Methods for effective teaching : promoting K-12 student understanding

著者

• Burden, Paul R.
• Byrd, David M.

書誌事項

Methods for effective teaching : promoting K-12 student understanding

Paul R. Burden, David M. Byrd

Pearson/Allyn & Bacon, c2007

4th ed

• : pbk

注記

Includes bibliographical references (p. 355-363) and indexes

内容説明・目次

内容説明

Methods for Effective Teaching discusses research-based general teaching methods for K-12 classrooms that promote student understanding while emphasizing contemporary issues, including differentiating your instruction and making instruction modifications based on student differences. This edition offers new content on strategies that promote student understanding, critical competencies of effective teachers, teacher dispositions, integrating technology in instruction, differentiating instruction, managing lesson delivery, motivating students, and working with parents. Thorough coverage of classroom management and discipline includes discussion of dynamic ways to create a positive learning environment. Pedagogical features on technology, learning communities, and instructional modifications for diverse classrooms engage the reader in thoughtful consideration of chapter concepts.

目次

Preface. About the Authors. Standards. I. FOUNDATIONS OF TEACHING METHODS. 1. The Teacher as a Decision Maker. Effective Teaching Decisions about Basic Teaching Functions Essential Teacher Characteristics Expectations for Effectiveness Standards and Professional Development INTASC Standards Principles of Learning and Teaching A Framework for Teaching National Board for Professional Teaching Standards The Teacher As A Reflective Decision Maker Reflective Practice Aspects of Instructional Decision Making Reflection and a Constructivist Approach to Teaching Reflective Practice and Your Continuous Learning II. PLANNING INSTRUCTION. 2. The Fundamentals of Planning. What is Planning? Reasons for Planning Planning Phases Factors Considered in Planning Planning and the Standards Movement Approaches to Planning The Linear-Rational Model The Mental-Image Approach Additional Planning Considerations Resources for Planning Teacher-Student Planning Team Planning Preparing a Syllabus Planning to Motivate Students Planning to Use Academic Time Wisely How Teachers Really Plan 3. Types of Teacher Planning. Types of Teacher Plans Course Planning Term Planning Unit Planning Weekly Planning Daily Planning Components of a Daily Lesson Plan Identifying Course Information Objectives for the Lesson Procedures Materials Evaluation of Students Other Possible Items 4. Differentiating Instruction for Diverse Learners. Implications for Diverse Classrooms Sources of Student Diversity Cognitive Area Affective Area Physical Area Learning Styles Creative Potential Gender Language Cultural Diversity Disabilities Students at Risk Socioeconomic Status Creating an Inclusive, Multicultural Classroom Create a Supportive, Caring Environment Offer a Responsive Curriculum Vary Your Instruction Provide Assistance When Needed Differentiating Your Instruction Elements of the Curriculum that Can be Differentiated Students Characteristics for Which Teachers Can Differentiate Instructional Strategies that Facilitate Instruction Motivating Diverse Students for Instruction III. SELECTING INSTRUCTIONAL STRATEGIES 5. Direct Instructional Strategies. Deductive and Inductive Strategies Direct Instructional Approaches Direct Instruction Presentations Demonstrations Questions Recitations Practice and Drills Reviews Guided Practice and Homework 6. Indirect Instructional Strategies. Inductive Approaches Concept Attainment Approaches Inquiry Lessons Projects, Reports, and Problems Social Approaches Discussions Cooperative Learning Panels and Debates Role Playing, Simulations, and Games Independent Approaches Learning Centers or Stations Contracts and Independent Work 7. Strategies that Promote Student Understanding Identifying Similarities and Differences Summarizing and Note Taking Summarizing Note Taking Reinforcing Effort and Providing Recognition Reinforcing Effort Providing Recognition Homework and Practice Homework Practice Nonlinguistic Representations Setting Objectives and Providing Feedback Setting Objectives Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers Cues and Questions Advance Organizers IV. MANAGING INSTRUCTION AND THE CLASSROOM. 8. Managing Lesson Delivery. Issues Affecting Lesson Delivery The Degree of Structure in Lessons Grouping Students for Instruction Holding Students Academically Accountable Managing Parts of the Lesson The Beginning of a Lesson The Middle of a Lesson The Ending of a Lesson Managing Student Work Managing Seatwork Effectively Collecting Assignments and Monitoring Their Completion Maintaining Records of Student Work Managing Paperwork Giving Students Feedback Managing Whole-Group Instruction Preventing Misbehavior Managing Movement Through the Lesson Maintaining a Group Focus Maintaining Student Attention and Involvement 9. Classroom Management. Classroom Management Order in the Classroom Areas of Responsibility Principles for Working with Students and Preventing Misbehavior What Effective Behavior Management Accomplishes Preparing for the School Year Making Management Preparations Making Instructional Preparations Managing Assessments, Record Keeping, and Reporting Establishing a Plan to Deal with Misbehavior Planning for the First Day Conducting the First Day Organizing Your Classroom and Materials Floor Space Storage Space Bulletin Boards and Wall Space Selecting and Teaching Rules and Procedures Rules Procedures Maintaining Appropriate Student Behavior Having a Mental Set for Management Building Positive Teacher-Student Relationships Helping Students Assume Responsibility for Their Behavior Reinforcing Desired Behaviors 10. Classroom Discipline. Misbehavior Misbehavior in Context Causes of Misbehavior Types of Misbehavior Degrees of Severity Interventions The Principle of Least Intervention Some Practices to Avoid Cautions and Guidelines for Punishment A Three-Step Response Plan Situational Assistance Mild Responses Moderate Responses Dealing with Chronic Misbehaviors V. ASSESSING AND REPORTING STUDENT PERFORMANCE. 11. Assessing Student Performance. Evaluation Types of Evaluation Measurement, Assessment, and Evaluation Norm-referenced and Criterion-referenced Evaluation Characteristics of Good Assessment Instruments Establishing a Framework for Evaluation Performance-Based Assessments Product Assessments Performance Assessments Ways to Rate Student Products or Performances Teacher-Made Tests Planning the Classroom Test Selecting and Preparing Test Questions Assembling the Test Administering the Test Scoring the Test Motivational Strategies Concerning Evaluation and Feedback 12. Grading Systems, Marking, and Reporting. Purposes of Grading Functions of Grades Confounding the Achievement Grade Grading Systems Percentage Grades Letter Grades Descriptive Evaluations Parent-Teacher Conferences Pass-Fail Grading Checklists of Objectives Assigning Letter Grades Determining What to Include in a Grade Creating a Composite Score Selecting a Frame of Reference for Grading Determining the Distribution of Grades Calculating Semester and Annual Grades Nonachievement Outcomes Rating Scales Checklists Special Reports Designing a Gradebook Daily Record Achievement Scores Summary Charts Reporting Grades and Communicating to Parents Report Cards Cumulative Record Files Newsletters to All Parents Open House Parent-Teacher Conferences Contacts with Individual Parents General Principles in Grading and Reporting VI. WORKING WITH OTHERS. 13. Working with Colleagues and Parents. Working with Colleagues Working with Parents Reasons for Working with Parents Why Some Parents Resist Involvement Building a Parental Support System Contacting and Communicating with Parents Ways to Communicate with Parents Parent-Teacher Conferences References. Name Index. Subject Index.

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詳細情報

• NII書誌ID(NCID): BA82148299
• ISBN:
  • 0205476384
• LCCN: 2006040870
• 出版国コード: us
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: Boston ; Tokyo
• ページ数/冊数: xx, 378 p.
• 大きさ: 24 cm
• 分類:
  • LCC : LB1025.3
  • DC22 : 371.102
• 件名:
  • LCSH : Teaching
  • LCSH : Effective teaching