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| Preface and Acknowledgments | |
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| Preface to the Original Edition | |
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| Introduction to the Original Edition | |
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| About the Authors | |
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| Decisions in Teaching | |
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| Guide for Group Discussion or Individual Study | |
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| The Content Decision | |
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| The Decision Regarding Student Learning Behavior | |
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| The Decision Regarding Teaching Behavior | |
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| Increasing Your Students' Motivation Part I | |
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| Guide for Group Discussion or Individual Study | |
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| Level of Concern | |
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| Feeling Tone | |
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| Success | |
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| The Interaction of Motivational Factors | |
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| Increasing Your Students' Motivation Part II | |
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| Guide for Group Discussion or Individual Study | |
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| Interest | |
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| Knowledge of Results | |
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| Intrinsic-Extrinsic Motivation | |
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| Getting Students Set to Learn | |
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| Guide for Group Discussion or Individual Study | |
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| Hooking Your Students' Interest During Prime Time | |
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| Using Prime Learning Time Effectively | |
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| Cultivating Prime Learning | |
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| Providing Information Effectively | |
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| Guide for Group Discussion or Individual Study | |
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| Lecturing for Effective Learning | |
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| Three Principles of Effective Instruction | |
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| Taking the Steps to Lecturing Success | |
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| Teaching to Both Halves of the Brain | |
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| Guide for Group Discussion or Individual Study | |
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| Your Brain: The Left and Right of It | |
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| Using Visuals to Facilitate Learning | |
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| Modeling What You Mean | |
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| Guide for Group Discussion or Individual Study | |
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| Four Characteristics of Effective Models | |
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| Modeling Processes, Products, and Examples | |
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| Modeling Your Thinking | |
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| Making Material Meaningful | |
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| Guide for Group Discussion or Individual Study | |
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| Four Techniques That Make Material Meaningful | |
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| Making Sure to Make It Real | |
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| Checking Your Students' Understanding | |
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| Guide for Group Discussion or Individual Study | |
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| Checking for Understanding During Teaching | |
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| Four Common Mistakes That Teachers Make | |
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| Four Effective Techniques for Checking Your Students' Understanding in Class | |
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| Assessing Understanding Using Tests, Papers, or Observations of Performance | |
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| Practice Doesn't Make Perfect: Designing Effective Practice | |
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| Guide for Group Discussion or Individual Study | |
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| Mastery Only BEGINS with Automaticity | |
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| Practicing Properly: Four Principles to Improve Performance | |
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| Desgining Valuable Practice is the Key | |
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| Guiding Your Students' Initial Practice | |
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| Guide for Group Discussion or Individual Study | |
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| Determining the Degree of Guidance | |
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| Teaching Knowledgeably | |
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| Checking for Understanding | |
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| Extending Your Students' Thinking | |
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| Guide for Group Discussion or Individual Study | |
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| Knowledge | |
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| Comprehension | |
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| Application | |
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| Analysis | |
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| Synthesis | |
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| Evaluation | |
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| Dignifying Errors to Promote Learning | |
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| Guide for Group Discussion or Individual Study | |
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| Making Effective Use of Erroneous Answers | |
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| Communicating Accountability | |
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| Dignifying Despite Setbacks | |
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| Maintaining Dignity Enables Success | |
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| Using Time to Achieve More Learning | |
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| Guide for Group Discussion or Individual Study | |
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| Increasing Learning Time | |
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| Before Instruction | |
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| During Instruction | |
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| After Instruction | |
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| Using Your Creativity | |
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| Teaching So Students Remember | |
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| Guide for Group Discussion or Individual Study | |
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| Five Teaching Techniques to Promote Retention | |
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| Teaching for Transfer | |
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| Guide for Group Discussion or Individual Study | |
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| The Power of Transfer | |
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| Promoting Transfer | |
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| Tying Everything Together for Transfer | |
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| Teaching for Independent Learning | |
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| Guide for Group Discussion or Individual Study | |
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| Differentiating Instruction | |
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| Getting Students to Work Independently | |
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| Planning for Your Students' Independent Learning | |
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| (De)Regulating While Working in Small Groups | |
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| Ensuring Independent Learning | |
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| Recommended Reading | |
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| Index | |