Preface |
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xv | |
About the Authors |
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xix | |
PART I FOUNDATIONS OF TEACHING METHODS |
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Introduction to Teacher Decision Making |
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1 | (21) |
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How This Book is Organized |
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2 | (2) |
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2 | (1) |
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3 | (1) |
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4 | (8) |
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The Decisions That Teachers Make Matter |
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5 | (1) |
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6 | (2) |
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Teachers as Decision Makers |
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8 | (2) |
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Teachers as Reflective Practitioners |
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10 | (1) |
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Decision Making in the Teaching Environment |
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11 | (1) |
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Decisions That Teachers Make |
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12 | (3) |
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Creating a Learning Community |
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12 | (2) |
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Reflection and a Constructivist Approach to Teaching |
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14 | (1) |
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How Teachers Can Improve Their Decision Making |
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15 | (7) |
PART II PLANNING INSTRUCTION |
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The Fundamentals of Planning |
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22 | (36) |
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23 | (11) |
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24 | (1) |
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24 | (1) |
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Factors Considered in Planning |
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25 | (5) |
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Planning and the Standards Movement |
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30 | (4) |
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34 | (12) |
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The Linear-Rational Model |
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35 | (8) |
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The Mental-Image Approach |
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43 | (3) |
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Additional Planning Considerations |
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46 | (7) |
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46 | (2) |
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48 | (1) |
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49 | (2) |
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51 | (1) |
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Planning to Motivate Students |
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52 | (1) |
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Planning to Use Academic Time Wisely |
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52 | (1) |
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53 | (5) |
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Types of Teacher Planning |
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58 | (36) |
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59 | (20) |
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60 | (5) |
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65 | (1) |
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65 | (4) |
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69 | (2) |
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71 | (8) |
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Components of a Daily Lesson Plan |
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79 | (15) |
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Identifying Course Information |
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79 | (1) |
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Objectives for the Lesson |
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79 | (9) |
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88 | (1) |
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88 | (1) |
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89 | (1) |
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90 | (4) |
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The Inclusive and Multicultural Classroom |
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94 | (22) |
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Sources of Student Diversity |
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95 | (13) |
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96 | (2) |
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98 | (1) |
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99 | (1) |
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99 | (2) |
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101 | (2) |
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103 | (1) |
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103 | (1) |
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104 | (1) |
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105 | (1) |
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106 | (1) |
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107 | (1) |
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Creating an Inclusive, Multicultural Classroom |
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108 | (8) |
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Create a Supportive, Caring Environment |
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108 | (1) |
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Offer a Responsive Curriculum |
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109 | (1) |
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110 | (3) |
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Provide Assistance When Needed |
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113 | (3) |
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Motivating Students for a Learning Community |
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116 | (31) |
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118 | (1) |
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Motivational Strategies Concerning Instruction |
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119 | (15) |
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Motivational Strategies Concerning Evaluation and Feedback |
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134 | (13) |
PART III SELECTING INSTRUCTIONAL STRATEGIES |
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Differentiating Your Instruction |
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147 | (17) |
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Differentiating Your Instruction |
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149 | (1) |
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Vehicles of Differentiation |
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150 | (7) |
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Elements of the Curriculum That Can & Differentiated |
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150 | (4) |
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Student Characteristics for Which Teachers Can Differentiate |
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154 | (2) |
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Instructional Strategies That Facilitate Differentiation |
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156 | (1) |
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Grouping Students for Instruction |
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157 | (7) |
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158 | (1) |
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158 | (3) |
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161 | (3) |
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Direct Instructional Strategies |
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164 | (21) |
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Deductive and Instructive Strategies |
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165 | (1) |
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Direct Instructional Approaches |
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166 | (19) |
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167 | (3) |
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170 | (2) |
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172 | (2) |
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174 | (4) |
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178 | (1) |
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178 | (1) |
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178 | (1) |
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Guided Practice and Homework |
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179 | (6) |
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Indirect Instructional Strategies |
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185 | (26) |
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186 | (10) |
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Concept Attainment Approaches |
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187 | (5) |
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192 | (3) |
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Projects, Reports, and Problems |
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195 | (1) |
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196 | (11) |
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196 | (3) |
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199 | (4) |
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203 | (1) |
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Role Playing, Simulations, and Games |
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204 | (3) |
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207 | (4) |
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Learning Centers or Stations |
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207 | (1) |
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Contracts and Independent Work |
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207 | (4) |
PART IV MANAGING INSTRUCTION AND THE CLASSROOM |
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211 | (23) |
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Issues Affective Lesson Delivery |
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212 | (3) |
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The Degree of Structure in Lessons |
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212 | (1) |
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Holding Students Academically Accountable |
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213 | (2) |
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215 | (19) |
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The Beginning of a Lesson |
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216 | (6) |
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222 | (7) |
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229 | (5) |
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234 | (43) |
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235 | (4) |
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236 | (1) |
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Domains of Classroom Management |
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237 | (2) |
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Preparing for the School Year |
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239 | (14) |
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Making Management Preparations |
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240 | (2) |
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Making Instructional Preparations |
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242 | (3) |
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Establishing a Plan to Deal with Misbehavior |
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245 | (2) |
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Planning for the First Day |
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247 | (3) |
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250 | (3) |
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Organizing Your Classroom and Materials |
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253 | (4) |
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254 | (1) |
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255 | (2) |
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Bulletin Boards and Wall Space |
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257 | (1) |
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Selecting and Teaching Rules and Procedures |
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257 | (5) |
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258 | (3) |
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261 | (1) |
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Establishing a Cooperative Classroom |
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262 | (15) |
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Building Positive Teacher-student Relationships |
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264 | (3) |
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Building Group Cohesiveness |
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267 | (2) |
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Maintaining Attention and Involvement |
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269 | (3) |
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Reinforcing Desired Behaviors |
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272 | (5) |
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277 | (26) |
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278 | (4) |
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278 | (1) |
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279 | (2) |
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281 | (1) |
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281 | (1) |
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282 | (6) |
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The Principle of Least Intervention |
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283 | (1) |
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283 | (3) |
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Cautions and Guidelines for Punishment |
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286 | (2) |
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A Three-Step Response Plan |
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288 | (15) |
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289 | (3) |
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292 | (6) |
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298 | (5) |
PART V ASSESSING STUDENT PERFORMANCE |
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Assessing Student Performance |
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303 | (26) |
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304 | (2) |
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304 | (1) |
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Measurement, Assessment, and Evaluation |
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305 | (1) |
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Norm-referenced and Criterion-referenced Evaluation |
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305 | (1) |
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Characteristics of Good Assessment Instruments |
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306 | (1) |
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Establishing a Framework for Evaluation |
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306 | (1) |
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Performance-Based Assessments |
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307 | (7) |
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308 | (2) |
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310 | (2) |
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Ways to Rate Student Products or Performances |
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312 | (2) |
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314 | (15) |
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Planning the Classroom Test |
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314 | (3) |
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Selecting and Preparing Test Questions |
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317 | (6) |
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323 | (2) |
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325 | (1) |
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325 | (4) |
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Grading Systems, Marking, and Reporting |
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329 | (26) |
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330 | (4) |
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331 | (1) |
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Confounding the Achievement Grade |
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332 | (2) |
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334 | (2) |
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334 | (1) |
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334 | (1) |
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335 | (1) |
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Parent Teacher Conferences |
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335 | (1) |
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335 | (1) |
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335 | (1) |
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336 | (7) |
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Determining What to Include in a Grade |
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336 | (1) |
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Creating a Composite Score |
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336 | (3) |
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Selecting a Frame of Reference for Grading |
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339 | (1) |
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Determining the Distribution of Grades |
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340 | (2) |
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Calculating Semester and Annual Grades |
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342 | (1) |
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343 | (1) |
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343 | (1) |
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343 | (1) |
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344 | (1) |
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344 | (3) |
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345 | (1) |
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345 | (1) |
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346 | (1) |
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Reporting Grades and Communicating to Parents |
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347 | (4) |
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348 | (1) |
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348 | (1) |
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Newsletters to All Parents |
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349 | (1) |
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350 | (1) |
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Parent Teacher Conferences |
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350 | (1) |
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Contacts with Individual Parents |
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351 | (1) |
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General Principles in Grading and Reporting |
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351 | (4) |
PART VI WORKING WITH OTHERS |
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Working with Colleagues and Parents |
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355 | (23) |
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356 | (1) |
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357 | (4) |
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Reasons for Working with Parents |
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358 | (1) |
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Why Some Parents Resist Involvement |
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359 | (1) |
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Building a Parental Support System |
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360 | (1) |
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Contacting and Communicating with Parents |
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361 | (17) |
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Ways to Communicate with Parents |
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362 | (10) |
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Parent Teacher Conferences |
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372 | (6) |
References |
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378 | (11) |
Name Index |
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389 | (4) |
Subject Index |
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393 | |