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Methods for Effective Teaching with Enhanced Pearson Etext, Loose-Leaf Version with Video Analysis Tool -- Access Card Package 7th ed. [Multiple-component retail product]

, (University of Rhode Island)
  • Formaat: Multiple-component retail product, 408 pages, kõrgus x laius x paksus: 277x213x15 mm, kaal: 658 g, Contains 1 Book
  • Ilmumisaeg: 05-Jun-2016
  • Kirjastus: Pearson
  • ISBN-10: 0134531914
  • ISBN-13: 9780134531915
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  • Formaat: Multiple-component retail product, 408 pages, kõrgus x laius x paksus: 277x213x15 mm, kaal: 658 g, Contains 1 Book
  • Ilmumisaeg: 05-Jun-2016
  • Kirjastus: Pearson
  • ISBN-10: 0134531914
  • ISBN-13: 9780134531915
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Note: This is the loose-leaf version of Methods for Effective Teaching and 

 

Comprehensive, research-based, and straightforward, Methods for Effective Teaching provides K-12 teachers the help they need in every aspect of their day-to-day responsibilities, from planning and choosing the right instructional strategies to delivering lessons, managing the classroom, disciplining students, assessing progress, and collaborating with colleagues and parents. All of the content presented in this straightforward guide is aligned to professional standards, including the InTASC standards, and this new, up-to-date edition covers such contemporary issues as Common Core curriculum, 21st century skills, response to intervention (RTI), data-driven decision making, classroom contextual factors, bullying, problem-based strategies, and achievement tests. Strong coverage of both teacher-centered and student-centered strategies is provided and the authors address ways to differentiate instruction, promote student thinking, and actively engage students in learning. Included are approaches for teaching English language learners, an emphasis on culturally responsive teaching, and a variety of pedagogical features to accommodate different learning styles. The Enhanced Pearson eText features embedded video.

 

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0134531914 / 9780134531915 Methods for Effective Teaching with Enhanced Pearson eText, Loose-Leaf Version with Video Analysis Tool -- Access Card Package 7/e

 

Package consists of:   

0133944883 / 9780133944884 Methods for Effective Teaching: Meeting the Needs of All Students, Enhanced Pearson eText -- Access Card  7/e

0133986691 / 9780133986693 Methods for Effective Teaching: Meeting the Needs of All Students, Loose-Leaf Version 7/e

013457866X / 9780134578668 Video Analysis Tool for K-12 General Methods in MediaShare -- ValuePack Access Card 1/e

Preface xi
Standards xvi
Part I Foundations Of Teaching Methods
1 The Teacher As A Decision Maker
1(24)
Effective Teaching
2(4)
Decisions About Basic Teaching Functions
2(1)
Essential Teacher Characteristics
3(2)
Expectations For Effectiveness
5(1)
Standards For Teachers
6(3)
INTASC Standards
7(1)
Principles Of Learning And Teaching
7(1)
Framework For Teaching
7(1)
National Board For Professional Teaching Standards
8(1)
The Teacher As A Reflective Decision Maker
9(9)
Reflection
9(4)
Aspects Of Instructional Decision Making
13(1)
Reflection And A Constructivist Approach To Teaching
13(3)
Tools For Becoming More Reflective
16(2)
Increasing Student Diversity
18(7)
More English Language Learners
19(1)
Challenges Of English Language Learners
20(1)
Teaching English Language Learners In All Classrooms
20(1)
The SIOP Model
21(4)
Part II Planning Instruction
2 Knowing Your Students
25(34)
Implications For Diverse Classrooms
26(1)
Sources Of Student Diversity
26(14)
Developmental Differences By Age
27(1)
Cognitive Area
27(3)
Affective Area
30(1)
Physical Area
30(1)
Learning Styles
30(2)
Gender
32(2)
Sexual Orientation
34(1)
Language
34(2)
Cultural Diversity
36(2)
Exceptionalities
38(1)
Students At Risk
39(1)
Socioeconomic Status
39(1)
Creating An Inclusive, Multicultural Classroom
40(4)
Create A Supportive, Caring Environment
40(2)
Offer A Responsive Curriculum
42(1)
Vary Instruction
42(2)
Provide Assistance When Needed
44(1)
Differentiating Instruction
44(7)
Elements Of The Curriculum That Can Be Differentiated
46(2)
Student Characteristics That Teachers Can Differentiate
48(1)
Differentiating With The Universal Design For Learning
49(2)
Getting To Know Your Students
51(8)
Types Of Information
52(1)
Sources Of Information
52(1)
Using The Information
53(6)
3 The Fundamentals Of Planning
59(34)
What Is Planning?
60(3)
Reasons For Planning
60(1)
Factors Considered In Planning
61(2)
Curriculum Considerations When Planning
63(8)
Curriculum Standards
64(4)
Common Core Curriculum
68(2)
21st Century Skills
70(1)
Types Of Teacher Plans
71
Backward Mapping
72(1)
Course Planning
73(2)
Term Planning
75(1)
Unit Planning
75(1)
Weekly Planning
76(1)
Daily Planning
77
Contextual Factors To Guide Planning
54(25)
The Linear-Rational Approach To Planning
79(5)
Formulation Of Aims And Goals
79(1)
Specification Of Objectives
80(1)
Assessment Of Student Needs
81(1)
Strategies And Learning Activities
82(1)
Evaluation Of Student Performance
83(1)
Additional Planning Considerations
84(9)
Resources For Planning
84(1)
Teacher-Student Planning
85(1)
Team Planning
85(1)
Preparing A Syllabus
86(1)
Planning For The Response To Intervention (RTI)
87(2)
Planning To Use Academic Time Wisely
89(1)
Preparing Classroom Assignments
90(3)
4 Planning Lessons And Units
93(28)
Setting Goals And Objectives
94(3)
Converting Standards Into Objectives
94(1)
Types Of Instructional Objectives
95(2)
Writing Instructional Objectives
97(8)
Objectives Within The Learning Domains
99(1)
Cognitive Domain
100(1)
Affective Domain
100(4)
Psychomotor Domain
104(1)
Planning Lessons
105(8)
Parts Of An Effective Lesson
106(1)
Lesson Plan Formats
107(1)
Sections Of A Lesson Plan
108(3)
Additional Lesson Planning Issues
111(2)
Planning Units
113(3)
Resources And Factors In Unit Planning
114(1)
The Components Of A Unit Plan
114(2)
Strategies Leading To Successful Implementation Of Unit Plans
116(1)
Applying The Stop Model To Planning
116(5)
Lesson Preparation
116(1)
Building Background
117(4)
Part III Selecting Instructional Strategies
5 Teacher-Centered Instructional Strategies
121(24)
A Continuum Of Instructional Approaches
122(5)
Teacher-Centered To Student-Centered Approaches
122(1)
Direct And Indirect Instructional Approaches
123(1)
The Gradual Release Of Responsibility Model
124(2)
Deductive And Inductive Strategies
126(1)
The Direct Instruction Model
127(18)
Characteristics Of Direct Instruction
127(2)
Components Of Direct And Explicit Instruction Lessons
129(16)
6 Student-Centered Instructional Strategies
145(28)
Selecting Student-Centered Strategies
146(2)
Inquiry Approaches
148(25)
Concept Attainment Approaches
148(5)
Inquiry And Discovery Learning
153(4)
Problem-Based Strategies
157(3)
Projects, Reports, And Problems
160(13)
7 Strategies That Promote Understanding, Thinking, And Engagement
173(24)
Strategies That Promote Student Understanding
174
Identifying Similarities And Differences
174(1)
Summarizing And Note Taking
175(2)
Reinforcing Effort And Providing Recognition
177(2)
Homework And Practice
179(2)
Nonlinguistic Representations
181(2)
Setting Objectives And Providing Feedback
183(2)
Generating And Testing Hypotheses
185(1)
Cues, Questions, And Advance Organizers
186
Instructional Approaches For Direct Instruction
132(28)
Presentations
132(2)
Demonstrations
134(1)
Questioning
135(3)
Recitations
138(1)
Practice And Drills
139(1)
Reviews
139(1)
Guided Practice And Homework
139(21)
Social Approaches
160(9)
Discussions
160(2)
Cooperative Learning
162(4)
Panels And Debates
166(1)
Role Playing, Simulations, And Games
167(2)
Independent Approaches
169(18)
Learning Centers Or Stations
169(1)
Independent Work And Learning Contracts
170(17)
Helping Students Become Better Thinkers
187(4)
Guidance From Teaching Standards
189(1)
Enhancing Critical Thinking
190(1)
Strategies That Promote Student Engagement
191(2)
Applying The Stop Model To Strategies
193(4)
Strategies
193(1)
Practice/Application
194(3)
Part IV Managing Instruction And The Classroom
8 Managing Lesson Delivery
197(28)
Issues Affecting Lesson Delivery
198(5)
Degree Of Structure In Lessons
198(1)
Grouping Students For Instruction
198(3)
Holding Students Academically Accountable
201(2)
Managing Parts Of The Lesson
203(9)
Beginning Of A Lesson
203(4)
Middle Of A Lesson
207(4)
Ending Of A Lesson
211(1)
Managing Student Work
212(4)
Effectively Managing Seatwork
212(1)
Collecting Assignments And Monitoring Their Completion
213(1)
Maintaining Records Of Student Work
214(1)
Managing Paperwork
215(1)
Giving Students Feedback
215(1)
Managing Whole-Group Instruction
216(4)
Preventing Misbehavior
216(1)
Managing Movement Through The Lesson
217(1)
Maintaining A Group Focus
217(1)
Maintaining Student Attention And Involvement
218(2)
Applying The Stop Model To Lesson Delivery
220(5)
Comprehensible Input
220(1)
Interaction
220(2)
Lesson Delivery
222(1)
Review And Assessment Of Lesson Objectives
222(3)
9 Classroom Management
225(32)
Classroom Management
226(4)
Areas Of Responsibility
226(2)
Principles For Working With Students And Preventing Misbehavior
228(2)
Preparing For The School Year
230(8)
Making Management Preparations
230(3)
Making Instructional Preparations
233(2)
Managing Assessments, Record Keeping, And Reporting
235(1)
Establishing A Plan To Deal With Misbehavior
236(2)
Planning For The First Day
238(1)
Organizing Your Classroom
238(3)
Floor Space
239(1)
Storage Space
240(1)
Bulletin Boards And Wall Space
241(1)
Selecting And Teaching Rules And Procedures
241(6)
Rules
242(2)
Procedures
244(3)
Maintaining Appropriate Student Behavior
247(10)
Having A Mental Set For Management
247(1)
Building Positive Teacher-Student Relationships
248(4)
Reinforcing Desired Behaviors
252(1)
Supporting Self-Regulation
253(4)
10 Classroom Discipline
257(26)
Misbehavior
258(3)
Misbehavior In Context
258(1)
Types Of Misbehavior
258(1)
Causes Of Misbehavior
259(2)
Three-Step Response Plan
261(10)
Situational Assistance
263(2)
Mild Responses
265(4)
Moderate Responses
269(2)
Cautions And Guidelines
271(3)
Some Practices To Avoid
271(2)
Guidelines For Punishment
273(1)
Dealing With Chronic Misbehaviors
274(3)
Bullying
277(6)
Characteristics Of Bullying
278(1)
Effects Of Bullying
278(1)
Types Of Bullying
279(1)
Confronting Bullying
280(3)
Part V Assessing And Reporting Student Performance
11 Assessing Student Performance
283(30)
Classroom Assessment
284(7)
What Is Classroom Assessment?
284(1)
Data-Driven Decision Making
285(1)
Types Of Assessments For Decision Making
286(1)
Norm-Referenced And Criterion-Referenced Evaluation
287(1)
Characteristics Of Good Assessment Instruments
288(1)
Adapting Assessments For English Language Learners
289(1)
Adapting Assessments For Students With Special Needs
290(1)
Establishing A Framework For Assessment
291(1)
Performance-Based Assessment
292(5)
Product Assessments
293(1)
Performance Assessments
294(1)
Ways To Rate Student Products Or Performances
295(2)
Teacher-Made Tests
297(10)
Planning The Classroom Test
297(2)
Selecting And Preparing Test Questions
299(6)
Assembling The Test
305(1)
Administering The Test
306(1)
Scoring The Test
307(1)
Achievement Tests
307(6)
Types Of Achievement Test Scores
308(1)
The Teacher's Role In Standardized Testing
308(5)
12 Grading Systems, Marking, And Reporting
313(20)
Purposes Of Grading
314(3)
Functions Of Grades
314(2)
Confounding The Achievement Grade
316(1)
Grading Systems
317(2)
Percentage Grades
317(1)
Letter Grades
318(1)
Descriptive Assessments
318(1)
Pass-Fail Grading
318(1)
Checklists Of Objectives
319(1)
Assigning Letter Grades
319(14)
Determining What To Include In A Grade
319(1)
Creating A Composite Score
319(2)
Selecting A Frame Of Reference For Grading
321(1)
Determining The Distribution Of Grades
322(2)
Calculating Semester And Annual Grades
324(9)
Part VI Working With Others
13 Collaborating With Colleagues And Families
333(26)
Working With Colleagues
334(5)
What Is Collaboration?
334(1)
Why Collaborate?
334(1)
Collaborate With Whom?
335(3)
Collaboration Skills And Dispositions
338(1)
Working With Families
339
Reasons For Working With Families
340(2)
Why Some Families Resist Involvement
342(1)
Working Through Cultural And Language Differences
343
Nonachievement Outcomes
324(2)
Rating Scales
325(1)
Checklists
325(1)
Special Reports
326(1)
Using A Grade Book
326(2)
Record Keeping
326(1)
Sections In A Grade Book
326(2)
Reporting Grades
328(2)
Report Cards
328(1)
Cumulative Record Files
329(1)
General Principles In Grading And Reporting
330(14)
Contacting And Communicating With Families
344(15)
Ways To Communicate With Families
344(10)
Parent-Teacher Conferences
354(5)
References 359(12)
Name Index 371(4)
Subject Index 375