Classroom Teaching Skills

ISBN-10: 0618496009
ISBN-13: 9780618496006
Edition: 8th 2006
List price: $149.95
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Description: Designed for beginning teachers, this text introduces the teacher as "reflective decision maker," responsible for planning, implementing, evaluating, and making management decisions in the classroom. Each chapter considers a particular teaching  More...

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Book details

List price: $149.95
Edition: 8th
Copyright year: 2006
Publisher: CENGAGE Learning
Publication date: 3/22/2005
Binding: Paperback
Pages: 448
Size: 8.50" wide x 10.75" long x 0.75" tall
Weight: 2.046
Language: English

Designed for beginning teachers, this text introduces the teacher as "reflective decision maker," responsible for planning, implementing, evaluating, and making management decisions in the classroom. Each chapter considers a particular teaching skill--first discussing the theory behind it, and then presenting the reader with practice situations in which knowledge about the skill can be applied and evaluated. The Eighth Edition continues to address the importance of core INTASC standards, and highlights developing issues including the "Digital Divide," the use of personal digital assistants (PDAs) in and outside of the classroom, cooperative learning, and dealing with behavioral issues. Core INTASC standards are addressed in regard to each chapter's objectives. A correlation table between chapter and standard is located on the inside front cover of the text to facilitate documentation of where and how INTASC standards are addressed. Marginal notations appear throughout the text to call-out key concepts and assist students with comprehension and review. Two-color design helps to organize the information more clearly for students. The opening chapters have an increased emphasis on decision making, teaching models, and determining one's own teaching goals. Additional chapter topics include assessment, cooperative learning, issues of behavior management in the classroom, and teaching and learning with technology.Houghton Mifflin Video Cases, four- to six-minute video modules presenting real classroom scenarios, enable students to observe the day-to-day challenges and rewards of teaching from the convenience of their computers. Available on the Online Teaching and StudyCenters, HM Video Cases are enhanced by classroom artifacts, Viewing Questions, Interview Transcripts, Key Terms, and bonus video footage.

James M. Cooper is Professor Emeritus from the Curry School of Education at the University of Virginia, where he served as Commonwealth Professor of Education (1984-2004) and Dean of the School (1984-1994). As Dean of the Curry School of Education, he led the initiative to restructure the teacher education program, moving to an innovative five-year program that integrates the study of arts and sciences, professional education, and field experiences. In addition, he has authored, co-authored, or edited over 60 book chapters, journal articles, monographs, and books, including TEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER (with Kevin Ryan, � 2012, Cengage); THOSE WHO CAN, TEACH, 14th Edition (with Kevin Ryan and Cheryl Bolick, � 2016, Cengage); KALEIDOSCOPE: CONTEMPORARY AND CLASSIC READINGS IN EDUCATION, 13th Edition (with Kevin Ryan, � 2012, Cengage), and CLASSROOM TEACHING SKILLS (�2014, Cengage), for which he served as editor and one of the authors. He is also series editor of the Educator's Guide series (Cengage). His books and articles address the areas of teacher education, supervision of teachers, case studies in teacher education, and technology and teacher education. Cooper has also received many honors, including a Fulbright-Hays Award for Lecturing in Portugal and recognition as one of the nation's Distinguished Teacher Educators from the Association of Teacher Educators.

Preliminary
Note: Each chapter concludes with Notes and Additional Resources
The Teacher As a Reflective Decision Maker
Instructional Planning
Given two concept maps depicting a prospective teacher's "before and after" perspectives of teacher planning, to compare these concept maps and determine what the teacher learned about instructional planning Objective
Given information from studies of the instructional planning of experienced teachers, to identify key characteristics of productive planning Objective
Given a description of teacher planning analogous to a dramatic production, to generate additional analogies that highlight important aspects of teacher planning
Instructional Objectives
To recognize well-defined instructional objectives Objective
To write well-defined instructional objectives Objective
To use instructional objectives in instructional planning Objective
To use objectives in implementing instruction
Involving Students in Learning
To define a planned beginning (set), explain its purposes, and give examples of when it is used to involve students in learning Objective
To create original planned beginnings (sets) for involving students in learning Objective
To define planned discussion, explain its purposes, and give examples of when it is used to involve students in learning Objective
To identify student behaviors that reflect students' ability to engage in effective classroom discussion Objective
To create original planned discussions for use in a given learning situation Objective
To define a planned ending (closure), explain its purposes, and give examples of how it is used to involve students in learning Objective
To create original planned endings (closure) for use in a given learning situation
Questioning Skills
To explain the seven characteristics of effective classroom questions Objective
To classify questions according to Bloom's Taxonomy of Educational Objectives: Cognitive Domain Objective
To construct classroom questions on all six levels of Bloom's Taxonomy of Educational Objectives: Cognitive Domain Objective
To write examples of questioning strategies that enhance the quality of student participation Objective
To describe how the growing diversity and multicultural nature of America's students impact questioning strategies
Differentiating Instruction for Academic Diversity
To develop an informed, personal definition of differentiated instruction Objective
To construct an informed, personal rationale for teaching to address learner needs Objective
To depict ways in which learner, learning environment, and curriculum are integral to differentiated or academically responsive instruction Objective
To apply specific ways to differentiate content, activities, and products in response to student readiness, interest, and learning profile Objective
To analyze and understand general principles of effective differentiation Objective
To propose personal first steps in becoming a responsive teacher
Technology for Teaching and Learning with Understanding
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