Preface |
|
xi | |
Standards |
|
xvi | |
|
PART I FOUNDATIONS OF TEACHING METHODS |
|
|
|
1 The Teacher as a Decision Maker |
|
|
1 | (24) |
|
|
2 | (4) |
|
Decisions about Basic Teaching Functions |
|
|
2 | (1) |
|
Essential Teacher Characteristics |
|
|
3 | (2) |
|
Expectations for Effectiveness |
|
|
5 | (1) |
|
|
6 | (3) |
|
|
7 | (1) |
|
Principles of Learning and Teaching |
|
|
7 | (1) |
|
|
7 | (1) |
|
National Board for Professional Teaching Standards |
|
|
8 | (1) |
|
The Teacher As A Reflective Decision Maker |
|
|
9 | (9) |
|
|
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) |
|
|
21 | (4) |
|
PART II PLANNING INSTRUCTION |
|
|
|
|
25 | (34) |
|
Implications For Diverse Classrooms |
|
|
26 | (1) |
|
Sources Of Student Diversity |
|
|
26 | (14) |
|
Developmental Differences by Age |
|
|
27 | (1) |
|
|
27 | (3) |
|
|
30 | (1) |
|
|
30 | (1) |
|
|
30 | (2) |
|
|
32 | (2) |
|
|
34 | (1) |
|
|
34 | (2) |
|
|
36 | (2) |
|
|
38 | (1) |
|
|
39 | (1) |
|
|
39 | (1) |
|
Creating An Inclusive, Multicultural Classroom |
|
|
40 | (4) |
|
Create a Supportive, Caring Environment |
|
|
40 | (2) |
|
Offer a Responsive Curriculum |
|
|
42 | (1) |
|
|
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 | (3) |
|
|
52 | (1) |
|
|
52 | (1) |
|
|
53 | (1) |
|
Contextual Factors To Guide Planning |
|
|
54 | (5) |
|
3 The Fundamentals of Planning |
|
|
59 | (34) |
|
|
60 | (3) |
|
|
60 | (1) |
|
Factors Considered in Planning |
|
|
61 | (2) |
|
Curriculum Considerations When Planning |
|
|
63 | (8) |
|
|
64 | (4) |
|
|
68 | (2) |
|
|
70 | (1) |
|
|
71 | (8) |
|
|
72 | (1) |
|
|
73 | (2) |
|
|
75 | (1) |
|
|
75 | (1) |
|
|
76 | (1) |
|
|
77 | (2) |
|
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) |
|
|
84 | (1) |
|
|
85 | (1) |
|
|
85 | (1) |
|
|
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 | (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) |
|
|
100 | (1) |
|
|
100 | (4) |
|
|
104 | (1) |
|
|
105 | (8) |
|
Parts of an Effective Lesson |
|
|
106 | (1) |
|
|
107 | (1) |
|
Sections of a Lesson Plan |
|
|
108 | (3) |
|
Additional Lesson Planning Issues |
|
|
111 | (2) |
|
|
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 Siop Model To Planning |
|
|
116 | (5) |
|
|
116 | (1) |
|
|
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 | (5) |
|
Characteristics of Direct Instruction |
|
|
127 | (2) |
|
Components of Direct and Explicit Instruction Lessons |
|
|
129 | (3) |
|
Instructional Approaches For Direct Instruction |
|
|
132 | (13) |
|
|
132 | (2) |
|
|
134 | (1) |
|
|
135 | (3) |
|
|
138 | (1) |
|
|
139 | (1) |
|
|
139 | (1) |
|
Guided Practice and Homework |
|
|
139 | (6) |
|
6 Student-Centered Instructional Strategies |
|
|
145 | (28) |
|
Selecting Student-Centered Strategies |
|
|
146 | (2) |
|
|
148 | (12) |
|
Concept Attainment Approaches |
|
|
148 | (5) |
|
Inquiry and Discovery Learning |
|
|
153 | (4) |
|
|
157 | (3) |
|
Projects, Reports, and Problems |
|
|
160 | (1) |
|
|
160 | (9) |
|
|
160 | (2) |
|
|
162 | (4) |
|
|
166 | (1) |
|
Role Playing, Simulations, and Games |
|
|
167 | (2) |
|
|
169 | (4) |
|
Learning Centers or Stations |
|
|
169 | (1) |
|
Independent Work and Learning Contracts |
|
|
170 | (3) |
|
7 Strategies That Promote Understanding, Thinking, and Engagement |
|
|
173 | (24) |
|
Strategies That Promote Student Understanding |
|
|
174 | (13) |
|
Identifying Similarities and Differences |
|
|
174 | (1) |
|
Summarizing and Note Taking |
|
|
175 | (2) |
|
Reinforcing Effort and Providing Recognition |
|
|
177 | (2) |
|
|
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 | (1) |
|
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 Siop Model To Strategies |
|
|
193 | (4) |
|
|
193 | (1) |
|
|
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) |
|
|
203 | (4) |
|
|
207 | (4) |
|
|
211 | (1) |
|
|
212 | (4) |
|
Effectively Managing Seatwork |
|
|
212 | (1) |
|
Collecting Assignments and Monitoring Their Completion |
|
|
213 | (1) |
|
Maintaining Records of Student Work |
|
|
214 | (1) |
|
|
215 | (1) |
|
|
215 | (1) |
|
Managing Whole-Group Instruction |
|
|
216 | (4) |
|
|
216 | (1) |
|
Managing Movement through the Lesson |
|
|
217 | (1) |
|
Maintaining a Group Focus |
|
|
217 | (1) |
|
Maintaining Student Attention and Involvement |
|
|
218 | (2) |
|
Applying The Siop Model To Lesson Delivery |
|
|
220 | (5) |
|
|
220 | (1) |
|
|
220 | (2) |
|
|
222 | (1) |
|
Review and Assessment of Lesson Objectives |
|
|
222 | (3) |
|
|
225 | (32) |
|
|
226 | (4) |
|
|
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) |
|
|
239 | (1) |
|
|
240 | (1) |
|
Bulletin Boards and Wall Space |
|
|
241 | (1) |
|
Selecting And Teaching Rules And Procedures |
|
|
241 | (6) |
|
|
242 | (2) |
|
|
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) |
|
|
257 | (26) |
|
|
258 | (3) |
|
|
258 | (1) |
|
|
258 | (1) |
|
|
259 | (2) |
|
|
261 | (10) |
|
|
263 | (2) |
|
|
265 | (4) |
|
|
269 | (2) |
|
|
271 | (3) |
|
|
271 | (2) |
|
Guidelines for Punishment |
|
|
273 | (1) |
|
Dealing With Chronic Misbehaviors |
|
|
274 | (3) |
|
|
277 | (6) |
|
Characteristics of Bullying |
|
|
278 | (1) |
|
|
278 | (1) |
|
|
279 | (1) |
|
|
280 | (3) |
|
PART V ASSESSING AND REPORTING STUDENT PERFORMANCE |
|
|
|
11 Assessing Student Performance |
|
|
283 | (30) |
|
|
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) |
|
|
293 | (1) |
|
|
294 | (1) |
|
Ways to Rate Student Products or Performances |
|
|
295 | (2) |
|
|
297 | (10) |
|
Planning the Classroom Test |
|
|
297 | (2) |
|
Selecting and Preparing Test Questions |
|
|
299 | (6) |
|
|
305 | (1) |
|
|
306 | (1) |
|
|
307 | (1) |
|
|
307 | (6) |
|
Types of Achievement Test Scores |
|
|
308 | (1) |
|
The Teachers Role in Standardized Testing |
|
|
308 | (5) |
|
12 Grading Systems, Marking, and Reporting |
|
|
313 | (20) |
|
|
314 | (3) |
|
|
314 | (2) |
|
Confounding the Achievement Grade |
|
|
316 | (1) |
|
|
317 | (2) |
|
|
317 | (1) |
|
|
318 | (1) |
|
|
318 | (1) |
|
|
318 | (1) |
|
|
319 | (1) |
|
|
319 | (5) |
|
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 | (1) |
|
|
324 | (2) |
|
|
325 | (1) |
|
|
325 | (1) |
|
|
326 | (1) |
|
|
326 | (2) |
|
|
326 | (1) |
|
|
326 | (2) |
|
|
328 | (2) |
|
|
328 | (1) |
|
|
329 | (1) |
|
General Principles In Grading And Reporting |
|
|
330 | (3) |
|
PART VI WORKING WITH OTHERS |
|
|
|
13 Collaborating with Colleagues and Families |
|
|
333 | (26) |
|
|
334 | (5) |
|
|
334 | (1) |
|
|
334 | (1) |
|
|
335 | (3) |
|
Collaboration Skills and Dispositions |
|
|
338 | (1) |
|
|
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 | (10) |
|
Parent-Teacher Conferences |
|
|
354 | (5) |
References |
|
359 | (12) |
Name Index |
|
371 | (4) |
Subject Index |
|
375 | |