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Methods for Effective Teaching: Meeting the Needs of All Students: United States Edition 6th edition [Pehme köide]

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  • Formaat: Paperback / softback, 408 pages, kõrgus x laius x paksus: 272x216x13 mm, kaal: 740 g
  • Ilmumisaeg: 23-Feb-2012
  • Kirjastus: Pearson
  • ISBN-10: 0132698161
  • ISBN-13: 9780132698160
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Methods for Effective Teaching: Meeting the Needs of All Students: United States Edition 6th editionSuurem pilt
  • Formaat: Paperback / softback, 408 pages, kõrgus x laius x paksus: 272x216x13 mm, kaal: 740 g
  • Ilmumisaeg: 23-Feb-2012
  • Kirjastus: Pearson
  • ISBN-10: 0132698161
  • ISBN-13: 9780132698160
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780132698160.html
Märksõnad:

The sixth edition of Methods for Effective Teaching provides the most current research-based coverage of teaching methods for K-12 classrooms on the market today. In a straightforward, user-friendly tone, the expert author team writes to prepare current and future educators to be effective in meeting the needs of all the students they teach.  In this new edition, all content is carefully aligned to professional standards, including the recently revised InTASC standards. Uniquely emphasizing today's contemporary issues, such as both teacher-centered and student-centered strategies; a myriad of ways to differentiate instruction, promote student thinking, and actively engage students in learning; approaches for teaching English language learners, and an added emphasis on culturally responsive teaching, this highly-regarded textbook is the perfect combination of sound teaching methods and cutting edge content. 

Preface xiii
Standards xx
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(8)
Reflection
9(4)
Aspects of Instructional Decision Making
13(1)
Reflection and a Constructivist Approach to Teaching
13(2)
Tools for Becoming More Reflective
15(2)
Increasing Student Diversity
17(8)
More English Language Learners
19(1)
Challenges of English Language Learners
19(1)
Teaching English Language Learners in All Classrooms
19(1)
The SIOP Model
20(5)
PART II PLANNING INSTRUCTION
2 Knowing Your Students
25(32)
Implications For Diverse Classrooms
26(1)
Sources Of Student Diversity
27(12)
Developmental Differences by Age
27(1)
Cognitive Area
27(2)
Affective Area
29(1)
Physical Area
30(1)
Learning Styles
30(2)
Gender
32(1)
Sexual Orientation
33(1)
Language
34(2)
Cultural Diversity
36(1)
Exceptionalities
37(1)
Students at Risk
38(1)
Socioeconomic Status
38(1)
Creating An Inclusive, Multicultural Classroom
39(4)
Create a Supportive, Caring Environment
39(1)
Offer a Responsive Curriculum
40(1)
Vary Instruction
41(1)
Provide Assistance When Needed
42(1)
Differentiating Instruction
43(6)
Elements of the Curriculum That Can Be Differentiated
43(3)
Student Characteristics That Teachers Can Differentiate
46(1)
Differentiating with the Universal Design for Learning
47(2)
Getting To Know Your Students
49(2)
Types of Information
50(1)
Sources of Information
50(1)
Using the Information
51(1)
Contextual Factors To Guide Planning
51(6)
3 The Fundamentals Of Planning
57(36)
What Is Planning?
58(3)
Reasons for Planning
58(1)
Factors Considered in Planning
59(2)
Curriculum Considerations When Planning
61(8)
Curriculum Standards
62(4)
Common Core Curriculum
66(1)
21st Century Skills
67(2)
Types Of Teacher Plans
69(8)
Backward Mapping
70(1)
Course Planning
71(2)
Term Planning
73(1)
Unit Planning
73(1)
Weekly Planning
74(2)
Daily Planning
76(1)
The Linear-Rational Approach To Planning
77(5)
Formulation of Aims and Goals
78(1)
Specification of Objectives
79(1)
Assessment of Student Needs
79(1)
Strategies and Learning Activities
80(1)
Evaluation of Student Performance
81(1)
Additional Planning Considerations
82(11)
Resources for Planning
82(1)
Teacher-Student Planning
83(1)
Team Planning
84(1)
Preparing a Syllabus
85(1)
Planning for the Response to Intervention (RTI)
86(1)
Planning to Use Academic Time Wisely
87(6)
4 Planning Lessons And Units
93(28)
Setting Goals And Objectives
94(5)
Converting Standards into Objectives
94(1)
Types of Instructional Objectives
95(2)
Writing Instructional Objectives
97(2)
Objectives Within The Learning Domains
99(6)
Cognitive Domain
100(1)
Affective Domain
100(4)
Psychomotor Domain
104(1)
Planning Lessons
105(7)
Parts of an Effective Lesson
105(1)
Lesson Plan Formats
106(1)
Sections of a Lesson Plan Format
107(4)
Additional Lesson Planning Issues
111(1)
Planning Units
112(3)
Resources and Factors in Unit Planning
113(1)
The Components of a Unit Plan
113(2)
Strategies Leading to Successful Implementation of Unit Plans
115(1)
Applying The Siop Model To Planning
115(6)
Lesson Preparation
115(1)
Building Background
116(5)
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(5)
Characteristics of Direct Instruction
127(2)
Components of Direct and Explicit Instruction Lessons
129(3)
Instructional Approaches For Direct Instruction
132(13)
Presentations
132(1)
Demonstrations
133(1)
Questioning
134(3)
Recitations
137(1)
Practice and Drills
138(1)
Reviews
138(1)
Guided Practice and Homework
139(6)
6 Student-Centered Instructional Strategies
145(24)
Selecting Student-Centered Strategies
146(2)
Inquiry Approaches
148(9)
Concept Attainment Approaches
148(5)
Inquiry and Discovery Learning
153(1)
Problem-Based Strategies
154(2)
Projects, Reports, and Problems
156(1)
Social Approaches
157(7)
Discussions
157(2)
Cooperative Learning
159(3)
Panels and Debates
162(1)
Role Playing, Simulations, and Games
163(1)
Independent Approaches
164(5)
Learning Centers or Stations
165(1)
Independent Work and Learning Contracts
165(4)
7 Strategies That Promote Understanding, Thinking, And Engagement
169(24)
Strategies That Promote Student Understanding
170(13)
Identifying Similarities and Differences
171(1)
Summarizing and Note Taking
172(1)
Reinforcing Effort and Providing Recognition
173(2)
Homework and Practice
175(2)
Nonlinguistic Representations
177(2)
Setting Objectives and Providing Feedback
179(2)
Generating and Testing Hypotheses
181(1)
Cues, Questions, and Advance Organizers
182(1)
Helping Students Become Better Thinkers
183(3)
Guidance from Teaching Standards
184(1)
Enhancing Critical Thinking
185(1)
Strategies That Promote Student Engagement
186(2)
Applying The Siop Model To Strategies
188(5)
Strategies
188(1)
Practice/Application
189(4)
PART IV MANAGING INSTRUCTION AND THE CLASSROOM
8 Managing Lesson Delivery
193(30)
Issues Affecting Lesson Delivery
194(5)
Degree of Structure in Lessons
194(1)
Grouping Students for Instruction
195(2)
Holding Students Academically Accountable
197(2)
Managing Parts Of The Lesson
199(9)
Beginning of a Lesson
199(4)
Middle of a Lesson
203(4)
Ending of a Lesson
207(1)
Managing Student Work
208(4)
Effectively Managing Seatwork
209(1)
Collecting Assignments and Monitoring Their Completion
210(1)
Maintaining Records of Student Work
211(1)
Managing Paperwork
211(1)
Giving Students Feedback
211(1)
Managing Whole-Group Instruction
212(4)
Preventing Misbehavior
212(1)
Managing Movement through the Lesson
213(1)
Maintaining a Group Focus
214(1)
Maintaining Student Attention and Involvement
214(2)
Applying The Siop Model To Lesson Delivery
216(7)
Comprehensible Input
216(1)
Interaction
217(1)
Lesson Delivery
218(1)
Review and Assessment of Lesson Objectives
218(5)
9 Classroom Management
223(32)
Classroom Management
224(4)
Areas of Responsibility
224(2)
Principles for Working with Students and Preventing Misbehavior
226(2)
Preparing For The School Year
228(8)
Making Management Preparations
228(3)
Making Instructional Preparations
231(2)
Managing Assessments, Record Keeping, and Reporting
233(1)
Establishing a Plan to Deal with Misbehavior
234(2)
Planning for the First Day
236(1)
Organizing Your Classroom And Materials
236(3)
Floor Space
237(1)
Storage Space
238(1)
Bulletin Boards and Wall Space
239(1)
Selecting And Teaching Rules And Procedures
239(6)
Rules
240(2)
Procedures
242(3)
Maintaining Appropriate Student Behavior
245(10)
Having a Mental Set for Management
245(1)
Building Positive Teacher-Student Relationships
246(3)
Reinforcing Desired Behaviors
249(6)
10 Classroom Discipline
255(26)
Misbehavior
256(3)
Misbehavior in Context
256(1)
Types of Misbehavior
256(1)
Causes of Misbehavior
257(2)
Three-Step Response Plan
259(10)
Situational Assistance
261(2)
Mild Responses
263(4)
Moderate Responses
267(2)
Cautions And Guidelines
269(2)
Some Practices to Avoid
269(1)
Guidelines for Punishment
270(1)
Dealing With Chronic Misbehaviors
271(4)
Bullying
275(6)
Characteristics of Bullying
275(1)
Effects of Bullying
276(1)
Types of Bullying
276(1)
Confronting Bullying
277(4)
PART V ASSESSING AND REPORTING STUDENT PERFORMANCE
11 Assessing Student Performance
281(30)
Classroom Assessment
282(6)
What Is Classroom Assessment?
282(1)
Data-Driven Decision Making
283(1)
Types of Assessments for Decision Making
284(1)
Norm-Referenced and Criterion-Referenced Evaluation
285(1)
Characteristics of Good Assessment Instruments
286(1)
Adapting Assessments for English Language Learners
286(1)
Adapting Assessments for Students with Special Needs
287(1)
Establishing A Framework For Assessment
288(1)
Performance-Based Assessment
289(5)
Product Assessments
289(2)
Performance Assessments
291(1)
Ways to Rate Student Products or Performances
292(2)
Teacher-Made Tests
294(10)
Planning the Classroom Test
294(2)
Selecting and Preparing Test Questions
296(6)
Assembling the Test
302(1)
Administering the Test
303(1)
Scoring the Test
303(1)
Achievement Tests
304(7)
Types of Achievement Test Scores
305(1)
The Teacher's Role in Standardized Testing
305(6)
12 Grading Systems, Marking, And Reporting
311(22)
Purposes Of Grading
312(3)
Functions of Grades
312(2)
Confounding the Achievement Grade
314(1)
Grading Systems
315(2)
Percentage Grades
315(1)
Letter Grades
316(1)
Descriptive Assessments
316(1)
Pass-Fail Grading
316(1)
Checklists of Objectives
316(1)
Assigning Letter Grades
317(6)
Determining What to Include in a Grade
317(1)
Creating a Composite Score
317(2)
Selecting a Frame of Reference for Grading
319(1)
Determining the Distribution of Grades
320(2)
Calculating Semester and Annual Grades
322(1)
Nonachievement Outcomes
323(1)
Rating Scales
323(1)
Checklists
323(1)
Special Reports
324(1)
Using A Grade Book
324(2)
Record Keeping
324(1)
Sections in a Gradebook
325(1)
Reporting Grades
326(2)
Report Cards
327(1)
Cumulative Record Files
327(1)
General Principles In Grading And Reporting
328(5)
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?
335(1)
Collaborate with Whom?
336(2)
Collaboration Skills and Dispositions
338(1)
Working With Families
339(5)
Reasons for Working with Families
340(2)
Why Some Families Resist Involvement
342(1)
Working through Cultural and Language Differences
343(1)
Contacting And Communicating With Families
344(15)
Ways to Communicate with Families
344(9)
Parent-Teacher Conferences
353(6)
References 359(10)
Name Index 369(3)
Subject Index 372
Paul R. Burden is an assistant dean and professor in the College of Education at Kansas State University. Previously, he was a middle-level science teacher in Buffalo, New York, and later earned his doctoral degree at The Ohio State University. His publications include Classroom Management (2013, John Wiley & Sons), Countdown to First Day of School (2006, National Education Association), and Powerful Classroom Management Strategies (2000, Corwin Press). He also served for 11 years as the editor of the Journal of Staff Development. He can be contacted at Kansas State University, 18 Bluemont Hall, Manhattan, Kansas, 66506; (785) 532-5595; and burden@ksu.edu.

David M. Byrd is director of the School of Education at the University of Rhode Island (URI). He earned his doctoral degree at Syracuse University. He has authored over 30 articles, books, and chapters. He has served as the Association of Teacher Educations co-editor of the Teacher Education Yearbook series (2000-20006), chairperson of the Research Committee, and member of the journal board for Action in Teacher Education. Dr. Byrd can be contacted at the University of Rhode Island, 706 Chafee Hall, Kingston, Rhode Island 02881; (401) 8745484; and dbyrd@uri.edu.