Methods for Teaching in Diverse Middle and Secondary Classrooms

Häftad, Engelska, 2012

Av Kenneth T Henson, Henson Kenneth T., Henson,

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Only when several strategies are carefully and systematically integrated will substantial learning become possible. This volume is designed to prepare teachers to become proactive and teach their students how to learn by connecting new information with their prior knowledge.

Produktinformation

Utgivningsdatum2012-06-11
Mått184 x 232 x 25 mm
FormatHäftad
SpråkEngelska
Antal sidor518
Upplaga2
FörlagKendall/Hunt Publishing Co ,U.S.
ISBN9780757596797

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Pedagogisk metodik inom Psykologi och pedagogik

PART 1 TEACHING AND YOUChapter 1 Teaching and You ObjectivesConnecting StatementsThe Teaching ProfessionThe Teacher’s AttitudeConstructivismThe Role of Constructivist TeachersCooperative-Learning ProgramsPreparing Students to Participate in Cooperative LearningConducting ResearchUsing Research to Improve TeachingBenefits of Conducting ResearchVignettesSummaryRecap of Major IdeasActivityLooking AheadReferencesPART 2 PLANNINGChapter 2 Using Performance Objectives ObjectivesConnecting StatementsWhich Comes First, Content or Objectives?National StandardsOutcome-based EducationEducation Expectations: Aims, Goals, and ObjectivesPerformance Objectives in the Three DomainsVignettesSummaryRecap of Major IdeasActivitiesLooking AheadReferencesChapter 3 Long-range Planning ObjectivesConnecting StatementsCurriculum DeterminersPoverty and SchoolingConcept DevelopmentConcept Mapping/Cognitive MappingThe Question of ContentReaching Higher Levels of ThinkingThe Unit PlanVignettesSummaryRecap of Major IdeasActivitiesLooking AheadReferencesChapter 4 Planning Daily Lessons ObjectivesConnecting StatementsCreating Daily Lesson PlansThe Daily Lesson PlanApplying Constructivism to Daily PlanningThe CurriculumImplementing Daily Lesson PlansLearning Cycle TheoryPlanning Ways to Involve StudentsHomeworkParent InvolvementSample Daily Lesson PlansVignettesSummaryRecap of Major IdeasActivitiesLooking AheadReferencesPART 3 ASSESSMENTChapter 5 Evaluation ObjectivesConnecting StatementsPast Use of Evaluation in SchoolsFormative EvaluationSummative EvaluationCompetitive EvaluationNoncompetitive EvaluationGradingVignettesSummaryRecap of Major IdeasActivitiesLooking AheadReferencesChapter 6 Test Construction, Administration, and Scoring ObjectivesConnecting StatementsThe Teacher’s ResponsibilityCurriculum Alignment and Authentic TestsTypes of TestsThe Purpose of TestingTest ConstructionWriting Test QuestionsHigher-level Questions: Cognitive DomainAffective DomainQuestioning TechniquesTest AdministrationAccountability: Standardized and Alternative TestsGiving the TestTest ScoringReturning TestsVignettesSummaryRecap of Major IdeasActivitiesLooking AheadReferencesPART 4 PROVIDING FOR INDIVIDUAL DIFFERENCESChapter 7 Individualizing Instruction ObjectivesConnecting StatementsThe Need to IndividualizeHomogeneous versus Heterogeneous GroupingIn-class Ability GroupingInterclass Ability GroupingGrade ContractsUsing Instructional ModelsMatching Students’ Learning Styles and Teachers’ Teaching Styles 237Using Computers to Individualize InstructionPrograms for At-risk StudentsSpecial EducationGifted and Talented StudentsUnderachieversVignettesSummaryRecap of Major IdeasActivitiesLooking AheadReferencesChapter 8 Teaching in Multicultural Settings ObjectivesConnecting StatementsDiverse Classrooms: Opportunity for AllTaking a Positive ApproachPersonalizing TeachingA Reason for OptimismThe Teacher’s DecisionThe Teacher’s RoleSelecting Ethnic MaterialsAcademic Achievement by EveryoneThe Teacher’s Wider RoleUsing Process to Praise DiversityVignettesSummaryRecap of Major IdeasActivitiesLooking AheadReferencesPART 5 TEACHING STRATEGIES AND COMMUNICATIONSChapter 9 Teaching Strategies ObjectivesConnecting StatementsDeveloping LessonsThe LectureThe Case Study MethodTutoringInquiry LearningQuestioningDiscovery LearningSimulation GamesStory TellingCooperative LearningVignettesSummaryRecap of Major IdeasActivitiesLooking AheadReferencesChapter 10 Communications ObjectivesConnecting StatementsThe Need for Communication SkillsMessages to CommunicateVerbal Communication SkillsClassifying QuestionsThe Questioning GridReinforcementReviewNonverbal Communication SkillsEffective Schools ResearchVignettesSummaryRecap of Major IdeasActivitiesLooking AheadReferencesPART 6 CLASSROOM MOTIVATION AND DISCIPLINEChapter 11 Motivation ObjectivesConnecting StatementsImportance of MotivatingExtrinsic versus Intrinsic MotivationMotivating Students in Multicultural ClassroomsStudent Attitudes toward the SubjectStudent Attitudes toward ThemselvesStudent Attitudes toward the TeacherThe Role of HumorEnthusiasmUsing Technology and Unconventional MediaUsing SpaceKeeping Students ChallengedClarifying Goals and ProceduresUsing Students’ OpinionsStudent Contracts as MotivatorsGrades, Tests, ProjectsOther StrategiesVignettesSummaryRecap of Major IdeasActivitiesLooking AheadReferencesChapter 12 From Discipline to Self-discipline ObjectivesConnecting StatementsA Preview of DisciplineDiscipline: A DefinitionDesirable Teacher Attitudes toward DisciplineTeacher EfficacyA Focus on LearningUsing TheoriesClassroom Management (Discipline) ModelsModels Developed Specifically for EducationTrends in Discipline TodayThe Cascade Model for Classroom DisciplineAvoiding Discipline ProblemsDealing with ProblemsVignettesSummaryRecap of Major IdeasActivitiesReferencesName IndexSubject Index