Teaching in the middle and secondary schools:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Upper Saddle River, N.J. [u.a.]
Pearson Merrill Prentice Hall
2006
|
| Ausgabe: | 8. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Rev. ed. of: Teaching in the middle and secondary schools / Joseph F. Callahan, Leonard H. Clark, Richard D. Kellough. 7th ed. c2002. Includes bibliographical references and indexes |
| Beschreibung: | xv, 336 p. ill. 28 cm |
| ISBN: | 0131193732 |
Internformat
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| 245 | 1 | 0 | |a Teaching in the middle and secondary schools |c Richard D. Kellough, Jioanna Carjuzaa |
| 250 | |a 8. ed. | ||
| 264 | 1 | |a Upper Saddle River, N.J. [u.a.] |b Pearson Merrill Prentice Hall |c 2006 | |
| 300 | |a xv, 336 p. |b ill. |c 28 cm | ||
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| 500 | |a Rev. ed. of: Teaching in the middle and secondary schools / Joseph F. Callahan, Leonard H. Clark, Richard D. Kellough. 7th ed. c2002. | ||
| 500 | |a Includes bibliographical references and indexes | ||
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Datensatz im Suchindex
| _version_ | 1804135058080006144 |
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| adam_text | (ONTENTS PART 1 INTRODUCTION TO TEACHING AND LEARNING IN MIDDLE AND
SECONDARY SCHOOLS 1 MODULE 1 TODAY 5 MIDDLE AND SECONDARY SCHOOLS:
PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM 2 MIDDLE AND SECONDARY
SCHOOLS 3 COLONIAL EDUCATION: THE FIRST SCHOOLS 3 THE ADVENT OF
SECONDARY EDUCATION: THE FORERUNNERS OFTODAY S HIGH SCHOOLS 3 LATIN
GRAMMAR SCHOOLS 3 ACADEMIES 3 ENGLISH CLASSICAL SCHOOLS: THE FIRST
AMERICAN PUBLIC HIGH SCHOOLS 4 FUNDING FOR PUBLIC SECONDARY EDUCATION 4
THE CREATION OF}UNIOR HIGH SCHOOLS 4 THE CREATION OF MIDDLE SCHOOLS 4
THE CHANGING PURPOSE OF EDUCATION 5 REFORM INITIATIVES 6 EARLY REFORM
EFFORTS 6 GOALS 2000 6 NO CHILD LEFT BEHIND 7 REFORMING MIDDLE SCHOOLS 7
TODAY S MIDDLE AND SECONDARY SCHOOLS 7 ORGANIZING EDUCATION TO MEET
STUDENTS NEEDS 7 ORGANIZATION 7 THE MIDDLE SCHOOL CONCEPT AND
PHILOSOPHY 8 MIDDLE SCHOOLS AND JUNIOR HIGH SCHOOLS 8 ORGANIZATIONAL
PROVISIONS FOR STUDENT DIFFERENCES 8 CURRICULUM TRACKS AND HOMOGENEOUS
GRAUPING 9 STRUCTURING SCHOOLS TO MEET STUDENTS NEEDS 10 THE STRUCTURE
OF MIDDLE SCHOOLS AND HIGH SCHOOLS 10 THE SCHOOL CALENDAR YEAR 10 THE
SCHOOL DAY 10 NONSTANDARD DAILY STARTING TIMES 10 T EACHING TEAMS 10 THE
SCHOOL- WITHIN-A-SCHOOL (SWAS) CONCEPT 11 TEACHER S DAILY SCHEDULES 11
COMMON PLANNING TIME FOR INTERDISCIPLINARY TEAMS 11 NONTRADITIONAL
SCHEDULING 12 BLOCK SCHEDULING: ADVANTAGES AND DISADVANTAGES 12
MODIFYING THE CURRICULUM TO FACILITATE STUDENT LEARNING 13 STRIVING TO
PRESENT QUALITY EDUCATION FOR ALL STUDENTS 13 PRAVIDING CHALLENGING
CURRICULUM OPTIONS 13 EMBRACING STUDENT DIVERSITY TO MEET STUDENTS
NEEDS 14 AT-RISK STUDENTS 14 RESPONSIVE PRACTICES FOR HELPING ALL
STUDENTS SUCCEED IN SCHOOL 14 PREPARING TEACHERS TO TEACH IN A DIVERSE
CLASSROOM 14 THE FUNDAMENTAL CHARACTERISTIC OF EXEMPLARY EDUCATION 14
COMMITTED TEACHERS 14 REFLECTIVE DECISION MAKING AND THE LOCUS OF
CONTRAL 14 DECISION-MAKING AND THOUGHT-PROCESSING PHASES OF INSTRUCTION
16 REFLECTION AND THE DECISION-MAKING PRACESS 16 DEVELOPING A TEACHING
STYLE 16 A MODEL FOR TEACHING 16 ACCESSING COMMUNITY RESOURCES TO MEET
STUDENTS NEEDS: TELECOMMUNICATIONS NETWORKS, MEMBERS OFTHE COMMUNITY,
AND PARENT ORGANIZATIONS 17 VEHICLES FOR OBTAINING AND SHARING IDEAS AND
INFORMATION 17 HORNE AND SCHOOL CONNECTIONS 17 COMMUNITY SERVICE
LEARNING 17 TELECOMMUNICATIONS NETWORKS 17 THE EMERGENT OVERALL PICTURE
18 KEY TRENDS AND PRACTICES TODAY 19 PROBLEMS AND ISSUES THAT PLAGUE THE
NATION S SCHOOLS 19 YOUR EMERGING TEACHING STYLE 20 EXERCISE 1.1 METHODS
OFLNSTRUCTION 21 EXERCISE 1.2 THE TEACHER AS REFLECTIVE DECISION-MAKER
22 EXERCISE 1.3 THE PREACTIVE PHASE OF I NSTRUCTION 23 EXERCISE 1.4 MY
FIRST MICRO PEER- TEACHING DEMONSTRATION-MPT 1 24 EXERCISE 1.5
REFLECTING UPON MY OWN SCHOOL EXPERIENCES 24 SUMMARY 25 MODULE 1
POSTTEST 25 SUGGESTED READINGS 27 ENDNOTES 28 MODULE 2 MIDDLE AND
SECONDARY SCHOOL STUDENTS 31 ADOLESCENCE 3 2 CHARACTERISTICS OF MIDDLE
AND SECONDARY SCHOOL STUDENTS 32 TEACHING ADOLESCENTS 32 ADOLESCENT
DEVELOPMENT 32 CULTURE AND ITS IMPACT ON EDUCATION 33 CULTURAL IDENTITY
33 CULTURAL COMPETENCE 34 CULTURAL SENSITIVITY 34 MULTICULTURAL
EDUCATION 34 THE CLASSROOM IN A NATION OFINCREASING DIVERSITY 35
DEMOGRAPHIE CHANGES 35 STYLES OF LEARNING AND IMPLICATIONS FOR TEACHING
36 LEARNING MODALITIES 36 EXERCISE 2.1A CREATE AN ICE-BREAKER ACTIVITYADDRESSING THE LEARNING MODALITIES 37 EXERCISE 2.1B CREATE A WARM-UP
ACTIVITY ADDRESSING THE LEARNING MODALITIES 37 LEARNING STYLES 37 THE
LEARNING CYDE 38 LEARNING CAPACITIES: THE THEORY OF MULTIPLE
INTELLIGENCES 38 EXERCISE 2.2 MODIFY A LESSON PLAN TO INTEGRATE THE
MULTIPLE INTELLIGENCES 39 LEARNING STYLE AND ITS IMPLICATIONS FOR
INSTRUCTIONAL PRACTICES THAT PROVIDE FOR STUDENT DIFFERENCES: GENERAL
GUIDELINES 4 1 RECOGNIZING AND W ORKING WITH EXCEPTIONAL STUDENTS 41
GUIDELINES FOR W ORKING WITH STUDENTS WITH SPECIAL NEEDS IN THE REGULAR
CLASSROOM 42 W ORKING WITH CULTURALLY AND LINGUISTICALLY DIVERSE
STUDENTS 43 ADDITIONAL GUIDELINES FOR W ORKING WITH ENGLISH LANGUAGE
LEARNERS 44 BEST PRACTICES FOR PROMOTING SUCCESS FOR ALL STUDENTS 44
RECOGNIZING AND W ORKING WITH STUDENTS WHO ARE GIFTED 45 GUIDELINES FOR
WORKING WITH GIFTED STUDENTS 46 RECOGNIZING AND W ORKING WITH STUDENTS
WHO TAKE MORE TIME BUT ARE WIUING TO TRY 46 RECOGNIZING AND WORKING WITH
RECALCITRANT STUDENTS 47 TEACHING TOWARD POSITIVE CHARACTER DEVELOPMENT
47 MULTITASKING 48 SUMMARY 48 MODULE 2 POSTTEST 49 SUGGESTED READINGS 51
ENDNOTES 52 PART 2 PLANNING FUER INSTRUCTION 55 MODULE 3 ESTABLISHING AND
MAINTAINING A SAFE AND SUPPORTIVE CLASSROOM LEARNING ENVIRONMENT 56 THE
IMPORTANCE OF PERCEPTIONS 57 CLASSROOM CONTROL: ITS MEANING-PAST AND
PRESENT 57 HISTORICAL MEANING OF CLASSROOM CONTROL 58 TODAY S MEANING OF
CLASSROOM CONTROL AND THE CONCEPT OF CLASSROOM MANAGEMENT 58 CLASSROOM
MANAGEMENT: CONTRIBUTIONS OF SOME LEADING AUTHORITIES 58 DEVELOPING YOUR
OWN EFFECTIVE APPROACH TO CLASSROOM MANAGEMENT 61 PROVIDING A SUPPORTIVE
LEARNING ENVIRONMENT 62 CREATE A POSITIVE CLASSROOM PREPARATLON PROVLOES
L,ONNOENCE ANO SUCCESS 64 EFFECTIVE ORGANIZATION AND ADMINISTRATION OF
ACTIVITIES AND MATERIALS 65 NATURAL INTERRUPTIONS AND DISRUPTIONS TO
ROUTINE 65 CLASSROOM PROCEDURES AND GUIDELINES FOR ACCEPTABLE BEHAVIOR
65 DESIGNING YOUR ROOM ARRANGEMENT 65 STARTING THE SCHOOL TERM WELL 66
PROCEDURES RATHER THAN RULES; CONSEQUENCES RATHER THAN PUNISHMENT 66 THE
FIRST DAY 67 ESTABLISHING CLASSROOM EXPECTATIONS, PROCEDURES, AND
CONSEQUENCES 68 WHAT STUDENTS NEED TO UNDERSTAND FROM THE START 68
EXERCISE 3.1 OBSERVING A CLASSROOM FOR FREQUENCY OF
EXTERNAIINTERRUPTIONS 69 EXERCISE 3.2 TEACHERS BEHAVIOR MANAGEMENT
SYSTEMS 71 EXERCISE 3.3 BEGINNING THE DEVELOPMENT OF MY CLASSROOM
MANAGEMENT SYSTEM 71 USING POSITIVE REWARDS 72 MANAGING CLASS MEETINGS
73 OPENING ACTIVITIES 73 EXERCISE 3.4 OBSERVATION AND ANALYSIS OF HOW
TEACHERS START CLASS MEETINGS 74 SMOOTH IMPLEMENTATION OF THE LESSON 74
TRANSITIONS: A DIFFICULT SKILL FOR BEGINNING TEACHERS 75 STUDENT
MISBEHAVIOR 75 CATEGORIES OF STUDENT MISBEHAVIOR 75 THERE ARE SUCCESS
STORIES 77 TEACHER RESPONSE TO STUDENT MISBEHAVIOR: DIRECT AND INDIRECT
INTERVENTION 77 TEACHER-CAUSED STUDENT MISBEHAVIOR: SCENARIOS FOR REVIEW
78 PREVENTING A SHIP FROM SINKING IS MUCH EASIER THAN SAVING A SINKING
ONE: MISTAKES TO AVOID 80 EXERCISE 3.5 APPLYING MEASURES OF CONTROL 85
EXERCISE 3.6 SELECTING MEASURES OF CONTROL 86 SUMMARY 87 MODULE 3
POSTTEST 87 SUGGESTED READINGS 89 ENDNOTES 9 0 MODULE 4 :: ELECTLNG
....OMEM ONO NEP0RLNG OBJECTIVES 91 REASONS FOR PLANNING THOUGHTFULLY
AND THOROUGHLY 9 2 COMPONENTS OF INSTRUCTIONAL PLANNING 9 2 PLANNING A
COURSE 93 DOCUMENTS THAT PROVIDE GUIDANCE FOR CONTENT SELECTION 93
NATIONAL CURRICULUM STANDARDS 94 EXERCISE 4.1 EXAMINING NATIONAL
CURRICULUM STANDARDS 95 EXERCISE 4.2 EXAMINING STATE CURRICULUMDOCUMENTS 96 EXERCISE 4.3 EXAMINING LOCAL CURRICULUM DOCUMENTS 97
STUDENT TEXTBOOKS 98 BENEFIT OF STUDENT TEXTBOOKS TO STUDENT LEARNING 98
PROBLEMS WITH RELIANCE ON A SINGLE TEXTBOOK 98 EXERCISE 4.4 EXAMINING
STUDENT TEXTBOOKS AND TEACHERS EDITIONS 99 GUIDELINES FOR TEXTBOOK USE
100 INTRODUCING THE TEXTBOOK 101 MULTITEXT AND MULTIREADINGS APPROACHES
101 OTHER PRINTED MATERIALS 101 THE FUTURE FOR SCHOOL TEXTBOOKS 102
COLLABORATIVE PLANNING 102 TEAM PLANNING 102 TEACHER-STUDENT
COLLABORATION IN PLANNING 103 PREPARING FOR THE YEAR 103 EXERCISE 4.5
PREPARING A CONTENT OUTLINE 103 PREPARING FOR AND DEALING WITH
CONTROVERSY 10 4 EXERCISE 4.6A DEALINGWITH CONTROVERSIAL CONTENT AND
ISSUES 105 EXERCISE 4.6B CENSORSHIP: BOOKS THAT ARE SOMETIMES CHALLENGED
106 AIMS, GOALS, AND OBJECTIVES: A CLARIFICATION 108 INSTRUCTIONAL
OBJECTIVES AND THEIR RELATIONSHIP TO CURRICULUM AND ASSESSMENT 108
LEARNING TARGETS AND GOAL INDICATORS 108 OVERT AND COVERT PERFORMANCE
OUTCOMES 109 BALANCE OF BEHAVIORISM AND CONSTRUCTIVISM 109 TEACHING
TOWARD MULTIPLE OBJECTIVES, UNDERSTANDINGS, AND APPRECIATIONS 109 GD
CONTENTS PREPARING INSTRUCTIONAL OBJECTIVES 110 THE ABCDS OFWRITING
OBJECTIVES 110 EXERCISE 4.7 RECOGNIZING VERBS THAT ARE ACCEPTABLE FOR
OVERT OBJECTIVES-A SELF- CHECK EXERCISE 110 EXERCISE 4.8 RECOGNIZING THE
PARTS OF CRITERION-REFERENCED BEHAVIORAL OBJECTIVES-A SELF-CHECK
EXERCISE 111 EXERCISE 4.9 RECOGNIZING OBJECTIVES THAT ARE MEASURABLE-A
SELF-CHECK EXERCISE 112 CLASSIFYING INSTRUCTIONAL OBJECTIVES 113 THE
DOMAINS OF LEARNING AND THE DEVELOPMENTAL NEEDS OFYOUTH 113 EXERCISE
4.10 ASSESSING RECOGNITION OF OBJECTIVES ACCORDING TO DOMAIN-A SELF-
CHECK EXERCISE 117 EXERCISE 4.11 PREPARING MY OWN
INSTRUCTIONALOBJECTIVES 118 USING THE TAXONOMIES 118 OBSERVING FOR
CONNECTED (MEANINGFUL) LEARNING: LOGS, PORTFOLIOS, AND JOURNALS 119
CHARACTER EDUCATION 120 LEARNING THAT IS NOT IMMEDIATELY OBSERVABLE 120
SUMMARY 120 MODULE 4 POSTTEST 121 SUGGESTED READINGS 123 ENDNOTES 123
MODULE 5 PREPORING ON INSTRUCTIONOL PLAN 125 PLANNING FOR INSTRUCTION: A
THREE- LEVEL AND SEVEN-STEP PROCESS 126 THE SYLLABUS 126 USE AND
DEVELOPMENT OF A SYLLABUS 126 CONTE NT OF A SYLLABUS 129 EXERCISE 5.1
CONTENT OF A COURSE SYLLABUS 130 EXERCISE 5.2 PREPARING A COURSE
SYLLABUS- AN EXERCISE IN COLLABORATIVE THINKING 132 THE INSTRUCTIONAL
UNIT 132 TYPES OFINSTRUCTIONAL UNITS 132 PLANNING AND DEVELOPING ANY
UNIT OF INSTRUCTION 133 UNIT FORMAT, INCLUSIVE ELEMENTS, AND TIME
DURATION 134 CURRICULUM INTEGRATION 134 PROCEDURAL AND CONCEPTUAL
KNOWLEDGE 134 INTEGRATED CURRICULA PAST AND PRESENT 135 LEVELS
OFCURRICULUM INTEGRATION 135 PROCEDURE FOR PLANNING AND DEVELOPING AN
INTERDISCIPLINARY THEMATIC UNIT 136 EXERCISE 5.3 GENERATING IDEAS FOR
INTERDISCIPLINARY UNITS 138 EXERCISE 5,4 INTEGRATING THE TOPIC 139
LESSON PLANNING: RATIONALE AND ASSUMPTIONS 140 RATIONALE FOR PREPARING
WRITTEN LESSON PLANS 140 ASSUMPTIONS ABOUT LESSON PLANNING 140 A
CONTINUAL PROCESS 141 WEIL PLANNED BUT OPEN TO LAST-MINUTE CHANGE 141
THE PROBLEM OFTIME 143 A CAUTION ABOUT THE DAILY PLANNING BOOK 143
CONSTRUCTING A LESSON PLAN: FORMAT, COMPONENTS, AND SAMPIES 143 FOR
GUIDANCE, REFLECTION, AND REFERENCE 145 BASIC ELEMENTS OF A LESSON PLAN
145 DESCRIPTIVE DATA 150 GOALS AND OBJECTIVES 150 RATIONALE 150
PROCEDURE 150 ASSIGNMENTS 159 MATERIALS AND EQUIPMENT TO BE USED 160
ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS 160 ASSESSMENT 160REFLECTION AND REVISION 160 EXERCISE 5.5 ANALYSIS OF A LESSON THAT
FAILED 161 EXERCISE 5.6A PREPARING A LESSON PLAN 162 EXERCISE 5.6B SELF-
AND PEER-ASSESSMENT OF MY LESSON PLAN 162 EXERCISE 5.7 PREPARING AN
INSTRUCTIONAL UNIT 163 SUMMARY 164 MODULE 5 POSTTEST 165 SUGGESTED
READINGS 166 ENDNOTES 167 PART 3 SELECTING AND IMPLEMENTING
INSTRUCTIONAL RUILLLPLL:1; UI ..,LAL;L;RUUILL ILLL;LIU .LLULL ALLU
LEARNING: A SYNOPSIS 171 CULTURALLY SENSITIVE PEDAGOGY 172 DIRECT VS.
INDIRECT INSTRUCTIONAL MODES: STRENGTHS AND WEAKNESSES OFEACH 172
SELECTING LEARNING ACTIVITIES 173 THE LEARNING EXPERIENCES LADDER 173
DIRECT, SIMULATED, AND VICARIOUS EXPERIENCES HELP CONNECT STUDENT
LEARNING 175 EXERCISE 6.1 A REJLECTION ON MY PAST INVOLVEMENT WITH
STUDENT-CENTERED INSTRUCTIONAL ACTIVITIES 175 EXERCISE 6.2 RECALLING MY
OWN LEARNING EXPERIENCES IN SCHOOL 177 THE TOTAL CLASS AS A GROUP
ENTERPRISE 177 LEARNING IN PAIRS 17 8 PEER TUTORING, MENTORING, AND
CROSS-AGE COACHING 178 PAIRED TEAM LEARNING 179 THINK-PAIR-SHARE 179 THE
LEARNING CENTER 179 LEARNING IN SMALL GROUPS 180 PURPOSES FOR USING
SMALL GROUPS 180 COOPERATIVE LEARNING 180 THE CO OPERATIVE LEARNING
GROUP (CLG) 181 WHY SOME TEACHERS HAVE DIFFICULTY USING CLGS 182
TEACHING THINKING FOR INTELLIGENT BEHAVIOR 182 CHARACTERISTICS OF
INTELLIGENT BEHAVIOR 182 DIRECT TEACHING FOR THINKING AND INTELLIGENT
BEHAVIOR 184 RESEARCH IMPERATIVES FOR THE TEACHING OFTHINKING 184 DIRECT
TEACHING OF SKILLS USED IN THINKING 184 INQUIRY TEACHING AND DISCOVERY
LEARNING 184 PROBLEM SOLVING 184 INQUIRY VS. DISCOVERY 184 TRUE INQUIRY
186 THE CRITICAL THINKING SKILLS OF DISCOVERY AND INQUIRY 186
PROJECT-CENTERED LEARNING: GUIDING LEARNING FROM INDEPENDENT AND GROUP
INVESTIGATIONS, PAPERS, AND ORAL REPORTS 188 VALUES AND PURPOSES
OFPROJECT-CENTERED LEARNING 188 WRITING ACROSS THE CURRICULUM 18 9 KINDS
OFWRITING 189 JLUUC;L1L JUU.LUD.L., .L7V PURPOSE AND ASSESSMENT OF
STUDENT JOURNAL WRITING 190 LEARNING BY EDUCATIONAL GAMES 190 PURPOSES
OF EDUCATIONAL GAMES 191 SOURCES OFEDUCATIONAL GAMES 191 INTEGRATING
STRATEGIES FOR INTEGRATED LEARNING 191 EXERCISE 6.3 STUDY OF INQUIRY AND
STRATEGY INTEGRATION 194 SUMMARY 194 MODULE 6 POSTTEST 195 SUGGESTED
READINGS 197 ENDNOTES 198 MODULE 7 TEOCHER-CENTERED INSTRUCTIONOL
STROTEGIES 200 TEACHER TALK: FORMAL AND INFORMAL 201 CAUTIONS IN USING
TEACHER TALK 201 TEACHER TALK: GENERAL GUIDELINES 201 TEACHER TALK:
SPECIFIC GUIDELINES 202 DEMONSTRATION 206 PURPOSES OF DEMONSTRATIONS 206
GUIDELINES FOR USING DEMONSTRATIONS 206 EXERCISE 7.1 THE LECTURE-SUMMARY
REVIEW AND PRACTICE 207 QUESTIONING 208 PURPOSES FOR USING QUESTIONING
208 QUESTIONS TO AVOID ASKING 209 TYPES OF QUESTIONS: A GLOSSARY 209
SOCRATIC QUESTIONING 210 LEVELS OF COGNITIVE QUESTIONS AND STUDENT
THINKING 210 EXERCISE 7.2 IDENTIFYING THE COGNITIVE LEVELS OF
QUESTIONS-A SEIF-CHECK EXERCISE 212 GUIDELINES FOR USING QUESTIONING 213
EXERCISE 7.3 THINK- TIME AND THE ART OF QUESTIONING-AN IN-CLASS EXERCISE
214 QUESTIONS FROM STUDENTS: THE QUESTION- DRIVEN CLASSROOM 216 EXERCISE
7.4 AN ANALYSIS OF THE QUALITY OF QUESTIONS-A SELF- CHECK EXERCISE 217
EXERCISE 7.5 OBSERVING THE COGNITIVE LEVELS OFCLASSROOM VERBAL IN
TERACTIO N 218 EXERCISE 7.6 A CO OPERATIVE LEARNING EXERCISE IN THE USE
OFQUESTIONING-MICRO PEER- TEACHING II 219 WHOLE-CLASS DISCUSSION 221
EXERCISE 7.7 A WHOLE-CLASS DISCUSSION AS A TEACHING STRATEGY: BUILDING
UPON WHAT I ALREADY KNOW 221 GD CONTENTS EXERCISE 7.7B GENERATINGGUIDELINES FOR USING WHOLE-CLASS DISCUSSIONS 222 RECITATION 222 EQUALITY
IN THE CLASSROOM 223 TIDE IX: STUDENT RIGHTS 223 EXERCISE 7.8 TEACHER
INTERACTION WITH STUDENTS ACCORDING TO STUDENT GENDER OR OTHER PERSONAL
CHARACTERISTICS 224 ENSURING EQUITY 225 LEARNING FROM ASSIGNMENTS AND
HOMEWORK 225 PURPOSES AND GUIDELINES FOR USING ASSIGNMENTS AND HOMEWORK
225 GIVING STUDENTS A SECOND CHANCE 226 HOW TO AVOID HAVING SO MANY
PAPERS TO GRADE THAT TIME FOR EFFECTIVE PLANNING IS RESTRICTED 227
MEMORIZING AND REVIEWING: UNAVOIDABLE LEARNING STRATEGIES 227 EXERCISE
7.9 DEVELOPING A LESSON USING INQUIRY LEVEL II, THINKING SKILL
DEVELOPMENT, A DEMONSTRATION, OR AN INTERACTIVE LECTURE- MICRO PEER-
TEACHING III 228 SUMMARY 230 MODULE 7 POSTTEST 230 SUGGESTED READINGS
232 ENDNOTES 232 MODULE 8 MEDIO, AIDS, OND RESOURCES 233 PRINTED
MATERIALS AND VISUAL DISPLAYS 234 SOURCES OF FREE AND INEXPENSIVE
PRINTED MATERIALS 234 THE INTERNET 234 EXERCISE 8.1 INTERNET SITES OF
USE TO TEACHERS 235 CAUTIONS AND GUIDELINES FOR USING THE INTERNET 235
PROFESSIONAL JOURNALS AND PERIODICALS 236 THE ERIC INFORMATION NETWORK
236 COPYING PRINTED MATERIALS 237 THE CLASSROOM WRITING BOARD 237 THE
CLASSROOM BULLETIN BOARD 239 THE COMMUNITY AS A RESOURCE 239 GUEST
SPEAKERS 239 FIELD TRIPS 239 MEDIA TOOLS 241 WHEN EQUIPMENT
MALFUNCTIONS: TROUBLESHOOTING 242 THE OVERHEAD PROJECTOR 242 THE
DOCUMENT CAMERA 243 MULTIMEDIA PRO GRAM 243 THE PLACEMENT AND USE
OFCOMPUTERS: THE ONLINE CLASSROOM 246 SELECTING COMPUTER SOFTWARE 246
THE CD-ROM 247 SOURCES OF FREE AND INEXPENSIVE AUDIOVISUAL MATERIALS 247
USING COPYRIGHTED VIDEO, COMPUTER, AND MULTIMEDIA PRO GRAMS 247 DISTANCE
LEARNING 249 SUMMARY 249 MODULE 8 POSTTEST 249 SUGGESTED READINGS 251
ENDNOTES 252 PART 4 ASSESSMENT OF TEACHING AND LEARNING 253 MODULE 9
ASSESSING OND REPORTING STUDENT ACHIEVEMENT 254 PURPOSES AND PRINCIPLES
OF ASSESSMENT 255 TERMS USED IN ASSESSMENT 256 ASSESSMENT AND EVALUATION
256 MEASUREMENT AND ASSESSMENT 256 VALIDITY AND RELIABILITY 256
AUTHENTIE ASSESSMENT: ADVANTAGES AND DISADVANTAGES 257 DIAGNOSTIC,
FORMATIVE, AND SUMMATIVE ASSESSMENT 257 ASSESSING STUDENT LEARNING:
THREE AVENUES 257 IMPORTANCE AND WEIGHT OF EACH AVENUE 258 ASSESSING
WHAT A STUDENT SAYS AND DOES 258 ASSESSING WHAT A STUDENT WRITES 259
ASSESSMENT FOR AFFECTIVE AND PSYCHOMOTOR DOMAIN LEARNING 260 STUDENT
INVOLVEMENT IN ASSESSMENT 260 USING STUDENT PORTFOLIOS 261 USING
CHECKLISTS 261 MAINTAINING RECORDS OF STUDENT ACHIEVEMENT 262 RECORDING
TEACHER OBSERVATIONS AND JUDGMENTS 262 GRADING AND MARKING STUDENT
ACHIEVEMENT 264 CRITERION -REFERENCED VERSUS NORM- REFERENCED GRADING
264 DETERMINING GRADES 265 TESTING FOR ACHIEVEMENT 266 STANDARDIZED AND
N ONSTANDARDIZED TESTS 266 PURPOSES FOR TESTING 266 LONTROLLMG LHEATMG
LB/ DETERMINING THE TIME NEEDED TO TAKE A TEST 268 PREPARING ASSESSMENT
ITEMS 268 GENERAL GUIDELINES FOR PREPARING FOR ASSESSMENT 269
CLASSIFICATION OF ASSESSMENT ITEMS 269 PERFORMANCE TESTING CAN BE
EXPENSIVE AND TIME-INTENSIVE 269 ATTAINING CONTE NT VALIDITY 270 TYPES
OF ASSESSMENT ITEMS: DESCRIPTIONS, EXAMPLES, AND GUIDELINES FOR
PREPARING AND USING THEM 271 ARRANGEMENT 271 COMPLETION DRAWING 271
COMPLETION STATEMENT 271 CORRECTION 272 ESSAY 272 GROUPING 273
IDENTIFICATION 274 MATCHING 274 MULTIPLE CHOICE 274 PERFORMANCE 276
SHORT EXPLANATION 277 TRUE-FALSE 278 EXERCISE 9.1 PREPARING ASSESSMENT
ITEMS 279 REPORTING STUDENT ACHIEVEMENT 280 THE GRADE REPORT 280 MOREABOUT PARENTAL INVOLVEMENT AND HOME-SCHOOL CONNECTIONS 280 CONTACTING
PARENTS 280 MEETING PARENTS 281 PARENT CONFERENCES 281 DEALING WITH AN
IRATE PARENT OR GUARDIAN 282 SUMMARY 282 MODULE 9 POSTTEST 28 3
SUGGESTED READINGS 286 ENDNOTES 286 MODULE 10 SELF-AESSESSMENT OF
TEACHING AND CONTINUED PROFESSIONAL DEVELOPMENT 288 PROFESSIONAL
DEVELOPMENT THROUGH FIELD EXPERIENCES 289 OBSERVATION 289 STUDENT
TEACHING 290 GUIDELINES FOR BEHAVING PROFESSIONALLY DURING FIELD
EXPERIENCES 292 RELATIONSHIPS WITH STUDENTS 293 FINDING A TEACHING
POSITION 294 GUIDELINES FOR LOCATING A TEACHING POSITION 294 THE
PROFESSIONAL CAREER PORTFOLIO 294 NXERCLSE 1 U.L UEVEWPNU:RU UJLNY
PROFESSIONAL PORTFOLIO 295 RESOURCES FOR LOCATING TEACHING VACANCIES 295
STATE (AND TERRITORIAL) SOURCES FAR INFORMATION ABOUT CREDENTIAL
REQUIREMENTS 296 THE PROFESSIONAL RESUME 296 THE IN-PERSON INTERVIEW 298
PROFESSIONAL DEVELOPMENT THROUGH REFLECTION AND SELF-ASSESSMENT 299
PROFESSIONAL DEVELOPMENT THROUGH MENTORING 299 PROFESSIONAL DEVELOPMENT
THROUGH IN-SERVICE AND ADVANCED STUDY 299 PROFESSIONAL DEVELOPMENT
THROUGH PARTICIPATION IN PROFESSIONAL ORGANIZATIONS 300 PROFESSIONAL
DEVELOPMENT THROUGH COMMUNICATIONS WITH OTHER TEACHERS 300 PROFESSIONAL
DEVELOPMENT THROUGH SUMMER AND OFF- TEACHING W ORK EXPERIENCE 300
PROFESSIONAL DEVELOPMENT THROUGH MICRO PEER-TEACHING 301 EXERCISE 10.2
PULLING IT ALL TOGETHER-MICRO PEER-TEACHING IV 301 EXERCISE 10.2A FORM A
303 EXERCISE 10.2B FORM B 304 EXERCISE 10.2C FORM C 305 SUMMARY 305
MODULE 10 POSTTEST 3 06 SUGGESTED READINGS 308 ENDNOTES 3 08 GLOSSARY
309 AUTHOR INDEX 317 SUBJECT INDEX 321 NOTE: EVERY EFFORT HAS BEEN MADE
TO PROVIDE ACCURATE AND CURRENT INTERNET INFORMATION IN THIS BOOK.
HOWEVER,THE INTERNET AND INFOR- MATION POSTED ON IT ARE CONSTANTLY
CHANGING, SO IT IS INEVITABLETHAT SOME OF THE INTERNET ADDRESSES LISTED
IN THIS TEXTBOOK WILL CHANGE.
|
| adam_txt |
(ONTENTS PART 1 INTRODUCTION TO TEACHING AND LEARNING IN MIDDLE AND
SECONDARY SCHOOLS 1 MODULE 1 TODAY' 5 MIDDLE AND SECONDARY SCHOOLS:
PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM 2 MIDDLE AND SECONDARY
SCHOOLS 3 COLONIAL EDUCATION: THE FIRST SCHOOLS 3 THE ADVENT OF
SECONDARY EDUCATION: THE FORERUNNERS OFTODAY'S HIGH SCHOOLS 3 LATIN
GRAMMAR SCHOOLS 3 ACADEMIES 3 ENGLISH CLASSICAL SCHOOLS: THE FIRST
AMERICAN PUBLIC HIGH SCHOOLS 4 FUNDING FOR PUBLIC SECONDARY EDUCATION 4
THE CREATION OF}UNIOR HIGH SCHOOLS 4 THE CREATION OF MIDDLE SCHOOLS 4
THE CHANGING PURPOSE OF EDUCATION 5 REFORM INITIATIVES 6 EARLY REFORM
EFFORTS 6 GOALS 2000 6 NO CHILD LEFT BEHIND 7 REFORMING MIDDLE SCHOOLS 7
TODAY'S MIDDLE AND SECONDARY SCHOOLS 7 ORGANIZING EDUCATION TO MEET
STUDENTS' NEEDS 7 ORGANIZATION 7 THE MIDDLE SCHOOL CONCEPT AND
PHILOSOPHY 8 MIDDLE SCHOOLS AND JUNIOR HIGH SCHOOLS 8 ORGANIZATIONAL
PROVISIONS FOR STUDENT DIFFERENCES 8 CURRICULUM TRACKS AND HOMOGENEOUS
GRAUPING 9 STRUCTURING SCHOOLS TO MEET STUDENTS' NEEDS 10 THE STRUCTURE
OF MIDDLE SCHOOLS AND HIGH SCHOOLS 10 THE SCHOOL CALENDAR YEAR 10 THE
SCHOOL DAY 10 NONSTANDARD DAILY STARTING TIMES 10 T EACHING TEAMS 10 THE
SCHOOL- WITHIN-A-SCHOOL (SWAS) CONCEPT 11 TEACHER'S DAILY SCHEDULES 11
COMMON PLANNING TIME FOR INTERDISCIPLINARY TEAMS 11 NONTRADITIONAL
SCHEDULING 12 BLOCK SCHEDULING: ADVANTAGES AND DISADVANTAGES 12
MODIFYING THE CURRICULUM TO FACILITATE STUDENT LEARNING 13 STRIVING TO
PRESENT QUALITY EDUCATION FOR ALL STUDENTS 13 PRAVIDING CHALLENGING
CURRICULUM OPTIONS 13 EMBRACING STUDENT DIVERSITY TO MEET STUDENTS'
NEEDS 14 AT-RISK STUDENTS 14 RESPONSIVE PRACTICES FOR HELPING ALL
STUDENTS SUCCEED IN SCHOOL 14 PREPARING TEACHERS TO TEACH IN A DIVERSE
CLASSROOM 14 THE FUNDAMENTAL CHARACTERISTIC OF EXEMPLARY EDUCATION 14
COMMITTED TEACHERS 14 REFLECTIVE DECISION MAKING AND THE LOCUS OF
CONTRAL 14 DECISION-MAKING AND THOUGHT-PROCESSING PHASES OF INSTRUCTION
16 REFLECTION AND THE DECISION-MAKING PRACESS 16 DEVELOPING A TEACHING
STYLE 16 A MODEL FOR TEACHING 16 ACCESSING COMMUNITY RESOURCES TO MEET
STUDENTS' NEEDS: TELECOMMUNICATIONS NETWORKS, MEMBERS OFTHE COMMUNITY,
AND PARENT ORGANIZATIONS 17 VEHICLES FOR OBTAINING AND SHARING IDEAS AND
INFORMATION 17 HORNE AND SCHOOL CONNECTIONS 17 COMMUNITY SERVICE
LEARNING 17 TELECOMMUNICATIONS NETWORKS 17 THE EMERGENT OVERALL PICTURE
18 KEY TRENDS AND PRACTICES TODAY 19 PROBLEMS AND ISSUES THAT PLAGUE THE
NATION'S SCHOOLS 19 YOUR EMERGING TEACHING STYLE 20 EXERCISE 1.1 METHODS
OFLNSTRUCTION 21 EXERCISE 1.2 THE TEACHER AS REFLECTIVE DECISION-MAKER
22 EXERCISE 1.3 THE PREACTIVE PHASE OF I NSTRUCTION 23 EXERCISE 1.4 MY
FIRST MICRO PEER- TEACHING DEMONSTRATION-MPT 1 24 EXERCISE 1.5
REFLECTING UPON MY OWN SCHOOL EXPERIENCES 24 SUMMARY 25 MODULE 1
POSTTEST 25 SUGGESTED READINGS 27 ENDNOTES 28 MODULE 2 MIDDLE AND
SECONDARY SCHOOL STUDENTS 31 ADOLESCENCE 3 2 CHARACTERISTICS OF MIDDLE
AND SECONDARY SCHOOL STUDENTS 32 TEACHING ADOLESCENTS 32 ADOLESCENT
DEVELOPMENT 32 CULTURE AND ITS IMPACT ON EDUCATION 33 CULTURAL IDENTITY
33 CULTURAL COMPETENCE 34 CULTURAL SENSITIVITY 34 MULTICULTURAL
EDUCATION 34 THE CLASSROOM IN A NATION OFINCREASING DIVERSITY 35
DEMOGRAPHIE CHANGES 35 STYLES OF LEARNING AND IMPLICATIONS FOR TEACHING
36 LEARNING MODALITIES 36 EXERCISE 2.1A CREATE AN ICE-BREAKER ACTIVITYADDRESSING THE LEARNING MODALITIES 37 EXERCISE 2.1B CREATE A WARM-UP
ACTIVITY ADDRESSING THE LEARNING MODALITIES 37 LEARNING STYLES 37 THE
LEARNING CYDE 38 LEARNING CAPACITIES: THE THEORY OF MULTIPLE
INTELLIGENCES 38 EXERCISE 2.2 MODIFY A LESSON PLAN TO INTEGRATE THE
MULTIPLE INTELLIGENCES 39 LEARNING STYLE AND ITS IMPLICATIONS FOR
INSTRUCTIONAL PRACTICES THAT PROVIDE FOR STUDENT DIFFERENCES: GENERAL
GUIDELINES 4 1 RECOGNIZING AND W ORKING WITH EXCEPTIONAL STUDENTS 41
GUIDELINES FOR W ORKING WITH STUDENTS WITH SPECIAL NEEDS IN THE REGULAR
CLASSROOM 42 W ORKING WITH CULTURALLY AND LINGUISTICALLY DIVERSE
STUDENTS 43 ADDITIONAL GUIDELINES FOR W ORKING WITH ENGLISH LANGUAGE
LEARNERS 44 BEST PRACTICES FOR PROMOTING SUCCESS FOR ALL STUDENTS 44
RECOGNIZING AND W ORKING WITH STUDENTS WHO ARE GIFTED 45 GUIDELINES FOR
WORKING WITH GIFTED STUDENTS 46 RECOGNIZING AND W ORKING WITH STUDENTS
WHO TAKE MORE TIME BUT ARE WIUING TO TRY 46 RECOGNIZING AND WORKING WITH
RECALCITRANT STUDENTS 47 TEACHING TOWARD POSITIVE CHARACTER DEVELOPMENT
47 MULTITASKING 48 SUMMARY 48 MODULE 2 POSTTEST 49 SUGGESTED READINGS 51
ENDNOTES 52 PART 2 PLANNING FUER INSTRUCTION 55 MODULE 3 ESTABLISHING AND
MAINTAINING A SAFE AND SUPPORTIVE CLASSROOM LEARNING ENVIRONMENT 56 THE
IMPORTANCE OF PERCEPTIONS 57 CLASSROOM CONTROL: ITS MEANING-PAST AND
PRESENT 57 HISTORICAL MEANING OF CLASSROOM CONTROL 58 TODAY'S MEANING OF
CLASSROOM CONTROL AND THE CONCEPT OF CLASSROOM MANAGEMENT 58 CLASSROOM
MANAGEMENT: CONTRIBUTIONS OF SOME LEADING AUTHORITIES 58 DEVELOPING YOUR
OWN EFFECTIVE APPROACH TO CLASSROOM MANAGEMENT 61 PROVIDING A SUPPORTIVE
LEARNING ENVIRONMENT 62 CREATE A POSITIVE CLASSROOM PREPARATLON PROVLOES
L,ONNOENCE ANO SUCCESS 64 EFFECTIVE ORGANIZATION AND ADMINISTRATION OF
ACTIVITIES AND MATERIALS 65 NATURAL INTERRUPTIONS AND DISRUPTIONS TO
ROUTINE 65 CLASSROOM PROCEDURES AND GUIDELINES FOR ACCEPTABLE BEHAVIOR
65 DESIGNING YOUR ROOM ARRANGEMENT 65 STARTING THE SCHOOL TERM WELL 66
PROCEDURES RATHER THAN RULES; CONSEQUENCES RATHER THAN PUNISHMENT 66 THE
FIRST DAY 67 ESTABLISHING CLASSROOM EXPECTATIONS, PROCEDURES, AND
CONSEQUENCES 68 WHAT STUDENTS NEED TO UNDERSTAND FROM THE START 68
EXERCISE 3.1 OBSERVING A CLASSROOM FOR FREQUENCY OF
EXTERNAIINTERRUPTIONS 69 EXERCISE 3.2 TEACHERS' BEHAVIOR MANAGEMENT
SYSTEMS 71 EXERCISE 3.3 BEGINNING THE DEVELOPMENT OF MY CLASSROOM
MANAGEMENT SYSTEM 71 USING POSITIVE REWARDS 72 MANAGING CLASS MEETINGS
73 OPENING ACTIVITIES 73 EXERCISE 3.4 OBSERVATION AND ANALYSIS OF HOW
TEACHERS START CLASS MEETINGS 74 SMOOTH IMPLEMENTATION OF THE LESSON 74
TRANSITIONS: A DIFFICULT SKILL FOR BEGINNING TEACHERS 75 STUDENT
MISBEHAVIOR 75 CATEGORIES OF STUDENT MISBEHAVIOR 75 THERE ARE SUCCESS
STORIES 77 TEACHER RESPONSE TO STUDENT MISBEHAVIOR: DIRECT AND INDIRECT
INTERVENTION 77 TEACHER-CAUSED STUDENT MISBEHAVIOR: SCENARIOS FOR REVIEW
78 PREVENTING A SHIP FROM SINKING IS MUCH EASIER THAN SAVING A SINKING
ONE: MISTAKES TO AVOID 80 EXERCISE 3.5 APPLYING MEASURES OF CONTROL 85
EXERCISE 3.6 SELECTING MEASURES OF CONTROL 86 SUMMARY 87 MODULE 3
POSTTEST 87 SUGGESTED READINGS 89 ENDNOTES 9 0 MODULE 4 :: ELECTLNG
\.OMEM ONO NEP0RLNG OBJECTIVES 91 REASONS FOR PLANNING THOUGHTFULLY
AND THOROUGHLY 9 2 COMPONENTS OF INSTRUCTIONAL PLANNING 9 2 PLANNING A
COURSE 93 DOCUMENTS THAT PROVIDE GUIDANCE FOR CONTENT SELECTION 93
NATIONAL CURRICULUM STANDARDS 94 EXERCISE 4.1 EXAMINING NATIONAL
CURRICULUM STANDARDS 95 EXERCISE 4.2 EXAMINING STATE CURRICULUMDOCUMENTS 96 EXERCISE 4.3 EXAMINING LOCAL CURRICULUM DOCUMENTS 97
STUDENT TEXTBOOKS 98 BENEFIT OF STUDENT TEXTBOOKS TO STUDENT LEARNING 98
PROBLEMS WITH RELIANCE ON A SINGLE TEXTBOOK 98 EXERCISE 4.4 EXAMINING
STUDENT TEXTBOOKS AND TEACHERS' EDITIONS 99 GUIDELINES FOR TEXTBOOK USE
100 INTRODUCING THE TEXTBOOK 101 MULTITEXT AND MULTIREADINGS APPROACHES
101 OTHER PRINTED MATERIALS 101 THE FUTURE FOR SCHOOL TEXTBOOKS 102
COLLABORATIVE PLANNING 102 TEAM PLANNING 102 TEACHER-STUDENT
COLLABORATION IN PLANNING 103 PREPARING FOR THE YEAR 103 EXERCISE 4.5
PREPARING A CONTENT OUTLINE 103 PREPARING FOR AND DEALING WITH
CONTROVERSY 10 4 EXERCISE 4.6A DEALINGWITH CONTROVERSIAL CONTENT AND
ISSUES 105 EXERCISE 4.6B CENSORSHIP: BOOKS THAT ARE SOMETIMES CHALLENGED
106 AIMS, GOALS, AND OBJECTIVES: A CLARIFICATION 108 INSTRUCTIONAL
OBJECTIVES AND THEIR RELATIONSHIP TO CURRICULUM AND ASSESSMENT 108
LEARNING TARGETS AND GOAL INDICATORS 108 OVERT AND COVERT PERFORMANCE
OUTCOMES 109 BALANCE OF BEHAVIORISM AND CONSTRUCTIVISM 109 TEACHING
TOWARD MULTIPLE OBJECTIVES, UNDERSTANDINGS, AND APPRECIATIONS 109 GD
CONTENTS PREPARING INSTRUCTIONAL OBJECTIVES 110 THE ABCDS OFWRITING
OBJECTIVES 110 EXERCISE 4.7 RECOGNIZING VERBS THAT ARE ACCEPTABLE FOR
OVERT OBJECTIVES-A SELF- CHECK EXERCISE 110 EXERCISE 4.8 RECOGNIZING THE
PARTS OF CRITERION-REFERENCED BEHAVIORAL OBJECTIVES-A SELF-CHECK
EXERCISE 111 EXERCISE 4.9 RECOGNIZING OBJECTIVES THAT ARE MEASURABLE-A
SELF-CHECK EXERCISE 112 CLASSIFYING INSTRUCTIONAL OBJECTIVES 113 THE
DOMAINS OF LEARNING AND THE DEVELOPMENTAL NEEDS OFYOUTH 113 EXERCISE
4.10 ASSESSING RECOGNITION OF OBJECTIVES ACCORDING TO DOMAIN-A SELF-
CHECK EXERCISE 117 EXERCISE 4.11 PREPARING MY OWN
INSTRUCTIONALOBJECTIVES 118 USING THE TAXONOMIES 118 OBSERVING FOR
CONNECTED (MEANINGFUL) LEARNING: LOGS, PORTFOLIOS, AND JOURNALS 119
CHARACTER EDUCATION 120 LEARNING THAT IS NOT IMMEDIATELY OBSERVABLE 120
SUMMARY 120 MODULE 4 POSTTEST 121 SUGGESTED READINGS 123 ENDNOTES 123
MODULE 5 PREPORING ON INSTRUCTIONOL PLAN 125 PLANNING FOR INSTRUCTION: A
THREE- LEVEL AND SEVEN-STEP PROCESS 126 THE SYLLABUS 126 USE AND
DEVELOPMENT OF A SYLLABUS 126 CONTE NT OF A SYLLABUS 129 EXERCISE 5.1
CONTENT OF A COURSE SYLLABUS 130 EXERCISE 5.2 PREPARING A COURSE
SYLLABUS- AN EXERCISE IN COLLABORATIVE THINKING 132 THE INSTRUCTIONAL
UNIT 132 TYPES OFINSTRUCTIONAL UNITS 132 PLANNING AND DEVELOPING ANY
UNIT OF INSTRUCTION 133 UNIT FORMAT, INCLUSIVE ELEMENTS, AND TIME
DURATION 134 CURRICULUM INTEGRATION 134 PROCEDURAL AND CONCEPTUAL
KNOWLEDGE 134 INTEGRATED CURRICULA PAST AND PRESENT 135 LEVELS
OFCURRICULUM INTEGRATION 135 PROCEDURE FOR PLANNING AND DEVELOPING AN
INTERDISCIPLINARY THEMATIC UNIT 136 EXERCISE 5.3 GENERATING IDEAS FOR
INTERDISCIPLINARY UNITS 138 EXERCISE 5,4 INTEGRATING THE TOPIC 139
LESSON PLANNING: RATIONALE AND ASSUMPTIONS 140 RATIONALE FOR PREPARING
WRITTEN LESSON PLANS 140 ASSUMPTIONS ABOUT LESSON PLANNING 140 A
CONTINUAL PROCESS 141 WEIL PLANNED BUT OPEN TO LAST-MINUTE CHANGE 141
THE PROBLEM OFTIME 143 A CAUTION ABOUT "THE DAILY PLANNING BOOK" 143
CONSTRUCTING A LESSON PLAN: FORMAT, COMPONENTS, AND SAMPIES 143 FOR
GUIDANCE, REFLECTION, AND REFERENCE 145 BASIC ELEMENTS OF A LESSON PLAN
145 DESCRIPTIVE DATA 150 GOALS AND OBJECTIVES 150 RATIONALE 150
PROCEDURE 150 ASSIGNMENTS 159 MATERIALS AND EQUIPMENT TO BE USED 160
ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS 160 ASSESSMENT 160REFLECTION AND REVISION 160 EXERCISE 5.5 ANALYSIS OF A LESSON THAT
FAILED 161 EXERCISE 5.6A PREPARING A LESSON PLAN 162 EXERCISE 5.6B SELF-
AND PEER-ASSESSMENT OF MY LESSON PLAN 162 EXERCISE 5.7 PREPARING AN
INSTRUCTIONAL UNIT 163 SUMMARY 164 MODULE 5 POSTTEST 165 SUGGESTED
READINGS 166 ENDNOTES 167 PART 3 SELECTING AND IMPLEMENTING
INSTRUCTIONAL RUILLLPLL:1; UI \.,LAL;L;RUUILL ILLL;LIU\.LLULL ALLU
LEARNING: A SYNOPSIS 171 CULTURALLY SENSITIVE PEDAGOGY 172 DIRECT VS.
INDIRECT INSTRUCTIONAL MODES: STRENGTHS AND WEAKNESSES OFEACH 172
SELECTING LEARNING ACTIVITIES 173 THE LEARNING EXPERIENCES LADDER 173
DIRECT, SIMULATED, AND VICARIOUS EXPERIENCES HELP CONNECT STUDENT
LEARNING 175 EXERCISE 6.1 A REJLECTION ON MY PAST INVOLVEMENT WITH
STUDENT-CENTERED INSTRUCTIONAL ACTIVITIES 175 EXERCISE 6.2 RECALLING MY
OWN LEARNING EXPERIENCES IN SCHOOL 177 THE TOTAL CLASS AS A GROUP
ENTERPRISE 177 LEARNING IN PAIRS 17 8 PEER TUTORING, MENTORING, AND
CROSS-AGE COACHING 178 PAIRED TEAM LEARNING 179 THINK-PAIR-SHARE 179 THE
LEARNING CENTER 179 LEARNING IN SMALL GROUPS 180 PURPOSES FOR USING
SMALL GROUPS 180 COOPERATIVE LEARNING 180 THE CO OPERATIVE LEARNING
GROUP (CLG) 181 WHY SOME TEACHERS HAVE DIFFICULTY USING CLGS 182
TEACHING THINKING FOR INTELLIGENT BEHAVIOR 182 CHARACTERISTICS OF
INTELLIGENT BEHAVIOR 182 DIRECT TEACHING FOR THINKING AND INTELLIGENT
BEHAVIOR 184 RESEARCH IMPERATIVES FOR THE TEACHING OFTHINKING 184 DIRECT
TEACHING OF SKILLS USED IN THINKING 184 INQUIRY TEACHING AND DISCOVERY
LEARNING 184 PROBLEM SOLVING 184 INQUIRY VS. DISCOVERY 184 TRUE INQUIRY
186 THE CRITICAL THINKING SKILLS OF DISCOVERY AND INQUIRY 186
PROJECT-CENTERED LEARNING: GUIDING LEARNING FROM INDEPENDENT AND GROUP
INVESTIGATIONS, PAPERS, AND ORAL REPORTS 188 VALUES AND PURPOSES
OFPROJECT-CENTERED LEARNING 188 WRITING ACROSS THE CURRICULUM 18 9 KINDS
OFWRITING 189 JLUUC;L1L JUU.LUD.L., .L7V PURPOSE AND ASSESSMENT OF
STUDENT JOURNAL WRITING 190 LEARNING BY EDUCATIONAL GAMES 190 PURPOSES
OF EDUCATIONAL GAMES 191 SOURCES OFEDUCATIONAL GAMES 191 INTEGRATING
STRATEGIES FOR INTEGRATED LEARNING 191 EXERCISE 6.3 STUDY OF INQUIRY AND
STRATEGY INTEGRATION 194 SUMMARY 194 MODULE 6 POSTTEST 195 SUGGESTED
READINGS 197 ENDNOTES 198 MODULE 7 TEOCHER-CENTERED INSTRUCTIONOL
STROTEGIES 200 TEACHER TALK: FORMAL AND INFORMAL 201 CAUTIONS IN USING
TEACHER TALK 201 TEACHER TALK: GENERAL GUIDELINES 201 TEACHER TALK:
SPECIFIC GUIDELINES 202 DEMONSTRATION 206 PURPOSES OF DEMONSTRATIONS 206
GUIDELINES FOR USING DEMONSTRATIONS 206 EXERCISE 7.1 THE LECTURE-SUMMARY
REVIEW AND PRACTICE 207 QUESTIONING 208 PURPOSES FOR USING QUESTIONING
208 QUESTIONS TO AVOID ASKING 209 TYPES OF QUESTIONS: A GLOSSARY 209
SOCRATIC QUESTIONING 210 LEVELS OF COGNITIVE QUESTIONS AND STUDENT
THINKING 210 EXERCISE 7.2 IDENTIFYING THE COGNITIVE LEVELS OF
QUESTIONS-A SEIF-CHECK EXERCISE 212 GUIDELINES FOR USING QUESTIONING 213
EXERCISE 7.3 THINK- TIME AND THE ART OF QUESTIONING-AN IN-CLASS EXERCISE
214 QUESTIONS FROM STUDENTS: THE QUESTION- DRIVEN CLASSROOM 216 EXERCISE
7.4 AN ANALYSIS OF THE QUALITY OF QUESTIONS-A SELF- CHECK EXERCISE 217
EXERCISE 7.5 OBSERVING THE COGNITIVE LEVELS OFCLASSROOM VERBAL IN
TERACTIO N 218 EXERCISE 7.6 A CO OPERATIVE LEARNING EXERCISE IN THE USE
OFQUESTIONING-MICRO PEER- TEACHING II 219 WHOLE-CLASS DISCUSSION 221
EXERCISE 7.7 A WHOLE-CLASS DISCUSSION AS A TEACHING STRATEGY: BUILDING
UPON WHAT I ALREADY KNOW 221 GD CONTENTS EXERCISE 7.7B GENERATINGGUIDELINES FOR USING WHOLE-CLASS DISCUSSIONS 222 RECITATION 222 EQUALITY
IN THE CLASSROOM 223 TIDE IX: STUDENT RIGHTS 223 EXERCISE 7.8 TEACHER
INTERACTION WITH STUDENTS ACCORDING TO STUDENT GENDER OR OTHER PERSONAL
CHARACTERISTICS 224 ENSURING EQUITY 225 LEARNING FROM ASSIGNMENTS AND
HOMEWORK 225 PURPOSES AND GUIDELINES FOR USING ASSIGNMENTS AND HOMEWORK
225 GIVING STUDENTS A SECOND CHANCE 226 HOW TO AVOID HAVING SO MANY
PAPERS TO GRADE THAT TIME FOR EFFECTIVE PLANNING IS RESTRICTED 227
MEMORIZING AND REVIEWING: UNAVOIDABLE LEARNING STRATEGIES 227 EXERCISE
7.9 DEVELOPING A LESSON USING INQUIRY LEVEL II, THINKING SKILL
DEVELOPMENT, A DEMONSTRATION, OR AN INTERACTIVE LECTURE- MICRO PEER-
TEACHING III 228 SUMMARY 230 MODULE 7 POSTTEST 230 SUGGESTED READINGS
232 ENDNOTES 232 MODULE 8 MEDIO, AIDS, OND RESOURCES 233 PRINTED
MATERIALS AND VISUAL DISPLAYS 234 SOURCES OF FREE AND INEXPENSIVE
PRINTED MATERIALS 234 THE INTERNET 234 EXERCISE 8.1 INTERNET SITES OF
USE TO TEACHERS 235 CAUTIONS AND GUIDELINES FOR USING THE INTERNET 235
PROFESSIONAL JOURNALS AND PERIODICALS 236 THE ERIC INFORMATION NETWORK
236 COPYING PRINTED MATERIALS 237 THE CLASSROOM WRITING BOARD 237 THE
CLASSROOM BULLETIN BOARD 239 THE COMMUNITY AS A RESOURCE 239 GUEST
SPEAKERS 239 FIELD TRIPS 239 MEDIA TOOLS 241 WHEN EQUIPMENT
MALFUNCTIONS: TROUBLESHOOTING 242 THE OVERHEAD PROJECTOR 242 THE
DOCUMENT CAMERA 243 MULTIMEDIA PRO GRAM 243 THE PLACEMENT AND USE
OFCOMPUTERS: THE ONLINE CLASSROOM 246 SELECTING COMPUTER SOFTWARE 246
THE CD-ROM 247 SOURCES OF FREE AND INEXPENSIVE AUDIOVISUAL MATERIALS 247
USING COPYRIGHTED VIDEO, COMPUTER, AND MULTIMEDIA PRO GRAMS 247 DISTANCE
LEARNING 249 SUMMARY 249 MODULE 8 POSTTEST 249 SUGGESTED READINGS 251
ENDNOTES 252 PART 4 ASSESSMENT OF TEACHING AND LEARNING 253 MODULE 9
ASSESSING OND REPORTING STUDENT ACHIEVEMENT 254 PURPOSES AND PRINCIPLES
OF ASSESSMENT 255 TERMS USED IN ASSESSMENT 256 ASSESSMENT AND EVALUATION
256 MEASUREMENT AND ASSESSMENT 256 VALIDITY AND RELIABILITY 256
AUTHENTIE ASSESSMENT: ADVANTAGES AND DISADVANTAGES 257 DIAGNOSTIC,
FORMATIVE, AND SUMMATIVE ASSESSMENT 257 ASSESSING STUDENT LEARNING:
THREE AVENUES 257 IMPORTANCE AND WEIGHT OF EACH AVENUE 258 ASSESSING
WHAT A STUDENT SAYS AND DOES 258 ASSESSING WHAT A STUDENT WRITES 259
ASSESSMENT FOR AFFECTIVE AND PSYCHOMOTOR DOMAIN LEARNING 260 STUDENT
INVOLVEMENT IN ASSESSMENT 260 USING STUDENT PORTFOLIOS 261 USING
CHECKLISTS 261 MAINTAINING RECORDS OF STUDENT ACHIEVEMENT 262 RECORDING
TEACHER OBSERVATIONS AND JUDGMENTS 262 GRADING AND MARKING STUDENT
ACHIEVEMENT 264 CRITERION -REFERENCED VERSUS NORM- REFERENCED GRADING
264 DETERMINING GRADES 265 TESTING FOR ACHIEVEMENT 266 STANDARDIZED AND
N ONSTANDARDIZED TESTS 266 PURPOSES FOR TESTING 266 LONTROLLMG LHEATMG
LB/ DETERMINING THE TIME NEEDED TO TAKE A TEST 268 PREPARING ASSESSMENT
ITEMS 268 GENERAL GUIDELINES FOR PREPARING FOR ASSESSMENT 269
CLASSIFICATION OF ASSESSMENT ITEMS 269 PERFORMANCE TESTING CAN BE
EXPENSIVE AND TIME-INTENSIVE 269 ATTAINING CONTE NT VALIDITY 270 TYPES
OF ASSESSMENT ITEMS: DESCRIPTIONS, EXAMPLES, AND GUIDELINES FOR
PREPARING AND USING THEM 271 ARRANGEMENT 271 COMPLETION DRAWING 271
COMPLETION STATEMENT 271 CORRECTION 272 ESSAY 272 GROUPING 273
IDENTIFICATION 274 MATCHING 274 MULTIPLE CHOICE 274 PERFORMANCE 276
SHORT EXPLANATION 277 TRUE-FALSE 278 EXERCISE 9.1 PREPARING ASSESSMENT
ITEMS 279 REPORTING STUDENT ACHIEVEMENT 280 THE GRADE REPORT 280 MOREABOUT PARENTAL INVOLVEMENT AND HOME-SCHOOL CONNECTIONS 280 CONTACTING
PARENTS 280 MEETING PARENTS 281 PARENT CONFERENCES 281 DEALING WITH AN
IRATE PARENT OR GUARDIAN 282 SUMMARY 282 MODULE 9 POSTTEST 28 3
SUGGESTED READINGS 286 ENDNOTES 286 MODULE 10 SELF-AESSESSMENT OF
TEACHING AND CONTINUED PROFESSIONAL DEVELOPMENT 288 PROFESSIONAL
DEVELOPMENT THROUGH FIELD EXPERIENCES 289 OBSERVATION 289 STUDENT
TEACHING 290 GUIDELINES FOR BEHAVING PROFESSIONALLY DURING FIELD
EXPERIENCES 292 RELATIONSHIPS WITH STUDENTS 293 FINDING A TEACHING
POSITION 294 GUIDELINES FOR LOCATING A TEACHING POSITION 294 THE
PROFESSIONAL CAREER PORTFOLIO 294 NXERCLSE 1 U.L UEVEWPNU:RU UJLNY
PROFESSIONAL PORTFOLIO 295 RESOURCES FOR LOCATING TEACHING VACANCIES 295
STATE (AND TERRITORIAL) SOURCES FAR INFORMATION ABOUT CREDENTIAL
REQUIREMENTS 296 THE PROFESSIONAL RESUME 296 THE IN-PERSON INTERVIEW 298
PROFESSIONAL DEVELOPMENT THROUGH REFLECTION AND SELF-ASSESSMENT 299
PROFESSIONAL DEVELOPMENT THROUGH MENTORING 299 PROFESSIONAL DEVELOPMENT
THROUGH IN-SERVICE AND ADVANCED STUDY 299 PROFESSIONAL DEVELOPMENT
THROUGH PARTICIPATION IN PROFESSIONAL ORGANIZATIONS 300 PROFESSIONAL
DEVELOPMENT THROUGH COMMUNICATIONS WITH OTHER TEACHERS 300 PROFESSIONAL
DEVELOPMENT THROUGH SUMMER AND OFF- TEACHING W ORK EXPERIENCE 300
PROFESSIONAL DEVELOPMENT THROUGH MICRO PEER-TEACHING 301 EXERCISE 10.2
PULLING IT ALL TOGETHER-MICRO PEER-TEACHING IV 301 EXERCISE 10.2A FORM A
303 EXERCISE 10.2B FORM B 304 EXERCISE 10.2C FORM C 305 SUMMARY 305
MODULE 10 POSTTEST 3 06 SUGGESTED READINGS 308 ENDNOTES 3 08 GLOSSARY
309 AUTHOR INDEX 317 SUBJECT INDEX 321 NOTE: EVERY EFFORT HAS BEEN MADE
TO PROVIDE ACCURATE AND CURRENT INTERNET INFORMATION IN THIS BOOK.
HOWEVER,THE INTERNET AND INFOR- MATION POSTED ON IT ARE CONSTANTLY
CHANGING, SO IT IS INEVITABLETHAT SOME OF THE INTERNET ADDRESSES LISTED
IN THIS TEXTBOOK WILL CHANGE. |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Kellough, Richard D. Carjuzaa, Jioanna |
| author_facet | Kellough, Richard D. Carjuzaa, Jioanna |
| author_role | aut aut |
| author_sort | Kellough, Richard D. |
| author_variant | r d k rd rdk j c jc |
| building | Verbundindex |
| bvnumber | BV021275778 |
| callnumber-first | L - Education |
| callnumber-label | LB1737 |
| callnumber-raw | LB1737.U6 |
| callnumber-search | LB1737.U6 |
| callnumber-sort | LB 41737 U6 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 3150 DP 3152 DP 3400 DP 3402 |
| ctrlnum | (OCoLC)57207704 (DE-599)BVBBV021275778 |
| dewey-full | 373.1102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 373 - Secondary education |
| dewey-raw | 373.1102 |
| dewey-search | 373.1102 |
| dewey-sort | 3373.1102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 8. ed. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV021275778 |
| illustrated | Illustrated |
| index_date | 2024-07-02T13:45:54Z |
| indexdate | 2024-07-09T20:34:28Z |
| institution | BVB |
| isbn | 0131193732 |
| language | English |
| lccn | 2004065648 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014596828 |
| oclc_num | 57207704 |
| open_access_boolean | |
| owner | DE-29 DE-11 |
| owner_facet | DE-29 DE-11 |
| physical | xv, 336 p. ill. 28 cm |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Pearson Merrill Prentice Hall |
| record_format | marc |
| spelling | Kellough, Richard D. Verfasser aut Teaching in the middle and secondary schools Richard D. Kellough, Jioanna Carjuzaa 8. ed. Upper Saddle River, N.J. [u.a.] Pearson Merrill Prentice Hall 2006 xv, 336 p. ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Rev. ed. of: Teaching in the middle and secondary schools / Joseph F. Callahan, Leonard H. Clark, Richard D. Kellough. 7th ed. c2002. Includes bibliographical references and indexes High school teaching United States Middle schools United States Unterricht (DE-588)4062005-0 gnd rswk-swf Middle school (DE-588)4169776-5 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf High school (DE-588)4159840-4 gnd rswk-swf Curriculum (DE-588)4010781-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g High school (DE-588)4159840-4 s Middle school (DE-588)4169776-5 s Didaktik (DE-588)4070463-4 s DE-604 Curriculum (DE-588)4010781-4 s 1\p DE-604 Unterricht (DE-588)4062005-0 s 2\p DE-604 3\p DE-604 Carjuzaa, Jioanna Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014596828&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Kellough, Richard D. Carjuzaa, Jioanna Teaching in the middle and secondary schools High school teaching United States Middle schools United States Unterricht (DE-588)4062005-0 gnd Middle school (DE-588)4169776-5 gnd Didaktik (DE-588)4070463-4 gnd High school (DE-588)4159840-4 gnd Curriculum (DE-588)4010781-4 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4169776-5 (DE-588)4070463-4 (DE-588)4159840-4 (DE-588)4010781-4 (DE-588)4078704-7 |
| title | Teaching in the middle and secondary schools |
| title_auth | Teaching in the middle and secondary schools |
| title_exact_search | Teaching in the middle and secondary schools |
| title_exact_search_txtP | Teaching in the middle and secondary schools |
| title_full | Teaching in the middle and secondary schools Richard D. Kellough, Jioanna Carjuzaa |
| title_fullStr | Teaching in the middle and secondary schools Richard D. Kellough, Jioanna Carjuzaa |
| title_full_unstemmed | Teaching in the middle and secondary schools Richard D. Kellough, Jioanna Carjuzaa |
| title_short | Teaching in the middle and secondary schools |
| title_sort | teaching in the middle and secondary schools |
| topic | High school teaching United States Middle schools United States Unterricht (DE-588)4062005-0 gnd Middle school (DE-588)4169776-5 gnd Didaktik (DE-588)4070463-4 gnd High school (DE-588)4159840-4 gnd Curriculum (DE-588)4010781-4 gnd |
| topic_facet | High school teaching United States Middle schools United States Unterricht Middle school Didaktik High school Curriculum USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014596828&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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