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| List of figures | |
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| List of tables | |
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| List of boxes | |
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| Acknowledgments | |
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| Introduction | |
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| Teaching on a Solid Foundation | |
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| The Classroom Learning Community | |
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| Adolescent Development and Instruction in the Secondary School | |
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| Learning | |
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| Learning Style Preferences | |
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| Multiple Intelligences | |
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| Motivating Students to Learn | |
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| "Flow" Experiences and Motivation | |
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| Self-Efficacy and Locus of Control | |
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| Diverse Characteristics and Needs of Middle School and High School Students | |
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| Ethnic and Cultural Diversity | |
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| Teaching English to Students of Other Languages | |
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| Exceptionalities | |
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| Gender Considerations | |
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| Poverty in Schools | |
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| Contexts of Teaching in a Changing and Technological Society | |
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| Guiding Principles for Classroom Management and Discipline | |
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| Differences between Management and Discipline | |
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| Relational Teaching | |
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| Approaches to Classroom Management | |
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| Managing the Learning Environment | |
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| Chapter Review | |
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| Notes | |
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| Constructing Classroom Curriculum | |
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| Defining the Curriculum | |
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| The Formal Curriculum | |
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| The Delivered Curriculum | |
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| The Learned Curriculum | |
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| The Hidden Curriculum | |
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| Null Curriculum | |
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| What Should Students Learn? | |
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| A Hierarchy of Curriculum Influence | |
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| National Standards | |
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| State Standards and the Common Core State Standards | |
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| Practical Suggestions for Determining Classroom Curriculum | |
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| Asking the Important Questions | |
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| Seeking Advice from Experienced Teachers | |
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| Writing Goals | |
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| Determining the Role of Available Materials | |
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| Chapter Review | |
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| Notes | |
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| Preparing Learning Targets and Assessing Student Learning | |
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| Purpose of Learning Targets | |
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| Long- and Short-Term Targets | |
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| Domains of Learning | |
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| Content, Skills, and Social Interactions: A Different Approach for Thinking about Learning Targets | |
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| Four Elements of a Target: The ABCD of Target Writing | |
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| The Role of Targets in Daily Lesson Plans | |
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| Introduction to Assessment | |
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| Diagnostic, Formative, and Summative Assessment | |
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| Three Additional Important Assessment Terms | |
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| Chapter Review | |
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| Notes | |
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| Long- and Short-Range Planning | |
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| Year-Long Scope and Sequence | |
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| Four Commonplaces in School | |
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| Differentiation and Planning | |
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| The Unit Plan | |
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| The Lesson Plan | |
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| The Importance of Reflection when Planning | |
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| Chapter Review | |
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| Notes | |
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| Instructional Strategies | |
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| Lecture/Interactive Presentation | |
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| Overview | |
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| Description of Lecture and Research Findings | |
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| Step-by-Step Procedures for Planning and Implementing Lecture | |
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| Logistical Concerns, Including Benefits and Obstacles | |
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| Classroom Management and Motivation | |
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| Appropriate Assessment Techniques to Use with Lecture | |
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| Enhancing Student Learning with Technology | |
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| Making a Lesson More Meaningful for ELLs | |
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| Guidelines for Deciding if a Lecture is Appropriate for the Content of a Lesson | |
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| A Note about Presentations from Guest Speakers and Storytellers | |
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| Chapter Review | |
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| Note | |
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| Questioning | |
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| Overview | |
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| Defining Questioning | |
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| A Description of Questioning and Research Findings | |
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| Step-by-Step Procedures for Planning and Implementing Questioning | |
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| The Role and Purpose of Student Questions | |
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| Socratic Seminars | |
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| Enhancing Student Learning with Technology | |
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| Making a Lesson More Meaningful for ELLs | |
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| Logistical Concerns, Including Benefits and Obstacles | |
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| Classroom Management and Motivation | |
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| Appropriate Assessment Techniques to Use with Questioning | |
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| Guidelines for Deciding if Questioning is Appropriate for the Content of a Lesson | |
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| Chapter Review | |
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| Concept Formation | |
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| Overview | |
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| A Description of Concept Formation and Research Findings | |
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| Step-by-Step Procedures for Planning and Implementing Concept Formation | |
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| Appropriate Assessment Techniques to Use with Concept Formation | |
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| Logistical Concerns, Including Benefits and Obstacles | |
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| Classroom Management and Motivation | |
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| Enhancing Student Learning with Technology | |
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| Making a Lesson More Meaningful for ELLs | |
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| Guidelines for Deciding if Concept Formation is Appropriate for the Content of a Lesson | |
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| Chapter Review | |
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| Note | |
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| Cooperative Learning | |
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| Overview | |
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| A Description of Cooperative Learning and Research Findings | |
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| Step-by-Step Procedures for Planning and Implementing Cooperative Learning | |
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| Three Common Types of Cooperative Learning | |
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| Classroom Management and Motivation | |
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| Logistical Concerns, Including Benefits and Obstacles | |
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| Appropriate Assessment Techniques to Use with Cooperative Learning | |
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| Enhancing Student Learning with Technology | |
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| Making a Lesson More Meaningful for ELLs | |
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| Guidelines for Deciding if Cooperative Learning is Appropriate for the Content of a Lesson | |
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| Chapter Review | |
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| Note | |
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| Simulations, Role-Play, and Dramatization | |
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| Overview | |
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| Defining Theatric Strategies | |
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| A Description of Theatric Strategies and Research Findings | |
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| Using Tone to Communicate | |
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| Step-by-Step Procedures for Planning and Implementation of Simulation, Role-Play, and Dramatization | |
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| Key Concepts for Simulation Procedure | |
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| Logistical Concerns, Including Benefits and Obstacles | |
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| Enhancing Student Learning with Technology | |
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| Making a Lesson More Meaningful for ELLs | |
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| Classroom Management and Motivation | |
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| Appropriate Assessment Techniques to Use with Simulation, Role-Play, and Dramatization | |
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| Guidelines for Deciding if Theatric Strategies Are Appropriate | |
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| Chapter Review | |
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| Notes | |
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| Discussion and Debate | |
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| Overview | |
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| A Description of the Strategy and Research Findings | |
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| Step-by-Step Procedures for Planning and Implementing Discussion and Debate | |
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| Logistical Concerns, Including Benefits and Obstacles | |
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| Classroom Management and Motivation | |
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| Appropriate Assessment Techniques to Use with Discussion and Debate | |
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| Enhancing Student Learning with Technology | |
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| Making a Lesson More Meaningful for ELLs | |
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| Guidelines for Deciding if a Strategy is Appropriate for the Content of a Lesson | |
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| Chapter Review | |
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| Notes | |
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| Student-Directed Investigation | |
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| Overview | |
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| Defining SDI | |
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| A Description of SDI and Research Findings | |
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| Step-by-Step Procedures for Planning and Implementation | |
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| Logistical Concerns, Including Benefits and Obstacles | |
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| Classroom Management and Motivation | |
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| Appropriate Assessment Techniques to Use with These Strategies | |
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| Enhancing Student Learning with Technology | |
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| Making a Lesson More Meaningful for ELLs | |
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| Guidelines for Deciding if SDI is Appropriate for the Content of a Lesson | |
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| Chapter Review | |
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| Note | |
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| Glossary | |
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| Summary Chart of the Instructional Strategies | |
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| References | |
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| Index | |