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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 | |