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Secondary School Teaching Today: Recognizing and Understanding the Challenge | |
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The Classroom in a Nation of Diversity and Shifting Demographics | |
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Skill Areas Around Which This Resource Guide is Centered | |
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The Realities of Teaching Today | |
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A Rather Recent and in Our Opinion Unfortunate Addition to the Challenge | |
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Orientation: No Single Shoe Fits All | |
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Start of the School Year Orientation | |
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The School Year and Teachers' Schedules | |
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Teaching Teams | |
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The Community of Learners Concept | |
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Nontraditional Scheduling | |
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Quality Education for Every Student | |
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Instruction that is Differentiated | |
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Responsive Practices for Helping Each Student Succeed | |
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Middle-Level Schools | |
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High Schools | |
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The Fundamental Characteristic of Quality Education | |
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Committed Teachers | |
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Reflective Decision Making | |
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School Leadership | |
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Effects of No Child Left Behind Legislation | |
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Parents, Guardians, and the Community | |
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Community Service Learning | |
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The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues | |
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Key Trends and Positive Practices | |
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Major Problems, Concerns, and Issues | |
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Meeting the Challenge: Initial Guidelines for Recognizing and Providing for Student Differences Thereby Effectively Differentiating the Instruction | |
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Reviewing the Developmental Characteristics of Young People of Particular Age Groups | |
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Young Adolescents (Ages 9���14) | |
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Older Adolescents (Ages 15���19) | |
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Summary | |
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Questions for Class Discussion | |
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Exercises | |
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References | |
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Teacher Professional Responsibilities | |
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The Teacher as a Reflective Decision Maker | |
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Decision-Making Phases of Instruction | |
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Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher Responsibility | |
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Selected Legal Guidelines | |
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Student Rights | |
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Cellular Phones and Other Handheld Electronic Devices in the Classroom | |
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Teacher Liability and Insurance | |
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Student Safety Should Always be on Your Mind | |
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Teaching Style | |
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Multilevel Instruction, Individualized Instruction, and Differentiated Instruction: A Clarification of Terms | |
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The Theoretical Origins of Teaching Styles and Their Relation to Constructivism | |
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Commitment and Professionalism | |
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Noninstructional Responsibilities | |
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Instructional Responsibilities | |
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Identifying and Building Your Instructional Competencies | |
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Characteristics of the Competent Classroom Teacher: An Annotated List | |
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Teacher Behaviors Necessary to Facilitate Student Learning | |
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Three Basic Rules for Becoming a Competent Teacher | |
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Facilitating Behaviors and Instructional Strategies: A Clarification | |
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Structuring the Learning Environment | |
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Accepting and Sharing Instructional Accountability | |
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Demonstrating Withitness and Overlapping | |
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Providing a Variety of Motivating and Challenging Activities | |
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Modeling Appropriate Behaviors | |
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Facilitating Student Acquisition of Data | |
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Creating a Psychologically Safe Environment | |
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Clarifying Whenever Necessary | |
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Using Periods of Silence | |
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Questioning Thoughtfully | |
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Tools For Instruction | |
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The Internet | |
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Professional Journals and Periodicals | |
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The ERIC Information Network | |
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Copying Printed Materials | |
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The Classroom Writing Board | |
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The Classroom Bulletin Board and Other Nonprojected Visual Displays | |
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The Community as a Resource | |
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Guest Speaker or Presenter | |
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Field Trips | |
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Media Tools | |
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Computers and Computer-Based Instructional Tools | |
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Using Copyrighted Video, Computer, and Multimedia Programs | |
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Distance Learning | |
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Summary | |
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Questions For Class Discussion | |
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Exercises | |
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References | |
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Thinking and Questioning: Skills for Meaningful Learning | |
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Teaching Thinking for Intelligent Behavior | |
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Characteristics of Intelligent Behavior | |
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Direct Teaching for Thinking and Intelligent Behavior | |
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Purposes for Using Questioning | |
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Questions to Avoid Asking | |
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Types of Cognitive Questions: A Glossary | |
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Analytic Question | |
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Clarifying Question | |
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Convergent-Thinking Question | |
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Cueing Question | |
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Divergent-Thinking Question | |
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Evaluative Question | |
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Focus Question | |
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Probing Question | |
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Socratic Questioning | |
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Levels of Cognitive Questions and Student Thinking | |
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Guidelines for Using Questioning | |
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Preparing Questions | |
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Implementing Questioning | |
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Using an Audience Response Student Clicker System | |
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Questions From Students: the Question-Driven Classroom and Curriculum | |
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Questioning: the Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful Learning | |
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Summary | |
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Questions For Class Discussion | |
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Exercises | |
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References | |
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The Classroom Learning Environment | |
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The Importance of Perceptions | |
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Classroom Control���Its Meaning���Past and Present | |
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Historical Meaning of Classroom Control | |
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Today's Meaning of Classroom Control and the Concept of Classroom | |
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Management | |
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Classroom Management: Contributions of Some Leading Authorities | |
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Developing Your Own Effective Approach to Classroom Management | |
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Providing a Supportive Learning Environment | |
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Consider the Physical Layout | |
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Create a Positive Ambiance | |
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Behaviors to Avoid When Using Encouragement to Motivate Students | |
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Get to Know Your Students as People | |
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Preparation Provides Confidence and Success | |
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Effective Organization and Administration of Activities and Materials | |
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Natural Interruptions and Disruptions to Routine | |
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Classroom Procedures and Guidelines for Acceptable Behavior | |
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Starting the School Term Well | |
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Procedures Rather Than Rules; Consequences Rather Than Punishment | |
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The First Day | |
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Procedural Matters: What Students Need to Understand Early On | |
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Using Positive Rewards as Motivators | |
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Managing Class Sessions | |
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Opening Activities | |
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Smooth Implementation of the Lesson | |
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Transitions Within Lessons | |
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Inappropriate Student Behavior | |
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Transient Nondisruptive Behaviors | |
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Disruptions to Learning | |
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Defiance, Cheating, Lying, and Stealing | |
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Bullying, Fighting, Sexual Misconduct, and Violence | |
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Teacher Response to Student Misbehavior | |
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Direct Versus Indirect Assertive Intervention Strategies: A Clarification | |
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Order of Behavior Intervention Strategies | |
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Teacher-Caused Student Misbehavior | |
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Scenarios for Case Study Review | |
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Preventing a Ship From Sinking is Much Easier Than is Saving a Sinking One: Mistakes to Avoid | |
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Situational Case Studies for Additional Review | |
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Summary | |
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Questions for Class Discussion | |
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Exercises | |
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References | |
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The Curriculum: Selecting and Setting Learning Expectations | |
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Program Organization: Providing Successful Transitions | |
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Curriculum and Instruction: Clarification of Terms | |
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Core Curriculum | |
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Curriculum Content: Essential Versus Supplemental | |
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Exploratory Opportunities | |
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Co-Curricular Versus Extracurricular | |
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Advisory/Homebase Program | |
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Planning for Instruction: Three Levels | |
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Teacher���Student Collaborative Team Planning | |
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Reasons for Planning | |
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Components of an Instructional Plan | |
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Curriculum Content Selection: Documents that Provide Guidance | |
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Curriculum Standards | |
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Curriculum Standards and High-Stakes Testing | |
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Student Textbooks | |
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Benefit of Textbooks to Student Learning | |
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Problems with Reliance on a Single Textbook | |
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Guidelines for Textbook Use | |
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Multitext and Multireadings Approach | |
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Beginning to Think About the Sequencing of Content | |
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Preparing for and Dealing with Controversy | |
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Aims, Goals, and Objectives: the Anticipated Learning Outcomes | |
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Instructional Objectives and Their Relationship to Aligned Curriculum and Authentic Assessment | |
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Learning Targets and Goal Indicators | |
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Overt and Covert Performance Outcomes | |
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Balance of Behaviorism and Constructivism | |
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Teaching Toward Multiple Objectives, Understandings, and Appreciations: the Reality of Classroom Instruction | |
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Preparing Instructional Objectives | |
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Components of a Complete Objective Classifying Instructional Objectives the Domains of Learning and the Developmental Needs of <R> Students | |
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Cognitive Domain Hierarchy | |
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Affective Domain Hierarchy | |
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Psychomotor Domain Hierarchy | |
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Using the Taxonomies | |
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Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals | |
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Character Education and the Domains of Learning | |
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Learning That Is Not Immediately Observable | |
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Integrated Curriculum | |
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Level 1 Curriculum Integration | |
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Level 2 Curriculum Integration | |
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Level 3 Curriculum Integration | |
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Level 4 Curriculum Integration | |
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Level 5 Curriculum Integration | |
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Integrated Curriculum in a Standards-Based Environment | |
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Planning for Instruction: A Seven-Step Process | |
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The Syllabus | |
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Use and Development of a Syllabus | |
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Content of a Syllabus | |
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Summary | |
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Questions for Class Discussion | |
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Exercises | |
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References | |
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Planning the Instruction | |
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The Instructional Unit | |
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Planning and Developing any Unit of Instruction | |
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Unit Format, Inclusive Elements, and Time Duration | |
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Theoretical Considerations for the Selection of Instructional Strategies | |
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Decision Making and Strategy Selection | |
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Direct and Indirect Instruction: A Clarification of Terms | |
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Degrees of Directness | |
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Principles of Classroom Instruction and Learning: A Synopsis | |
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Conceptual and Procedural Knowledge | |
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Direct Versus Indirect Instructional Modes: Strengths and Weaknesses of Each | |
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Selecting Learning Activities that are Developmentally Appropriate | |
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Styles of Learning and Implications for Teaching | |
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Learning Modalities | |
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Learning Styles | |
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The Three-Phase Learning Cycle | |
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Learning Capacities: the Theory of Multiple Intelligences | |
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The Learning Experiences Ladder | |
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Direct, Simulated, and Vicarious Experiences Help Connect Student Learning | |
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Planning and Developing an Interdisciplinary Thematic Unit | |
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Specific Guidelines for Developing an Interdisciplinary Thematic Unit | |
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Developing the Learning Activities: the Heart and Spirit of the ITU | |
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The Common Thread | |
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Initiating Activities | |
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Developmental Activities | |
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Culminating Activity | |
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Preparing the Lesson Plan | |
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Rationale for Preparing Written Plans | |
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Assumptions about Lesson Planning | |
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A Continual Process | |
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Well Planned but Open to Last-Minute Change | |
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The Problem of Time | |
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The Pressure of Standards-Based and High-Stakes Testing and the Felt Need to "Cover" the Prescribed Curriculum | |
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Caution about "The Weekly Planning Book" | |
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Constructing a Lesson Plan: Format, Elements, and Samples | |
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For Guidance, Reflection, and Reference | |
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Basic Elements in a Lesson Plan | |
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Descriptive Data | |
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Goals and Objectives | |
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Setting the Learning Objectives | |
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A Common Error and How to Avoid It | |
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No Need to Include All Domains and Hierarchies in Every Lesson | |
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Rationale | |
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Procedure | |
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Assignments | |
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Special Considerations, Notes, and Reminders | |
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Materials and Equipment to be Used | |
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Assessment, Reflection, and Revision | |
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Summary | |
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Questions for Class Discussion | |
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Exercises | |
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References | |
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Assessing and Reporting Student Achievement | |
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Purposes and Principles of Assessment | |
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The Language of Assessment | |
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Assessment and Evaluation | |
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Measurement and Assessment | |
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Validity and Reliability | |
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Authentic Assessment: Advantages and Disadvantages | |
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Diagnostic, Formative, and Summative Assessment | |
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Assessing Student Learning: Three Avenues | |
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Assessing What a Student Says and Does | |
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Assessing What a Student Writes | |
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Assessment for Affective and Psychomotor Domain Learning | |
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Student Involvement in Assessment | |
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Using Portfolios | |
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Using Checklists | |
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Maintaining Records of Student Achievement | |
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Recording Teacher Observations and Judgments | |
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Grading and Marking Student Achievement | |
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Criterion-Referenced Versus Norm-Referenced Grading | |
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Determining Grades | |
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Testing for Achievement | |
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Standardized (Formal) Versus Nonstandardized (Informal) Tests | |
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Purposes for Informal Testing | |
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Frequency for Informal Testing | |
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Anxiety: Symptom Recognition and Helping Students (and Yourself) Deal with It | |
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Test Construction | |
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Administering Tests | |
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Controlling Cheating | |
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Determining the Time Needed to Take a Test | |
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Preparing Assessment Items | |
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Classification of Assessment Items | |
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Performance Testing | |
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General Guidelines for Preparing for Informal Assessment of Student Learning | |
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Attaining Content Validity | |
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Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types | |
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Arrangement | |
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Completion Drawing | |
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Completion Statement | |
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Correction | |
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Essay | |
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Grouping | |
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Identification | |
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Matching | |
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Multiple Choice | |
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Performance | |
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Short Explanation | |
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True���False | |
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Reporting Student Achievement | |
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The Grade Report | |
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Teacher Parental/Guardian Connections | |
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Contacting Parents/Guardians | |
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Meeting Parents/Guardians | |
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Parent/Guardian Conference | |
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Dealing with an Angry Parent or Guardian | |
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Summary | |
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Questions for Class Discussion | |
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Exercises | |
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References | |
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The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and Games | |
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Teacher Talk: Formal and Informal | |
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Cautions in Using Teacher Talk | |
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Teacher Talk: General Guidelines | |
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Teacher Talk: Specific Guidelines | |
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Demonstration | |
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Reasons for Using Demonstrations | |
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Guidelines for Using Demonstrations | |
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Inquiry Teaching and Discovery Learning | |
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Problem Solving | |
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Inquiry Versus Discovery | |
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True Inquiry | |
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The Critical Thinking Skills of Discovery and Inquiry | |
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Integrating Strategies for Integrated Learning | |
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Educational Games | |
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Classification of Educational Games | |
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Functions of Educational Games | |
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Summary | |
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Questions for Class Discussion | |
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Exercises | |
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References | |
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Mastery Learning and Differentiated Instruction | |
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Today's Emphasis: Quality Learning for Every Student | |
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Assumptions About Mastery, or Quality, Learning | |
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Elements of Any Mastery Learning Model: the Cycle of Teaching | |
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Strategies for Personalizing (Individualizing) the Instruction Now! | |
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Working with and Individualizing the Learning Experiences for Specific Learners | |
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Recognizing and Working with Students with Special Needs | |
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Recognizing and Working with Students of Diversity and Differences | |
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Language-Minority Students | |
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Recognizing and Working with Students Who are Gifted | |
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Curriculum Tracking | |
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Meaningful Curriculum Options: Multiple Pathways to Success | |
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Recognizing and Working with Students Who Take More Time but are Willing to Try | |
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Recognizing and Working with Recalcitrant Learners | |
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Recognizing and Working with Abused Children | |
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Learning Alone | |
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Summary | |
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Questions For Class Discussion | |
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References | |
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Organizing and Guiding Student Learning in Groups | |
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Learning in Pairs | |
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The Learning Center | |
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Learning in Small Groups | |
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Purposes for Using Small Groups | |
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Cooperative Learning | |
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The Cooperative Learning Group (CLG) | |
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The Theory and Use of Cooperative Learning | |
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Roles Within the Cooperative Learning Group | |
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What Students and the Teacher Do When Using Cooperative Learning Groups | |
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When to Use Cooperative Learning Groups | |
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Cooperative Group Learning, Assessment, and Grading | |
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Why Some Teachers Experience Difficulty Using CLGs | |
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Learning in Large Groups | |
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Student Presentations | |
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Whole-Class Discussion | |
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Equality in the Classroom | |
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Ensuring Equity | |
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Learning from Assignments and Homework | |
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Purposes for Assignments | |
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Guidelines for Using Assignments | |
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Opportunities for Recovery | |
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How to Avoid Having So Many Papers to Grade that Time for Effective Planning is Restricted | |
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Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports | |
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Values and Purposes of Project-Centered Learning | |
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Guidelines for Guiding Students in Project-Centered Learning | |
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Writing as a Required Component of Project-Centered Learning | |
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Assessing the Final Product | |
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Writing Across the Curriculum | |
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Kinds of WritingPreventing Plagiarism | |
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Journals and Blogs | |
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A Collection of 130 Annotated Motivational Teaching Strategies with Ideas for Lessons, Interdisciplinary Teaching, Transcultural Studies, and Student Projects | |
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The Visual and Performing Arts | |
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Family and Consumer Economics, Foods, and Textiles | |
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English, Languages, and the Language Arts | |
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Mathematics | |
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Physical Education | |
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Science | |
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Social Studies/History | |
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Vocational Career Education | |
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Summary | |
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Questions For Class Discussion | |
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Content Area Websites | |
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References | |
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Professional Development: A Continuing Process | |
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Professional Development Through Student Teaching or Internship | |
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Whether Student Teaching or Intern Teaching, It Is the Real Thing | |
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Getting Ready for the Beginning Teaching Experience | |
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First Impressions | |
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Continuing to Get Ready | |
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Student Teaching from the Cooperating Teacher's Point of View | |
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Comments from the University Supervisor | |
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What to do Before an Observation | |
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What to do During an Observation | |
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What to do During an Observation Conference | |
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What to do After the Supervisor Leaves | |
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Finding a Teaching Position | |
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Guidelines for Locating a Teaching Position | |
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The Professional Career Portfolio (Or How to Get Hired by Really Trying) | |
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Resources for Locating Teaching Vacancies | |
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The Professional Rÿsumÿ | |
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The In-Person Interview | |
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Professional Development Through Reflection and Self-Assessment | |
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Professional Development Through Mentoring | |
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It is Helpful to Have a Mentor, Sometimes More Than One | |
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When Should I Seek Help? | |
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Coping Strategies: Avoiding Feelings of Aloneness | |
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Make Career Plans: A Life Plan Map | |
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Professional Development Through Inservice and Graduate Study | |
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Professional Development Through Participation in Professional Organizations | |
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Professional Development Through Communications with Teachers | |
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Professional Development Through Off-Teaching Work Experience | |
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Professional Development Through Micro Peer Teaching | |
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Questions for Class Discussion | |
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Summary | |
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References | |
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GLOSSARY | |
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SUBJECT Index | |