective 1 Given two concept maps depicting a prospective teacherโs โbefore and afterโ perspectives of teacher planning, to compare these concept maps, list three features that have changed from pre to post map, and explain what these changes suggest about what the teacher learned about instructional planning......Page 73
Objective 2 To identify at least four key characteristics of productive planning......Page 77
Objective 3 To use an analogy to describe at least two important aspects of teacher planning......Page 92
Additional Resources......Page 106
Notes......Page 107
4 Involving Students in Learning......Page 109
Objective 1 To define a planned beginning (set), explain its purposes, and give examples of when it is used to involve students in learning......Page 112
Objective 2 To create original planned beginnings (sets) for involving students in learning......Page 114
Objective 3 To define planned discussion, explain its purposes, and give examples of when it is used to involve students in learning......Page 118
Objective 4 To identify student behaviors that reflect studentsโ ability to engage in effective classroom discussion......Page 119
Objective 5 To create original planned discussions for use in a given learning situation......Page 122
Objective 6 To define a planned ending (closure), explain its purposes, and give examples of how it is used to involve students in learning......Page 125
Objective 7 To create original planned endings (closure) for use in a given learning situation......Page 128
Additional Resources......Page 132
Notes......Page 133
5 Questioning Skills......Page 134
Objective 1 To explain the seven characteristics of effective classroom questions......Page 136
Objective 2 To classify questions according to Bloomโs Taxonomy of Educational Objectives: Cognitive Domain......Page 145
Objective 3 To construct classroom questions on all six levels of Bloomโs Taxonomy of Educational Objectives: Cognitive Domain......Page 157
Objective 4 To write examples of questioning strategies that enhance the quality of student participation......Page 160
Objective 5 To describe how the growing diversity and multicultural nature of Americaโs students impact questioning strategies......Page 169
Notes......Page 177
6 Differentiating Instruction for Academic Diversity......Page 180
Objective 1 To develop an informed, personal definition of differentiated instruction......Page 181
Objective 2 To construct an informed, personal rationale for teaching to address learner needs......Page 183
Objective 3 To depict ways in which the learner, learning environment, and curriculum are integral to differentiated or academically responsive instruction......Page 186
Objective 4 To apply specific ways to differentiate content, activities, and products in response to student readiness, interest, and learning profile......Page 190
Objective 5 To analyze and understand general principles of effective differentiation......Page 202
Objective 6 To propose personal first steps in becoming a responsive teacher......Page 205
Additional Resources......Page 212
Notes......Page 213
7 Culturally Responsive Teaching......Page 215
Objective 1 To develop an understanding of the theory undergirding culturally responsive pedagogy......Page 216
Objective 2 To examine critically the role of culture in culturally responsive teaching, specifically highlighting its multidimensional and fluid nature......Page 218
Objective 3 To reflect on oneโs own identity and the various ways that it may differ from that of the students being taught......Page 222
Objective 4 To identify strategies to make teaching more culturally responsive......Page 224
Objective 5 To create opportunities to inform personal and professional development in relation to culturally responsive teaching......Page 231
Additional Resources......Page 237
Notes......Page 239
8 Classroom Management......Page 242
Objective 1 To define classroom management, explain the relationship between classroom management and discipline, and describe the concept of โculturally responsive classroom managementโ......Page 243
Objective 2 To contrast the characteristics of authoritative, authoritarian, and permissive teachers......Page 246
Objective 3 To identify the ongoing tasks involved in classroom management and to explain how each contributes to a well-functioning learning environment......Page 248
Additional Resources......Page 275
Notes......Page 276
9 Cooperative Learning......Page 279
Objective 1 To identify the functions of teachers, students, and content in effective lessons......Page 282
Objective 2 To describe the attributes of cooperative learning that contribute to student achievement in social and academic arenas and to discriminate academically productive cooperative learning strategies from less structured group activities that may not improve achievement......Page 284
Objective 3 To integrate simple cooperative learning structures into more complex or extended lessons......Page 290
Objective 4 To implement complex cooperative learning strategies, including Student Teams Achievement Divisions (STAD), Jigsaw, and Academic Controversy......Page 294
Objective 5 To integrate instruction in process skills into cooperative learning activities......Page 306
Objective 6 To build support from the physical, organizational, and instructional environments for effective use of cooperative learning strategies......Page 311
Objective 7 To describe how schoolwide implementation of cooperative learning can increase student achievement and professional collaboration and reduce violence......Page 315
Notes......Page 320
10 Assessment......Page 323
Objective 1 To define evaluation and to describe each of the four stages in the assessment process......Page 324
Objective 2 To select appropriate information-gathering strategies when seeking to make classroom assessments......Page 327
Objective 3 To write effective test items for assessing achievement......Page 332
Objective 4 To develop rubrics (including checklists and rating scales) for evaluating student products and performances......Page 340
Objective 5 To use portfolios to assess ongoing performance and progress......Page 346
Objective 6 To describe how to use information to evaluate; that is, to grade, to judge student progress, and to judge changes in student attitudes......Page 349
Objective 7 To describe how to use assessment data to help students learn more effectively......Page 359
Objective 8 To select and use standardized instruments......Page 361
Objective 9 To describe the role of technology in classroom assessment......Page 365
Additional Resources......Page 366
Notes......Page 367
Answer Keys ......Page 368
Intasc Model Standards for Beginning Teacher Licensing and Development......Page 400
Glossary ......Page 406
Index ......Page 412