Effective Teaching Methods: Research-Based Practice [RENTAL EDITION]

• Publisher: Pearson
• Year: 2021
• Tongue: English
• Leaves: 505
• Category: Library

✦ Synopsis

Effective Teaching Methods: Research-Based Practice [RENTAL EDITION]

✦ Table of Contents

Front Cover
Title Page
Copyright Page
Preface
Acknowledgments
Brief Contents
Contents
About the Authors
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 with Diverse Learning Needs
The Complexity of Teaching: Drawing on 30 Years of Professional Teaching Standards
Professional Teaching Standards
Your Transition to the Real World of Teaching
Teacher Concerns
Teacher Change
For Further Information
Case History
Summing Up
Key Terms
Vignette Application Activity
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 Pratice: 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
Vignette Application Activity
Discussion and Practice Questions
Professional Practice
3 Classroom Management I: Establishing the Learning Climate
Connecting with Students
Culturally Responsive Classroom Management
Characteristics of a Nurturing Classroom
Earning Trust and Becoming a Leader the Old-Fashioned Way
Expert Leadership
Referent Leadership
Legitimate Leadership
Reward Leadership
Establishing an Effective Classroom Climate
The Social Environment
The Organizational Environment
In Pratice: Focus on a Democratic Approach
to Classroom Management
Establishing Behavioral Expectations and Procedures
Problem Areas in Classroom Management
Monitoring Students
Making Transitions
Giving Assignments
Bringing Closure
Making Social, Organizational, and Procedural Structures Work for All Learners
Making Your Classroom and School a Professional Learning Community
Planning Your First Day
Before the Bell
Introducing Yourself
Preparing an Introductory Activity
Routines and Expectations
Introducing Your Subject
Closure
Case History
Summing Up
Key Terms
Vignette Application Activity
Discussion and Practice Questions
Professional Practice
4 Classroom Management II: Promoting Student Engagement
Culturally Responsive Classroom Management
The Humanist Tradition in Classroom Management
Congruent Communication
Cooperative Learning
The Applied Behavior Analysis Tradition in Classroom Management
Behavior Modification
Positive Behavioral Intervention and Support (PBIS) Tiers
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 Home school Connection
Establishing the Need for a Teacher-family Conference
Preparing for the Teacher-family Conference
Conducting the Teacher-family Conference
Evaluating the Teacher-family Conference
Some Teacher–family Conference Topics Be Prepared
Academic and Social/behavioral Problems
Child Neglect or Abuse
Bullying
School Crises
Case History
Summing Up
Key Terms
Vignette Application Activity
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
Language Proficiency
The Affective Domain
In Pratice: Focus on the Field of Cognitive Science
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?
Should Behavioral Objectives Align with Intelligences or Learning Styles?
Are Cognitive, Affective, and Psychomotor Behaviors Mutually Exclusive?
The Cultural Roots of Objectives
Case History
Summing Up
Key Terms
Vignette Application Activity
Discussion and Practice Questions
Professional Practice
6 Planning Unit and Lesson
Teacher as Decision Maker
Knowledge of Instructional Goals and Objectives
Knowledge of Learners
Knowledge of Subject Matter
Knowledge of Teaching Methods
Pedagogical Content Knowledge
Professional Collaboration
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 Pratice: 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
Vignette Application Activity
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
Social Presentation
In Pratice: Focus on Digital Gaming in the Classroom
Course Management Technologies
In Pratice: Focus on Applications of Online Learning
Phones
Online Safety
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
Vignette Application Activity
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?
Student Use of Questioning for Collaboration
What Sequences of Questions Are Used?
What Levels of Questions Are Used?
Remember
Understand
Apply
Analyze
Evaluate
Create
Summary of Question Types
What Is a Probe?
How Should Wait Time Be Used?
In Pratice: 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
Vignette Application Activity
Discussion and Practice Questions
Professional Practice
9 Teaching Strategies for Direct Instruction
Categories of Teaching and Learning
Culturally Responsive Direct Instruction
Introduction to Direct Instruction Strategies
When Is Direct Instruction Appropriate?
An Example of Direct Instruction
In Pratice: 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
Case History
Summing Up
Key Terms
Vignette Application Activity
Discussion and Practice Questions
Professional Practice
10 Indirect Instruction Teaching Strategies for
Culturally Responsive Indirect Instruction
The Cognitive Processes of Learning
Reading
Writing
Mathematics and Science
Social Studies
Comparing Direct and Indirect Instruction
Teaching Strategies for Indirect Instruction
An Example of Indirect Instruction
Content Organization
Concept Learning
Inquiry Learning
Problem-centered Learning
In Pratice: 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
Scaffolding Student Discussion for Language Needs
Case History
Summing Up
Key Terms
Vignette Application Activity
Discussion and Practice Questions
Professional Practice
11 Learning Self-Directed and Constructivist
Self-Directed Learning
In Pratice: Focus on Deep Learning and the
Constructivist Approach
Culturally Responsive Self-directed Learning
Metacognition
Teacher Mediation
The Zone of Proximal Development
Hitting the Zone of Proximal Development
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
Case History
Summing Up
Key Terms
Vignette Application Activity
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
Cultural Sensitivity
Components of a Cooperative Learning Activity
Teacher-Student Interaction
Student-Student Interaction
Task Specialization and Materials
Role Expectations and Responsibilities
Process of Group Development
Stage 1: Forming
Stage 2: Storming
Stage 3: Norming
Stage 4: Performing
Establishing a Cooperative Task Structure in Your Classroom
1. Specifying the Goal
2. Structuring the Task
3. Teaching and Evaluating the Collaborative Process
In Pratice: Focus on Cooperative Learning
4. Monitoring Group Performance
5. Debriefing
Team-Oriented Cooperative Learning Activities
Student Teams–Achievement Division (STAD)
Teams-Games-Tournaments
Jigsaw I & II
Team-assisted Individualization
Kagan Structures
Overview of Team-oriented Cooperative Learning Activities
Case History
Summing Up
Key Terms
Vignette Application Activity
Discussion and Practice Questions
Professional Practice
13 Assessing Learners
Norm-Referenced and Criterion-Referenced Tests
Criterion-Referenced Tests
Norm-referenced Tests
Formative Versus Summative Evaluation
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
Standardized Tests
Helping Students Prepare for Standardized Tests
Essay Test Items
Extended-response Questions
Restricted-response Questions
When Should You Use Essay Questions?
Some Criteria for Scoring Essay Items
Performance Assessment
In Pratice: Focus on Performance
Assessment
The Portfolio
Rationale for the Portfolio
Building a Portfolio
Portfolio Assessment and Report Card Grades
Plan a Portfolio Conference
Validity and Reliability
Types of Validity
Testing Bias
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
Assessing the Academic Progress of Special Learners in the Regular Classroom
Every Student Succeeds Act: the Transition from the No Child Left Behind Act
The 2004 Reauthorization of the Individuals with Disabilities Education Improvement Act
Response to Intervention (RTI)
Summing Up
Key Terms
Vignette Application Activity
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
References
Name Index
Subject Index