| Preface |
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xv | |
| Standards |
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xxi | |
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PART I FOUNDATIONS OF TEACHING METHODS |
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The Teacher as a Decision Maker |
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1 | (21) |
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2 | (5) |
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Decisions about Basic Teaching Functions |
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2 | (1) |
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Essential Teacher Characteristics |
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3 | (1) |
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Expectations for Effectiveness |
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4 | (3) |
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Standards and Professional Development |
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7 | (3) |
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7 | (1) |
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Principles of Learning and Teaching |
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8 | (1) |
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8 | (1) |
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National Board for Professional Teaching Standards |
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9 | (1) |
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The Teacher As a Reflective Decision Maker |
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10 | (6) |
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11 | (2) |
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Aspects of Instructional Decision Making |
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13 | (1) |
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Reflection and a Constructivist Approach to Teaching |
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14 | (1) |
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Reflections during Your Program |
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15 | (1) |
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Increasing Student Diversity |
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16 | (6) |
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More English Language Learners |
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17 | (1) |
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Challenges of English Language Learners |
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17 | (1) |
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Teaching English Language Learners in All Classrooms |
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18 | (1) |
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18 | (4) |
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PART II PLANNING INSTRUCTION |
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The Fundamentals of Planning |
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22 | (26) |
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23 | (7) |
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24 | (1) |
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25 | (1) |
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Factors Considered in Planning |
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26 | (3) |
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Planning and the Standards Movement |
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29 | (1) |
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30 | (9) |
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The Linear-Rational Model |
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30 | (6) |
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The Mental-Image Approach |
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36 | (3) |
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Additional Planning Considerations |
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39 | (9) |
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39 | (1) |
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40 | (2) |
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42 | (1) |
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42 | (2) |
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44 | (1) |
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Planning to Use Academic Time Wisely |
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45 | (3) |
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Types of Teacher Planning |
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48 | (36) |
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49 | (17) |
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51 | (2) |
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53 | (1) |
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54 | (3) |
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57 | (1) |
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58 | (8) |
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Components of a Daily Lesson Plan |
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66 | (12) |
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Identifying Course Information |
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67 | (1) |
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Objectives for the Lesson |
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67 | (9) |
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76 | (1) |
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76 | (1) |
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77 | (1) |
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78 | (1) |
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Applying The SIOP Model to Planning |
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78 | (6) |
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79 | (1) |
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80 | (4) |
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Differentiating Instruction for Diverse Learners |
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84 | (32) |
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Implications For Diverse Classrooms |
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86 | (1) |
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Sources of Student Diversity |
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86 | (14) |
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87 | (2) |
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89 | (1) |
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89 | (1) |
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89 | (3) |
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92 | (1) |
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93 | (3) |
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96 | (1) |
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97 | (2) |
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99 | (1) |
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99 | (1) |
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Creating an Inclusive, Multicultural Classroom |
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100 | (4) |
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Create a Supportive, Caring Environment |
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100 | (1) |
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Offer a Responsive Curriculum |
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101 | (1) |
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102 | (2) |
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Provide Assistance When Needed |
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104 | (1) |
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Differentiating Instruction |
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104 | (12) |
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Elements of the Curriculum That Can Be Differentiated |
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104 | (4) |
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Student Characteristics That Teachers Can Differentiate |
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108 | (2) |
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Instructional Strategies That Facilitate Differentiation |
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110 | (1) |
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Differentiating with the Universal Design for Learning |
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111 | (5) |
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PART III SELECTING INSTRUCTIONAL STRATEGIES |
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Direct Instructional Strategies |
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116 | (22) |
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Deductive and Inductive Strategies |
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117 | (2) |
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Dirct Instructional Approaches |
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119 | (19) |
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120 | (4) |
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124 | (1) |
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125 | (1) |
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126 | (4) |
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130 | (1) |
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130 | (1) |
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131 | (1) |
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Guided Practice and Homework |
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131 | (7) |
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Indirect Instructional Strategies |
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138 | (22) |
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139 | (9) |
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Concept Attainment Approaches |
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140 | (5) |
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145 | (2) |
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Projects, Reports, and Problems |
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147 | (1) |
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148 | (9) |
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148 | (3) |
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151 | (4) |
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155 | (1) |
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Role Playing, Simulations, and Games |
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156 | (1) |
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157 | (3) |
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Learning Centers or Stations |
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157 | (1) |
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Contracts and Independent Work |
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158 | (2) |
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Strategies That Promote Student Understanding |
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160 | (22) |
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Identifying Similarities and Differences |
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162 | (1) |
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Summarizing and Note Taking |
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163 | (2) |
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163 | (1) |
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164 | (1) |
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Reinforcing Effort and Providing Recognition |
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165 | (3) |
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166 | (1) |
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166 | (2) |
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168 | (3) |
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168 | (2) |
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170 | (1) |
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Nonlinguistic Representations |
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171 | (1) |
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Setting Objectives and Providing Feedback |
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172 | (3) |
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173 | (1) |
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173 | (2) |
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Generating And Testing Hypotheses |
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175 | (2) |
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Cues, Questions, And Advance Organizers |
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177 | (1) |
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177 | (1) |
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177 | (1) |
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Applying the SIOP Model to Strategies |
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178 | (4) |
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178 | (1) |
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179 | (3) |
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PART IV MANAGING INSTRUCTION AND THE CLASSROOM |
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182 | (34) |
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Issues Affecting Lesson Delivery |
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184 | (6) |
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Degree of Structure in Lessons |
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184 | (1) |
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Grouping Students for Instruction |
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184 | (4) |
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Holding Students Academically Accountable |
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188 | (2) |
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Managing Parts of the Lesson |
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190 | (12) |
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190 | (4) |
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194 | (6) |
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200 | (2) |
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202 | (3) |
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Managing Seatwork Effectively |
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202 | (1) |
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Collecting Assignments and Monitoring Their Completion |
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203 | (1) |
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Maintaining Records of Student Work |
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204 | (1) |
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204 | (1) |
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205 | (1) |
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Managing Whole-Group Instruction |
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205 | (5) |
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206 | (1) |
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Managing Movement through the Lesson |
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206 | (1) |
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Maintaining a Group Focus |
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207 | (1) |
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Maintaining Student Attention and Involvement |
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208 | (2) |
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Applying the Siop Model to Lesson Delivery |
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210 | (6) |
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210 | (1) |
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210 | (1) |
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211 | (1) |
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Review and Assessment of Lesson Objectives |
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212 | (4) |
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216 | (34) |
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218 | (3) |
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218 | (2) |
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Principles for Working with Students and Preventing Misbehavior |
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220 | (1) |
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Preparing For The Schoolyear |
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221 | (10) |
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Making Management Preparations |
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223 | (1) |
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Making Instructional Preparations |
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223 | (5) |
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Managing Assessments, Record Keeping, and Reporting |
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228 | (1) |
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Establishing a Plan to Deal with Misbehavior |
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229 | (2) |
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Planning for the First Day |
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231 | (1) |
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Organizing Your Classroom and Materials |
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231 | (4) |
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232 | (1) |
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233 | (2) |
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Bulletin Boards and Wall Space |
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235 | (1) |
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Selecting and Teaching Rules and Procedures |
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235 | (6) |
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236 | (3) |
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239 | (2) |
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Maintaining Appropriate Student Behavior |
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241 | (9) |
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Having a Mental Set for Management |
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241 | (1) |
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Building Positive Teacher---Student Relationships |
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242 | (3) |
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Reinforcing Desired Behaviors |
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245 | (5) |
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250 | (26) |
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251 | (5) |
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252 | (1) |
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252 | (1) |
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253 | (3) |
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256 | (4) |
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Principle of Least Intervention |
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256 | (1) |
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256 | (2) |
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Cautions and Guidelines for Punishment |
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258 | (2) |
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260 | (11) |
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261 | (2) |
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263 | (5) |
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268 | (3) |
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Dealing With Chronic Misbehaviors |
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271 | (5) |
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PART V ASSESSING AND REPORTING STUDENT PERFORMANCE |
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Assessing Student Performance |
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276 | (26) |
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277 | (4) |
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278 | (1) |
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Measurement, Assessment, and Evaluation |
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278 | (1) |
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Norm-Referenced and Criterion-Referenced Evaluation |
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279 | (1) |
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Characteristics of Good Assessment Instruments |
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279 | (1) |
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Adapting Assessment for English Language Learners |
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280 | (1) |
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Establishing a Framework for Evaluation |
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281 | (2) |
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Performance-Based Assessment |
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283 | (6) |
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283 | (2) |
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285 | (1) |
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Ways to Rate Student Products or Performances |
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286 | (3) |
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289 | (13) |
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Planning the Classroom Test |
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289 | (2) |
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Selecting and Preparing Test Questions |
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291 | (6) |
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297 | (2) |
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299 | (1) |
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299 | (3) |
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Grading Systems, Marking, and Reporting |
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302 | (28) |
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304 | (3) |
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304 | (1) |
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Confounding the Achievement Grade |
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305 | (2) |
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307 | (3) |
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308 | (1) |
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308 | (1) |
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309 | (1) |
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309 | (1) |
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309 | (1) |
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310 | (7) |
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Determining What to Include in a Grade |
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310 | (1) |
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Creating a Composite Score |
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311 | (3) |
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Selecting a Frame of Reference for Grading |
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314 | (1) |
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Determining the Distribution of Grades |
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315 | (2) |
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Calculating Semester and Annual Grades |
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317 | (1) |
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317 | (2) |
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317 | (1) |
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318 | (1) |
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318 | (1) |
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319 | (2) |
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320 | (1) |
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320 | (1) |
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321 | (1) |
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Reporting Grades and Communicating to Families |
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321 | (5) |
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322 | (1) |
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322 | (1) |
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323 | (1) |
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324 | (1) |
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Parent-Teacher Conferences |
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324 | (2) |
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Contacts with Individual Families |
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326 | (1) |
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General Principles in Grading and Reporting |
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326 | (4) |
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PART VI WORKING WITH OTHERS |
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Working with Colleagues and Families |
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330 | (24) |
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331 | (2) |
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333 | (5) |
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Reasons for Working with Families |
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334 | (2) |
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Why Some Families Resist Involvement |
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336 | (1) |
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Working through Cultural and Language Differences |
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337 | (1) |
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Contacting and Communicating with Families |
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338 | (16) |
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Ways to Communicate with Families |
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339 | (11) |
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Parent---Teacher Conferences |
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350 | (4) |
| References |
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354 | (9) |
| Name Index |
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363 | (3) |
| Subject Index |
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366 | |
