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Preface | |
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Research and Teaching | |
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Defining Good Teaching | |
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Research in Teaching: An Historical Perspective | |
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Studies of Teacher Characteristics | |
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The Search for the Right Method | |
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School-Level Research | |
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Teacher Effectiveness Research: Teachers Do Make a Difference | |
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Beyond Effective Teaching: A Focus on Student Learning | |
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Contemporary Views of Teaching and Learning | |
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From Behaviorist to Cognitive Perspectives | |
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Constructivism: Students as Creators of Understanding | |
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Text Themes | |
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The Diversity of Our Learners | |
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Ways of Enhancing Learner Motivation | |
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Assessment | |
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The Use of Technology for Increasing Learning | |
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Learning to Teach | |
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Knowledge of Subject Matter | |
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Pedagogical Content Knowledge | |
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Knowledge of Teaching and Learning | |
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Teaching Strategies | |
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Teacher Decision Making | |
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Reform and No Child Left Behind | |
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Standards-Based Professional Development | |
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Advanced Professional Standards: National Board Certification | |
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Developing a Professional Portfolio | |
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Using This Book to Learn to Teach | |
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Student Diversity | |
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Capitalizing on Cultural Diversity | |
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Multicultural Education: The Challenge | |
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Theories of Minority Achievement | |
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Culturally Responsive Teaching | |
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Language Diversity | |
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English Dialects | |
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English Language Development Programs | |
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Students Placed at Risk: Teaching the Children of Poverty | |
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Students Placed at Risk: Understanding the Problem | |
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Resiliency: Capitalizing on Student Strengths | |
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Teaching Students Placed at Risk | |
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Motivation: The Need for Challenge | |
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Teaching Students with Different Learning Abilities | |
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Intelligence: What Does It Mean? | |
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Multiple Intelligences: The Work of Howard Gardner | |
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Intellectual Diversity: Implications for Teaching | |
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Learning Styles | |
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Field Dependence/Independence | |
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Conceptual Tempo: Impulsive and Reflective Learners | |
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Classroom Learning Styles: The Work of Dunn and Dunn | |
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Learning Styles: Implications for Teachers | |
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Students with Exceptionalities | |
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Inclusion | |
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Working with Students with Exceptionalities: Support for Classroom Teachers | |
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The Exceptional Student Population | |
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Teachers' Roles in Working with Students Having Exceptionalities | |
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Adapting Instruction for Students with Exceptionalities | |
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Technology as a Tool for Inclusion | |
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The Challenge of Assessment in Diverse Classrooms | |
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Provide Practice with Test Taking | |
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Teach Test-Taking Strategies | |
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Use Clear Language in Items | |
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Make Provisions for Nonnative English Speakers | |
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Teacher Planning: Research and Reality | |
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Planning: A Functional Analysis | |
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Variables in Instructional Planning | |
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The Teacher | |
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Learner Development | |
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Learner Motivation | |
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Content | |
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Teaching Context | |
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Materials and Resources | |
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Time | |
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A Cognitive Planning Model | |
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Selecting Topics | |
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Specifying Learning Objectives | |
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Preparing and Organizing Learning Activities | |
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Preparing Assessments | |
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Instructional Alignment | |
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Backward Design | |
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Long-Term, Unit, and Lesson Planning | |
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Long-Term Planning | |
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Unit Planning | |
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Daily Lesson Planning | |
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Integrating the Curriculum: Interdisciplinary and Thematic Units | |
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An Integrated Continuum | |
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Designing and Implementing Integrated Units | |
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Research on Integrated Planning | |
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Research on Teacher Planning | |
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Planning for Diversity: Differentiating Instruction | |
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Varying Time | |
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Varying Learning Objectives | |
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Adapting Instructional Materials | |
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Offering Different Learning Activities | |
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Technology as a Tool for Differentiating Instruction | |
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Effective Teaching: The Research Base | |
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Classroom Climate: A Prerequisite to Learning | |
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Acceptance and Caring: The Human Dimension of Teaching | |
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A Safe and Orderly Learning Environment | |
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A Learning-Focused Classroom | |
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Effective Teaching and the Concept of Time | |
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Allocated Time: Priorities in the Curriculum | |
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Instructional Time: Time from a Teacher's Perspective | |
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Engaged Time: Time from a Learner's Perspective | |
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Academic Learning Time: The Role of Success | |
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A General Instructional Model | |
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Characteristics of Effective Teachers | |
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Teacher Attitudes | |
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Teacher Attitudes, Learner Diversity, and Motivation | |
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Effective Communication | |
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Organization | |
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Effective Lesson Beginnings | |
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Review | |
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Focus | |
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Developing the Lesson | |
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Ending Lessons Effectively | |
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Closure | |
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Assessment and Effective Teaching | |
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Increasing Learning through Student Involvement | |
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Student Involvement: A Key to Learning and Motivation | |
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Learner Involvement: The Need for Clear Learning Objectives | |
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Student Involvement: The Role of Content Representations | |
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Effective Content Representation: Using Technology | |
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Effective Content Representations: Accommodating Learner Diversity | |
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The Role of Teacher Questioning in Student Learning | |
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Using Questioning to Assess Current Understanding | |
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Increasing Student Motivation | |
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Guiding New Learning | |
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Questions: Their Influence on Student Thinking | |
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Elements of Effective Questioning | |
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Questioning Frequency | |
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Equitable Distribution | |
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Prompting | |
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Effective Questioning: Increasing Student Motivation | |
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Repetition for Emphasis | |
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Wait Time | |
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Effective Questioning: Involving Students from Diverse Backgrounds | |
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Classroom Questions: Additional Issues | |
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Low- and High-Level Questions | |
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Selecting Students | |
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Callouts | |
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Choral Responses | |
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Creating Productive Learning Environments: Classroom Management | |
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The Importance of Classroom Management | |
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Classroom Management: A Definition | |
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Management Goals: Learning and Self-Regulation | |
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Creating Responsibility-Oriented Classrooms | |
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Classroom Management: An Historical Perspective | |
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Planning for Classroom Management | |
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Student Characteristics | |
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The Physical Environment | |
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Classroom Rules: Establishing Standards for Behavior | |
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Procedures: Creating An Efficient Learning Environment | |
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Implementing Management Plans | |
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Implementing Plans: The First 10 Days | |
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Learner Diversity: Challenges to Home-School Communication | |
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The Relationship between Management and Instruction | |
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The Role of Assessment in Classroom Management | |
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Management Interventions | |
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An Intervention Continuum | |
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Dealing with Individual Problems | |
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Serious Management Problems: Violence and Aggression | |
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Direct Instruction | |
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Direct Instruction in the Total Instructional Perspective | |
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Direct Instruction | |
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Direct Instruction: The Research Base | |
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Forms of Content Taught by Direct Instruction | |
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Goals of Direct Instruction | |
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Planning for Direct Instruction | |
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Implementing Direct Instruction Lessons | |
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The Role of Assessment in Direct Instruction | |
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The Motivational Benefits of Effective Feedback | |
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Lecture Discussions: Teaching Organized Bodies of Knowledge | |
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Organized Bodies of Knowledge: Integrating Facts, Concepts, and Generalizations | |
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Using Lectures to Teach Organized Bodies of Knowledge | |
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Lecture Discussions: Alternatives to Standard Lectures | |
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The Lecture-Discussion Model: The Research Base | |
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Planning for Lecture Discussions | |
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Implementing Lecture-Discussion Lessons | |
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The Role of Assessment in Lecture-Discussion Lessons | |
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Guided Discovery: A Constructivist Approach to Instruction | |
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Guided Discovery: An Overview | |
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Guided Discovery: Theoretical Foundations | |
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Characteristics of Constructivism | |
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Guided Discovery and Student Motivation | |
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Misconceptions about Guided Discovery | |
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Planning for Guided Discovery Lessons | |
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Identifying Topics | |
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Specifying Learning Objectives | |
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Selecting Examples and Nonexamples | |
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Planning for Social Interaction | |
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Planning for Assessment | |
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Conducting Guided Discovery Lessons | |
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Review and Introduction | |
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The Open-Ended Phase | |
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The Convergent Phase | |
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Closure | |
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Application | |
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Ongoing Assessment in Guided Discovery Lessons | |
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Learning and Teaching in Groups | |
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Social Interaction: Theoretical Perspectives | |
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Developmental Theories | |
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Elaboration Theory | |
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Motivation Theory | |
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Components of Effective Group Interaction | |
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Using Groupwork to Facilitate Learning | |
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Organizing and Conducting Groupwork Activities | |
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Working in Pairs: Introducing Groupwork | |
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Working with Larger Groups | |
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Combining Pairs | |
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Groupwork with Higher-Level Tasks | |
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Cooperative Learning | |
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Cooperative Learning: Getting Started | |
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STAD: Student Teams-Achievement Divisions | |
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Jigsaw II | |
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Group Investigation | |
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Computer-Mediated Communication: Using Technology to Facilitate Cooperative Learning | |
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Using Cooperative Learning to Capitalize on Diversity | |
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Discussions | |
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Using Discussions to Promote Student Growth | |
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Promoting Cognitive Growth with Discussions: Planning | |
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Promoting Cognitive Growth with Discussions: Implementation | |
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Affective Discussions: Promoting Ethical and Moral Growth | |
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Peer Tutoring: Students as Resources | |
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Research on Peer Tutoring | |
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A Basic Peer Tutoring Model | |
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Assessing Learning in Social Interaction Strategies | |
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Assessing Cognitive Achievement | |
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Assessing Growth in Social Interaction Skills | |
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Problem-Based Instruction | |
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Problem-Based Learning | |
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Problem-Based Instruction: An Overview | |
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Problem-Based Learning: Theoretical Foundations | |
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Project-Based Learning | |
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Essential Components | |
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Implementing Project-Based Instruction in the Classroom | |
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Assessment and Project-Based Learning | |
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Research on Project-Based Learning | |
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Problem Solving | |
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Well-Defined and Ill-Defined Problems | |
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A Problem-Solving Model | |
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Helping Learners Become Better Problem Solvers | |
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Anchored Instruction: Technology as a Tool to Teach Problem Solving | |
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Inquiry Strategies | |
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Identifying a Question | |
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Forming Hypotheses | |
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Gathering Data | |
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Assessing Hypotheses | |
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Generalizing | |
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Analyzing the Inquiry Process | |
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Critical Thinking | |
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Knowledge of Content | |
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Basic Processes | |
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Metacognitive Knowledge | |
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Attitudes and Dispositions | |
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Teaching Critical Thinking in the Classroom | |
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Assessing Learner Understanding | |
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Classroom Assessment | |
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Formal and Informal Assessment | |
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Functions of an Assessment System | |
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Characteristics of Effective Assessment | |
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Teachers' Assessment Patterns | |
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Using Assessment to Promote Learning | |
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Preparing Students | |
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Administering Tests | |
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Examining Results | |
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Research on Classroom Testing: Implications for Teachers | |
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Alternative Assessment | |
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Performance Assessment | |
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Portfolio Assessment | |
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Designing an Assessment System | |
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Grades and Grading | |
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Communication | |
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Using Technology in Assessment | |
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Planning and Constructing Tests | |
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Analyzing Test Data | |
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Maintaining Student Records | |
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References | |
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Author Index | |
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Subject Index | |