A resource guide for elementary school teaching: planning for competence
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Upper Saddle River, N.J. [u.a.]
Pearson Merrill Prentice Hall
2006
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Rev. ed. of: A resource guide for elementary school teaching / Richard D. Kellough, Patricia L. Roberts. 5th ed. c2002. Includes bibliographical references and indexes |
| Beschreibung: | xxi, 330 p. ill. 28 cm |
| ISBN: | 013119612X |
Internformat
MARC
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| 245 | 1 | 0 | |a A resource guide for elementary school teaching |b planning for competence |c Patricia L. Roberts, Richard D. Kellough, Kay Moore |
| 250 | |a 6. ed. | ||
| 264 | 1 | |a Upper Saddle River, N.J. [u.a.] |b Pearson Merrill Prentice Hall |c 2006 | |
| 300 | |a xxi, 330 p. |b ill. |c 28 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Rev. ed. of: A resource guide for elementary school teaching / Richard D. Kellough, Patricia L. Roberts. 5th ed. c2002. | ||
| 500 | |a Includes bibliographical references and indexes | ||
| 650 | 4 | |a Elementary school teaching | |
| 650 | 4 | |a Competency based education | |
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| 700 | 1 | |a Kellough, Richard D. |e Verfasser |4 aut | |
| 700 | 1 | |a Moore, Kay |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804135084062670848 |
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| adam_text | BRIEF CONTENTS PART I ELEMENTARY SCHOOL TEACHING AND LEARNING 1 CHAPTER
1 WHAT DO I NEED TO KNOW ABOUT TODAY S ELEMENTARY SCHOOLS? 2 CHAPTER 2
THE NATURE OF THE CHALLENGE: WHAT DO I NEED TO KNOW ABOUT ELEMENTARY
LEARNERS? 28 CHAPTER 3 WHAT ARE THE EXPECTATIONS, RESPONSIBILITIES, AND
FACILITATING BEHAVIORS OF A CLASSROOM TEACHER? 48 CHAPTER 4 WHAT DO I
NEED TO KNOW TO MANAGE AN EFFECTIVE, SAFE, AND SUPPORTIVE LEARNING
ENVIRONMENT? 78 PART 11 PLANNING FOR CURRICULUM AND INSTRUCTION 101
CHAPTER 5 HOW DO I PLAN AND SELECT CONTENT? 102 CHAPTER 6 HOW DO I
ASSESS, USE, AND REPORT STUDENT ACHIEVEMENT? 124 CHAPTER 7 HOW DO I
PREPARE ACTIVITIES, LESSONS, AND UNITS? 150 PART 111 EFFECTIVE
INSTRUCTION, TEACHER ASSESSMENT, AND PROFESSIONAL DEVELOPMENT 187
CHAPTER 8 WHAT DO I NEED TO KNOW TO USE TEACHER TALK AND QUESTIONING AS
EFFECTIVE INSTRUCTIONAL TOOLS? 188 CHAPTER 9 WHAT GUIDELINES ASSIST MY
USE OFDEMONSTRATIONS, THINKING, INQUIRY LEARNING, AND GAMES? 212 CHAPTER
10 WHAT GUIDELINES ASSIST MY USE OF GROUPINGS AND ASSIGNMENTS TO PROMOTE
POSITIVE INTERACTION AND QUALITY LEARNING? 234 CHAPTER 11 HOW CAN I
ASSESS MY TEACHING EFFECTIVENESS AND CONTINUE MY PROFESSIONAL
DEVELOPMENT? 262 APPENDIX: HINTS FOR SHORT-ANSWER RESPONSE QUESTIONS:
PRAXIS WARM-UPS 301 GLOSSARY 309 CHILDREN S LITERATURE INDEX 319 NAME
INDEX 320 SUBJECT INDEX 324 XIV CONTENTS * PART I ELEMENTARY SCHOOL
TEACHING AND LEARNING 1 CHAPTER 1 WHAT DO I NEED TO KNOW ABOUT TODAY S
ELEMENTARY SCHOOLS? 2 LOOKING AT TEACHERS 3 CHAPTER OBJECTIVES 3 THE
ELEMENTARY SCHOOL: GETTING TO KNOW IT 4 PRIMARY AND ELEMIDDLE SCHOOLS 4
MAGNET SCHOOLS AND CHARTER SCHOOLS 4 ORIENTATION MEETINGS FOR TEACHERS 4
SCHOOL SCHEDULES 4 SUBJECTS OF THE CURRICULUM 6 TEAM TEACHING 6 LOOPING
6 THE FUNDAMENTAL CHARACTERISTIC OF EXEMPLARY ELEMENTARY SCHOOL
EDUCATION 8 TEACHERS AND COMMITMENT 8 TEACHERS AND RE/ZECTIVE DECISION
MAKING 8 THE EFFECTIVE PRINCIPAL 9 COMMITMENT TO HELPING ALL CHILDREN
SUCCEED IN SCHOOL 9 * APPLICATION EXERCISE 1.1: _ REFLECTING ON MY OWN
ELEMENTARY SCHOOL EXPERIENCES 11 * APPLICATION EXERCISE 1.2: DIALOGUE _
WITH A TEACHER CANDIDATE: SOLE MATES 13 WAYS TO CONNECT WITH HORNE,
COMMUNITY, AND SCHOOL 15 HOME AND SCHOOL CONNECTIONS 15 SERVICE LEARNING
AND PLACE-BASED EDUCATION 16 TELECOMMUNICATIONS NETWORKS 16 PROFESSIONAL
RESOURCES FILE 16 THE EMERGENT OVERALL PICTURE 16 KEY TRENDS AND
PRACTICES TODAY 18 NO CHILD LEFT BEHINDACT 18 CURRICULUM STANDARDS AND
HIGH-STAKES TESTING 19 PROBLEMS AND ISSUES THAT TROUBLE THE NATION S
SCHOOLS 21 ABOUT PRAXIS AND OTHER TEACHER TESTS 21 SUMMARY 22 EXTENDING
MY PROFESSIONAL COMPETENCY 23 PRAXIS WARM-UP: A CONSTRUCTED
RESPONSE-TYPE QUESTION 23 FOR YOUR DISCUSSION 23 ONLINE PORTFOLIO
ACTIVITIES 24 FOR FURTHER READING 24 NOTES 24 CHAPTER 2 THE NATURE OFTHE
CHALLENGE: WHAT DO I NEED TO KNOW ABOUT ELEMENTARY LEARNERS? 28 LOOKING
AT TEACHERS 29 CHAPTER OBJECTIVES 29 DIMENSIONS OF THE CHALLENGE 30 THE
CLASSROOM IN A NATION OF DIVERSITY 30 SUPPORTING THE CHALLENGE: LEARNING
MODALITIES, LEARNING STYLES, LEARNING CAPACITIES, AND IMPLICATIONS FOR
TEACHING 31 LEARNING MODALITIES 31 LEARNING STYLES 32 THE THREE-PHASE
LEARNING CYCLE 33 LEARNING CAPACITIES: THE THEORY OF MULTIPLE
INTELLIGENCES 34 MEETING THE CHALLENGE: RECOGNIZING AND PROVIDING FOR
STUDENT DIFFERENCES 34 XV XVI CONTENTS INSTRUCTIONAL PRACTICES THATPROVIDE FOR STUDENT DIFFERENCES: GENERAL GUIDELINES 35 DEVELOPMENTAL
CHARACTERISTICS OF CHILDREN OF PARTICULAR AGE GROUPS 36 _ APPLICATION
EXERCISE 2.1: OBTAINING .., PERSONAL INSIGHT REGARDING THE AGE OR GRADE
LEVEL THAT I MIGHT PREFER TOTEACH 37 _ APPLICATION EXERCISE 2.2: ..,
CONVERSATION WITH A CLASSROOM TEACHER 39 RECOGNIZING AND WORKING WITH
STUDENTS WITH SPECIAL NEEDS 41 ABOUT PRAXIS AND OTHER TEACHER TESTS 44
SUMMARY 44 EXTENDING MY PROFESSIONAL COMPETENCY 44 PRAXIS WARM-UP: A
CONSTRUCTED RESPONSE-TYPE QUESTION 44 FOR YOUR DISCUSSION 45 ONLINE
PORTFOLIO ACTIVITIES 45 FOR FURTHER READING 45 NOTES 46 * CHAPTER 3 WHAT
ARE THE EXPECTATIONS, RESPONSIBILITIES, AND FACILITATING BEHAVIORS OF A
CLASSROOM TEACHER? 48 LOOKING AT TEACHERS 49 CHAPTER OBJECTIVES 49 THE
TEACHER S PROFESSIONALISM AND COMMITMENT 50 NONINSTRUCTIONAL
RESPONSIBILITIES 50 INSTRUCTIONAL RESPONSIBILITIES 51 _ APPLICATION
EXERCISE 3.1: .., REVIEWING THE PROFESSIONAL RESPONSIBILITIES OF A
FIRST-YEAR TEACHER 53 IDENTIFYING AND BUILDING YOUR INSTRUCTIONAL
COMPETENCIES 59 CHARACTERISTICS OFTHE COMPETENT CLASSROOM TEACHER: AN
ANNOTATED TEACHER PROGRESS REPORT CARD 59 TEACHER BEHAVIORS THAT
FACILITATE STUDENT LEARNING 59 THE TEACHER AS A REFLECTIVE DECISION
MAKER 59 DECISION-MAKING PHASES OF INSTRUCTION 63 REFZECTION, LOCUS OF
CONTROL, AND TEACHER RESPONSIBILITY 63 _ APPLICATION EXERCISE 3.2: THE
.., TEACHER AS A REFLECTIVE DECISION MAKER 65 TEACHING STYLE 67
MULTILEVEL INSTRUCTION 67 THE THEORETICAL ORIGINS OF TEACHING STYLES AND
THEIR RELATIONS TO CONSTRUCTIVISM 67 _ APPLICATION EXERCISE 3.3: U SING
A .., QUESTIONNAIRE TO DEVELOP A PROFILE AND A STATEMENT ABOUT MY OWN
EMERGING TEACHING STYLE 69 ABOUT PRAXIS AND OTHER TEACHER TESTS 75
SUMMARY 75 EXTENDING MY PROFESSIONAL COMPETENCY 76 PRAXIS WARM-UP: A
CONSTRUCTED RESPONSE-TYPE QUESTION 76 FOR YOUR DISCUSSION 76 ONLINE
PORTFOLIO ACTIVITIES 76 FOR FURTHER READING 76 NOTES 77 * CHAPTER 4 WHAT
DO I NEED TO KNOW TO MANAGE AN EFFECTIVE, SAFE, AND SUPPORTIVE LEARNING
ENVIRONMENT? 78 LOOKING AT TEACHERS 79 CHAPTER OBJECTIVES 80 THE
IMPORTANCE OF PERCEPTIONS 80 CLASSROOM CONTROL: ITS MEANING-PAST AND
PRESENT 80 HISTORICAL MEANING OF CLASSROOM CONTROL 80 TODAY S MEANING OF
CLASSROOM CONTROL AND THE CONCEPT OF CLASSROOM MANAGEMENT 81 CLASSROOM
MANAGEMENT: CONTRIBUTIONS OF SOME LEADING AUTHORITIES 81 DEVELOPING MY
OWN EFFECTIVE APPROACH TO CLASSROOM MANAGEMENT 85 PROVIDING A SUPPORTIVE
LEARNING ENVIRONMENT 85 CONSIDER THE PHYSICAL LAYOUT 88 CREATE A
POSITIVE CLASSROOM ATMOSPHERE 88 GET TO KNOW THE CHILDREN AS PEOPLE AND
BUILD INTRINSIC MOTIVATION FOR LEARNING 88 PREPARATION PROVIDES
CONFIDENCE AND SUCCESS 91 USING POSITIVE REWARDS 91 _ APPLICATION
EXERCISE 4.1: .., BEGINNING THE DEVELOPMENT OF MY MANAGEMENT SYSTEM 93
ABOUT PRAXIS AND OTHER TEACHER TESTS 96 SUMMARY 96 EXTENDING MY
PROFESSIONAL COMPETENCY 96 PRAXIS WARM-UP: A CONSTRUCTED RESPONSE-TYPE
QUESTION 96 FOR YOUR DISCUSSION 97 ONIINE PORTFOLIO ACTIVITIES 98 FOR
FURTHER READING 98 NOTES 98 * PART 11 PLANNING FOR CURRICULUM AND
INSTRUCTION 101 * CHAPTER 5 HOW DO I PLAN AND SELEET CONTENT? 102
LOOKING AT TEACHERS 103 CHAPTER OBJECTIVES 103 PLANNING FOR INSTRUCTION
103 PROVIDING SUCCESSFUL TRANSITIONS 104 TEACHER-STUDENT COLLABORATIVE
TEAM PLANNING 104 REASONS FOR PLANNING 105 SCOPE OF THE CURRICULUM 105
PLANNING WITH CURRICULUM STANDARDS THAT PROVIDE GUIDANCE 105 WHAT THE
NATIONAL STANDARDS ARE 105 NATIONAL STANDARDS BY CONTENT AREA 105 _APPLICATION EXERCISE 5.1: ., EXAMINING NATIONAL CURRICULUM STANDARDS 107
CURRICULUM STANDARDS AND HIGH-STAKES TESTING 109 PLANNING WITH
STATELDISTRICT DOCUMENTS THAT PROVIDE GUIDANCE FOR CONTENT SELECTION 109
PLANNING WITH STUDENT TEXTBOOKS THAT PROVIDE GUIDANCE FOR CONTENT
SELECTION 110 DIFFERENTIATED INSTRUCTION 110 MULTIREADING APPROACH 112
PLANNING SEQUENCING OF CONTENT 112 PREPARING FOR AND DEALING WITH
CONTROVERSY 112 PLANNING FOR LEARNING OUTCOMES: GOALS AND OBJECTIVES 114
PLANNING WITH INSTRUETIONAL OBJECTIVES 114 LEARNING TARGETS AND GOAL
INDICATORS 114 PLANNING WITH DOMAINS OF LEARNING AND DEVELOPMENTAL NEEDS
OFCHILDREN 115 CONTENTS XVII COGNITIVE DOMAIN HIERARCHY 115 AFFECTIVE
DOMAIN HIERARCHY 116 PSYCHOMOTOR DOMAIN HIERARCHY 116 _ APPLICATION
EXERCISE 5.2: ., PREPARING MY OWN INSTRUCTIONAL OBJECTIVES 117 PLANNING
WITH TAXONOMIES 119 PLANNING WITH INTEGRATED CURRICULUM 119 ABOUT PRAXIS
AND OTHER TEACHER TESTS 120 SUMMARY 120 EXTENDING MY PROFESSIONAL
COMPETENCY 121 PRAXIS WARM-UP: A CONSTRUCTED RESPONSE-TYPE QUESTION 121
FOR YOUR DISCUSSION 121 ONLINE PORTFOIIO ACTIVITIES 122 FOR FURTHER
READING 122 NOTES 122 * CHAPTER 6 HOW DO I ASSESS, USE, AND REPORT
STUDENT AEHIEVEMENT? 124 LOOKING AT TEACHERS 125 CHAPTER OBJECTIVES 125
PURPOSES OF ASSESSMENT 126 AUTHENTIE ASSESSMENT: ADVANTAGES AND
LIMITATIONS 127 THREE AVENUES OF ASSESSMENT 128 ASSESSING WHAT A STUDENT
SAYS ANDDOES 128 ASSESSING WHAT A STUDENT WRITES 128 STUDENT INVOLVEMENT
IN ASSESSMENT 131 USING STUDENT PORTFOLIOS 131 USING CHECKLISTS 132
USING STUDENT CONFERENCES 132 TESTING FOR ACHIEVEMENT 132 STANDARDIZED
AND NONSTANDARDIZED TESTS 132 HOW TO EXPLAIN STANDARDIZED TEST SCORES
135 WHEN TEST SCORES ARE PRINTED PUBLICLY 137 PURPOSES FOR TESTING 137
PREPARING ASSESSMENT ITEMS 137 TYPES OF ASSESSMENT ITEMS: DESCRIPTIONS,
EXAMPLES, AND GUIDELINES FOR PREPARATION AND USE 138 ESSAY 138 MULTIPLE
CHOICE 139 * PART 111 EFFECTIVE INSTRUCTION, TEACHER ASSESSMENT, AND
PROFESSIONAL DEVELOPMENT 187 RATIONALE FOR PREPARING WRITTEN LESSON
PLANS 163 ASSUMPTIONS ABOUT LESSON PLANNING 164 CONSTRUCTING A LESSON
PLAN: FORMAT, COMPONENTS, AND SAMPIES 164 BASIC ELEMENTS OF A LESSON
PLAN 165 DESCRIPTIVE DATA 165 GOALS AND OBJECTIVES 170 RATIONALE 171
PROCEDURE 171 ASSESSMENT, REFLECTION, AND REVISION 173 PREPARING
INSTRUCTIONAL UNITS 173 PLANNING AND DEVELOPING ANY UNIT OF INSTRUCTION
174 UNIT FORMAT, INCLUSIVE ELEMENTS, AND TIME DURATION 176 PLANNING AND
DEVELOPING AN INTERDISCIPLINARY THEMATIC UNIT 176 _ APPLICATION EXERCISE
7.2: PREPARING .., A LESSUEN PLAN 179 _ APPLICATION EXERCISE 7.3:
PREPARING .., AN INSTRUCTIONAL UNIT: BRINGING IT ALL TOGETHER 181 ABOUT
PRAXIS AND OTHER TEACHER TESTS 183 SUMMARY 184 EXTENDING MY PROFESSIONAL
COMPETENCY 184 PRAXIS WARM-UP: A CONSTRUCTED RESPONSE-TYPE QUESTION 184
FOR YOUR DISCUSSION 184 ONLINE PORTFOLIO ACTIVITIES 185 FOR FURTHER
READING 185 NOTES 185 XVIII CONTENTS PERFORMANCE ASSESSMENT: EXPENSIVE
AND INTENSIVE 140 _ APPLICATION EXERCISE 6.1: PREPARING .., ASSESSMENT
ITEMS 141 REPORTING: MAINTAINING RECORDS OF STUDENT ACHIEVEMENT 143
RECORDING TEACHER OBSERVATIONS AND JUDGMENTS 143 GRADING AND MARKING
STUDENT ACHIEVEMENT 143 ABOUT PRAXIS AND OTHER TEACHER TESTS 145 SUMMARY
146 EXTENDING MY PROFESSIONAL COMPETENCY 146 PRAXIS WARM-UP: A
CONSTRUCTED RESPONSE-TYPE QUESTION 146 FOR YOUR DISCUSSION 146 ONLINE
PORTFOLIO ACTIVITIES 147 FOR FURTHER READING 147 NOTES 147 CHAPTER 7 HOW
DO I PREPARE ACTIVITIES, LESSONS, AND UNITS? 150 LOOKING AT TEACHERS 151CHAPTER OBJECTIVES 151 UNDERSTANDING THEORETICAL CONSIDERATIONS FOR THE
SELECTION OF INSTRUCTIONAL STRATEGIES 151 DECISION MAKING AND STRATEGY
SELECTION 152 EXPLICIT AND IMPLICIT INSTRUCTION: A CLARIFICATION OFTERMS
152 PRINCIPLES OF CLASSROOM INSTRUCTION AND LEARNING: A SYNOPSIS 153
EXPLICIT VERSUS IMPLICIT INSTRUCTIONAL MODES: STRENGTHS AND LIMITATIONS
OF EACH 153 SELECTING LEARNING ACTIVITIES THAT ARE DEVELOPMENTALLY
APPROPRIATE 155 THE LEARNING EXPERIENCES LADDER 155 DIRECT, SIMULATED,
AND VICARIOUS EXPERIENCES HELP CONNECT STUDENT LEARNING 156 DEVELOPING
THE LEARNING ACTIVITIES: THE HEART AND SPIRIT OF LESSONS 157 *
APPLICATION EXERCISE 7.1: PUTTING .., OBJECTIVES, RESOURCES, AND
LEARNING ACTIVITIES TUEGETHER FUER A TEACHING PLAN 159 PREPARING LESSON
PLANS: RATIONALE AND ASSUMPTIONS 163 CHAPTER 8 WHAT DO I NEED TO KNOW TO
USE TEACHER TALK AND QUESTIONING AS EFFECTIVE INSTRUCTIONAL TOOLS?
LOOKING AT TEACHERS 189 CHAPTER OBJECTIVES 189 TEACHER TALK: FORMAL AND
INFORMAL 189 TEACHER TALK: GENERAL GUIDELINES TEACHER TALK: SPECIFIC
GUIDELINES TEACHER TALK: CAUTIONS 196 188 189 191 QUESTIONING 197
PURPOSES FOR USING QUESTIONING 197 QUESTIONS TO AVOID ASKING 199 TYPES
OF COGNITIVE QUESTIONS 199 CLARIFYING QUESTION 199 CONVERGENT-THINKING
QUESTION 199 CUEING QUESTION 199 DIVERGENT- THINKING QUESTION 200
EVALUATIVE QUESTION 200 FOCUS QUESTION 200 PROBING QUESTION 200 SOCRATIC
QUESTION 200 STUDENT THINKING AND LEVELS OF COGNITIVE QUESTIONS 201
GUIDELINES FOR USING QUESTIONING 204 PREPARING QUESTIONS 204
IMPLEMENTING QUESTIONING 204 QUESTIONS FROM STUDENTS: THE QUESTION-
DRIVEN CLASSROOM 204 QUESTIONING: THE CORNERSTONE OF CRITICAL THINKING,
REAL- WORLD PROBLEM SOLVING, AND MEANINGFUL LEARNING 204 _ APPLICATION
EXERCISE 8.1: PRACTICE _ IN RAISING QUESTIONS TO HIGHER LEVELS 207 ABOUT
PRAXIS AND OTHER TEACHER TESTS 209 SUMMARY 209 EXTENDING MY PROFESSIONAL
COMPETENCY 209 PRAXIS WARM-UP: A CONSTRUCTED RESPONSE-TYPE QUESTION 209
FOR YOUR DISCUSSION 210 ONLINE PORTFOLIO ACTIVITIES 210 FOR FURTHER
READING 210 NOTES 211 CHAPTER 9 WHAT GUIDELINES ASSIST MY USE OF
DEMONSTRATIONS, THINKING, INQUIRY LEARNING, AND GAMES? 212 LOOKING AT
TEACHERS 213 CHAPTER OBJECTIVES 213 DEMONSTRATION 213 PURPOSES OF
DEMONSTRATIONS 213 GUIDELINES FOR USING DEMONSTRATIONS 214 TEACHER
THINKING FOR INTELLIGENT BEHAVIOR 214 CHARACTERISTICS OF INTELLIGENT
BEHAVIOR 215 EXPLICIT TEACHING FOR THINKING AND INTELLIGENT BEHAVIOR 217
CONTENTS XIX INQUIRY TEACHING AND DISCOVERY LEARNING 217 PROBLEM SOLVING
217 INQUIRY VERSUS DISCOVERY 217 TRUE INQUIRY 218 CRITICAL THINKING
SKILLS OF DISCOVERY AND INQUIRY LEARNING 218 INTEGRATED STRATEGIES FOR
INTEGRATED LEARNING 221 LEARNING BY EDUCATIONAL GAMES 223 CLASSIFICATION
OF EDUCATIONAL GAMES 223 PURPOSES OF EDUCATIONAL GAMES 223 SOURCES OF
EDUCATIONAL GAMES 224 _ APPLICATION EXERCISE 9.1: _ DEVELOPING A LESSON
USING DIFFERENT APPROACHES: INQUIRY LEARNING LEVEL 11, THINKING SKILL
DEVELOPMENT, A DEMONSTRATION, OR AN INTERACTIVE LECTURE-PEER TEACHING
227 ABOUT PRAXIS AND OTHER TEACHER TESTS 229 SUMMARY 230 EXTENDING MY
PROFESSIONAL COMPETENCY 230 PRAXIS WARM-UP: A CONSTRUCTED RESPONSE-TYPE
QUESTION 230 FOR YOUR DISCUSSION 231 ONLINE PORTFOLIO ACTIVITIES 231 FOR
FURTHER READING 231 NOTES 232 * CHAPTER 10 WHAT GUIDELINES ASSIST MY USE
OF GROUPINGS AND ASSIGNMENTS TO PROMOTE POSITIVE INTERACTION AND QUALITY
LEARNING? 234 LOOKING AT TEACHERS 235 CHAPTER OBJECTIVES 236 EQUALITY IN
THE CLASSROOM 236 STUDENT RIGHTS 238 GENDER DISCRIMINATION 239 ENSURINGEQUITY 239 LEARNING IN LARGE GROUPS 239 STUDENT PRESENTATIONS 239
WHOLE-CLASS DISCUSSION 240 _ APPLICATION EXERCISE 10.1: WHOLE- _ CLASS
DISCUSSION AS A TEACHING STRATEGY: BUILDING ON WHAT I ALREADY KNOW 241
LEARNING IN SMALL GROUPS 243 PURPOSES FOR USING SMALL GROUPS 243
COOPERATIVE LEARNING 243 THE COOPERATIVE LEARNING GROUP 243 XX CONTENTS
LEARNING IN PAIRS 245 PEER TUTORING, MENTORING, AND CROSS-AGE COACHING
246 PAIRED TEAM LEARNING 246 THINK-PAIR-SHARE 246 THE LEARNING CENTER
246 LEARNING ALONE 247 MASTERY LEARNING AND PERSONALIZED INSTRUCTION 247
TODAY S EMPHASIS: MASTERY OR QUALITY LEARNING FOR ALL STUDENTS 247
ASSUMPTIONS ABOUT MASTERY OR QUALITY LEARNING 247 COMPONENTS OF ANY
MASTERY LEARNING MODEL 247 STRATEGIES FOR PERSONALIZING THE INSTRUCTION:
WORKING TOWARD QUALITY LEARNING 248 LEARNING FROM ASSIGNMENTS AND
HOMEWORK 248 PURPOSES FOR HOMEWORK ASSIGNMENTS 248 OPPORTUNITIES FOR
RECOVERY 250 HOW TO AVOID THE PAPER CRUSH 250 MULTIPLE ASSESSMENT 251
PEER-CHECKING: USE WITH CAUTION 251 PROJECT-CENTERED LEARNING: GUIDING
LEARNING FROM INDEPENDENT AND GROUP INVESTIGATIONS, PAPERS, AND ORAL
REPORTS 251 VALUES AND PURPOSES OF PROJECT-CENTERED LEARNING 252
GUIDELINES FOR GUIDING STUDENTS IN PROJECT-CENTERED LEARNING 252 WRITING
SHOULD BE A REQUIRED COMPONENT OF PROJECT-CENTERED LEARNING 253 ASSESS
THE FINAL PRODUCT 254 WRITING ACROSS THE CURRICULUM 254 KINDS OFWRITING
255 STUDENT JOURNALS 256 ABOUT PRAXIS AND OTHER TEACHER TESTS 257
SUMMARY 258 EXTENDING MY PROFESSIONAL COMPETENCY 258 PRAXIS WARM-UP: A
CONSTRUCTED RESPONSE-TYPE QUESTION 258 FOR YOUR DISCUSSION 258 ONLINE
PORTFOLIO ACTIVITIES 259 FOR FURTHER READING 259 NOTES 259 CHAPTER 11
HOW CAN I ASSESS MY TEACHING EFFECTIVENESS AND CONTINUE MY PROFESSIONAL
DEVELOPMENT? 262 LOOKING AT TEACHERS 263 CHAPTER OBJECTIVES 263 TEACHING
EFFECTIVENESS 263 THROUGH STUDENT TEACHING AND INTERN ING 263 STUDENT
TEACHING IS THE REAL THING 264 GETTING READY FOR STUDENT TEACHING 264
FIRST IMPRESSIONS 264 COMMENTS FROM THE UNIVERSITY SUPERVISOR 264
TEACHING EFFECTIVENESS THROUGH E-TEACHING: AN EMERGENCY E-TEACHING KIT
271 PURPOSES OF E- TEACHING WITH AN EMERGENCY E-TEACHING KIT 271
DEVELOPING AN E- TEACHING KIT WITH A MULTIDISCIPLINARY EMPHASIS 271 *
APPLICATION EXERCISE 11.1: .., DEVELOPING AN EMERGENCY E-TEACHING KIT
273 FINDING A TEACHING POSITION 277 GUIDELINES FOR LOCATING A TEACHING
POSITION 277 THROUGH A PROFESSIONAL CAREER PORTFOLIO 277 * APPLICATION
EXERCISE 11.2: .., DEVELOPMENT OF A PROFESSIONAL PORTFOLIO 279 RESOURCES
FOR LOCATING TEACHING JOBS 281 STATE AND TERRITORIAL SOURCES FOR
INFORMATION ABOUT CREDENTIAL AND LICENSE REQUIREMENTS 281 THE
PROFESSIONAL RESUME 281 THE IN-PERSON INTERVIEW 282 PROFESSIONAL
DEVELOPMENT 282 THROUGH REFLECTION 282 THROUGH SELF-ASSESSMENT 284
THROUGH JOURNALS OR LOGBOOKS 284 A TEACHALOGUE FOR REFLECTION AND
SELF-ASSESSMENT 284 PROFESSIONAL DEVELOPMENT THROUGH MENTORING 284
PROFESSIONAL DEVELOPMENT THROUGH IN-SERVICE AND STUDY 284 PROFESSIONAL
DEVELOPMENT THROUGH PROFESSIONAL ORGANIZATIONS 284 PROFESSIONAL
DEVELOPMENT THROUGH COMMUNICATIONS WITH OTHER TEACHERS 286 PROFESSIONAL
DEVELOPMENT THROUGH THE INTERNET, ADDITIONAL TRAINING, AND VVORKSHOPS
286 PROFESSIONAL DEVELOPMENT THROUGH PEER TEACHING 287 _ APPLICATION
EXERCISE 11.3: PULLING .., IT ALL TOGETHER: PEER TEACHING 289 * FORMA:
PT .., PREPARATION 292 _ FORM B: PEER .., EVALUATION 293 * FORM C:
TEACHER S SUMMATIVE PEER * EVALUATION 295 ABOUT PRAXIS AND OTHER TEACHERTESTS 297 SUMMARY 297 EXTENDING MY PROFESSIONAL COMPETENCY 297 PRAXIS
VVARM-UP: A CONSTRUCTED RESPONSE-TYPE QUESTION 297 FOR YOUR DISCUSSION
298 ONLINE PORTFOLIO ACTIVITIES 298 FOR FURTHER READING 298 NOTES 299
CONTENTS XXI APPENDIX: HINTS FOR SHORT-ANSWER RESPONSE QUESTIONS: PRAXIS
WARM-UPS 301 GLOSSARY 309 CHILDREN S LITERATURE INDEX 319 NAME INDEX 320
SUBJECT INDEX WITH TARGET TOPICS FOR TEACHER TESTS* 324 TO ASSIST THE
PRECREDENTIALED TEACHER IN PREPARING FOR TAKING A PRAXIS II PRINCIPLES
OF LEARNING AND TEACHING EXAM OR OTHER TEACHER TEST, WE HAVE PLACED
ASTERISKS BY SELECTED WORD ENTRIES IN THE SUBJECT INDEX. THE AS- TERISKS
INDICATE THE SUBJECT MATTER THAT WE SUGGEST BE REVIEWED IN PREPARATION
FOR TAKING A TEACHER TEST. THE ASTERISKS STAND FOR TARGET TOPICS FOR
TEACHER TESTS AND PROVIDE A REFERENCE FOR CONTENT AREAS FOR REVIEW.
NOTE: EVERY EFFORT HAS BEEN MADE TO PROVIDE ACCU- RATE AND CURRENT
INTERNET INFORMATION IN THIS TEXT. HOW- EVER, THE INTERNET AND
INFORMATION ON IT ARE CONSTANTLY CHANGING, SO IT IS INEVITABLE THAT SOME
OF THE INTERNET ADDRESSES LISTED IN THIS BOOK WILL CHANGE.
|
| adam_txt |
BRIEF CONTENTS PART I ELEMENTARY SCHOOL TEACHING AND LEARNING 1 CHAPTER
1 WHAT DO I NEED TO KNOW ABOUT TODAY'S ELEMENTARY SCHOOLS? 2 CHAPTER 2
THE NATURE OF THE CHALLENGE: WHAT DO I NEED TO KNOW ABOUT ELEMENTARY
LEARNERS? 28 CHAPTER 3 WHAT ARE THE EXPECTATIONS, RESPONSIBILITIES, AND
FACILITATING BEHAVIORS OF A CLASSROOM TEACHER? 48 CHAPTER 4 WHAT DO I
NEED TO KNOW TO MANAGE AN EFFECTIVE, SAFE, AND SUPPORTIVE LEARNING
ENVIRONMENT? 78 PART 11 PLANNING FOR CURRICULUM AND INSTRUCTION 101
CHAPTER 5 HOW DO I PLAN AND SELECT CONTENT? 102 CHAPTER 6 HOW DO I
ASSESS, USE, AND REPORT STUDENT ACHIEVEMENT? 124 CHAPTER 7 HOW DO I
PREPARE ACTIVITIES, LESSONS, AND UNITS? 150 PART 111 EFFECTIVE
INSTRUCTION, TEACHER ASSESSMENT, AND PROFESSIONAL DEVELOPMENT 187
CHAPTER 8 WHAT DO I NEED TO KNOW TO USE TEACHER TALK AND QUESTIONING AS
EFFECTIVE INSTRUCTIONAL TOOLS? 188 CHAPTER 9 WHAT GUIDELINES ASSIST MY
USE OFDEMONSTRATIONS, THINKING, INQUIRY LEARNING, AND GAMES? 212 CHAPTER
10 WHAT GUIDELINES ASSIST MY USE OF GROUPINGS AND ASSIGNMENTS TO PROMOTE
POSITIVE INTERACTION AND QUALITY LEARNING? 234 CHAPTER 11 HOW CAN I
ASSESS MY TEACHING EFFECTIVENESS AND CONTINUE MY PROFESSIONAL
DEVELOPMENT? 262 APPENDIX: HINTS FOR SHORT-ANSWER RESPONSE QUESTIONS:
PRAXIS WARM-UPS 301 GLOSSARY 309 CHILDREN'S LITERATURE INDEX 319 NAME
INDEX 320 SUBJECT INDEX 324 XIV CONTENTS * PART I ELEMENTARY SCHOOL
TEACHING AND LEARNING 1 CHAPTER 1 WHAT DO I NEED TO KNOW ABOUT TODAY'S
ELEMENTARY SCHOOLS? 2 LOOKING AT TEACHERS 3 CHAPTER OBJECTIVES 3 THE
ELEMENTARY SCHOOL: GETTING TO KNOW IT 4 PRIMARY AND ELEMIDDLE SCHOOLS 4
MAGNET SCHOOLS AND CHARTER SCHOOLS 4 ORIENTATION MEETINGS FOR TEACHERS 4
SCHOOL SCHEDULES 4 SUBJECTS OF THE CURRICULUM 6 TEAM TEACHING 6 LOOPING
6 THE FUNDAMENTAL CHARACTERISTIC OF EXEMPLARY ELEMENTARY SCHOOL
EDUCATION 8 TEACHERS AND COMMITMENT 8 TEACHERS AND RE/ZECTIVE DECISION
MAKING 8 THE EFFECTIVE PRINCIPAL 9 COMMITMENT TO HELPING ALL CHILDREN
SUCCEED IN SCHOOL 9 * APPLICATION EXERCISE 1.1: _ REFLECTING ON MY OWN
ELEMENTARY SCHOOL EXPERIENCES 11 * APPLICATION EXERCISE 1.2: DIALOGUE _
WITH A TEACHER CANDIDATE: "SOLE" MATES 13 WAYS TO CONNECT WITH HORNE,
COMMUNITY, AND SCHOOL 15 HOME AND SCHOOL CONNECTIONS 15 SERVICE LEARNING
AND PLACE-BASED EDUCATION 16 TELECOMMUNICATIONS NETWORKS 16 PROFESSIONAL
RESOURCES FILE 16 THE EMERGENT OVERALL PICTURE 16 KEY TRENDS AND
PRACTICES TODAY 18 NO CHILD LEFT BEHINDACT 18 CURRICULUM STANDARDS AND
HIGH-STAKES TESTING 19 PROBLEMS AND ISSUES THAT TROUBLE THE NATION'S
SCHOOLS 21 ABOUT PRAXIS AND OTHER TEACHER TESTS 21 SUMMARY 22 EXTENDING
MY PROFESSIONAL COMPETENCY 23 PRAXIS WARM-UP: A CONSTRUCTED
RESPONSE-TYPE QUESTION 23 FOR YOUR DISCUSSION 23 ONLINE PORTFOLIO
ACTIVITIES 24 FOR FURTHER READING 24 NOTES 24 CHAPTER 2 THE NATURE OFTHE
CHALLENGE: WHAT DO I NEED TO KNOW ABOUT ELEMENTARY LEARNERS? 28 LOOKING
AT TEACHERS 29 CHAPTER OBJECTIVES 29 DIMENSIONS OF THE CHALLENGE 30 THE
CLASSROOM IN A NATION OF DIVERSITY 30 SUPPORTING THE CHALLENGE: LEARNING
MODALITIES, LEARNING STYLES, LEARNING CAPACITIES, AND IMPLICATIONS FOR
TEACHING 31 LEARNING MODALITIES 31 LEARNING STYLES 32 THE THREE-PHASE
LEARNING CYCLE 33 LEARNING CAPACITIES: THE THEORY OF MULTIPLE
INTELLIGENCES 34 MEETING THE CHALLENGE: RECOGNIZING AND PROVIDING FOR
STUDENT DIFFERENCES 34 XV XVI CONTENTS INSTRUCTIONAL PRACTICES THATPROVIDE FOR STUDENT DIFFERENCES: GENERAL GUIDELINES 35 DEVELOPMENTAL
CHARACTERISTICS OF CHILDREN OF PARTICULAR AGE GROUPS 36 _ APPLICATION
EXERCISE 2.1: OBTAINING ., PERSONAL INSIGHT REGARDING THE AGE OR GRADE
LEVEL THAT I MIGHT PREFER TOTEACH 37 _ APPLICATION EXERCISE 2.2: .,
CONVERSATION WITH A CLASSROOM TEACHER 39 RECOGNIZING AND WORKING WITH
STUDENTS WITH SPECIAL NEEDS 41 ABOUT PRAXIS AND OTHER TEACHER TESTS 44
SUMMARY 44 EXTENDING MY PROFESSIONAL COMPETENCY 44 PRAXIS WARM-UP: A
CONSTRUCTED RESPONSE-TYPE QUESTION 44 FOR YOUR DISCUSSION 45 ONLINE
PORTFOLIO ACTIVITIES 45 FOR FURTHER READING 45 NOTES 46 * CHAPTER 3 WHAT
ARE THE EXPECTATIONS, RESPONSIBILITIES, AND FACILITATING BEHAVIORS OF A
CLASSROOM TEACHER? 48 LOOKING AT TEACHERS 49 CHAPTER OBJECTIVES 49 THE
TEACHER'S PROFESSIONALISM AND COMMITMENT 50 NONINSTRUCTIONAL
RESPONSIBILITIES 50 INSTRUCTIONAL RESPONSIBILITIES 51 _ APPLICATION
EXERCISE 3.1: ., REVIEWING THE PROFESSIONAL RESPONSIBILITIES OF A
FIRST-YEAR TEACHER 53 IDENTIFYING AND BUILDING YOUR INSTRUCTIONAL
COMPETENCIES 59 CHARACTERISTICS OFTHE COMPETENT CLASSROOM TEACHER: AN
ANNOTATED TEACHER PROGRESS REPORT CARD 59 TEACHER BEHAVIORS THAT
FACILITATE STUDENT LEARNING 59 THE TEACHER AS A REFLECTIVE DECISION
MAKER 59 DECISION-MAKING PHASES OF INSTRUCTION 63 REFZECTION, LOCUS OF
CONTROL, AND TEACHER RESPONSIBILITY 63 _ APPLICATION EXERCISE 3.2: THE
., TEACHER AS A REFLECTIVE DECISION MAKER 65 TEACHING STYLE 67
MULTILEVEL INSTRUCTION 67 THE THEORETICAL ORIGINS OF TEACHING STYLES AND
THEIR RELATIONS TO CONSTRUCTIVISM 67 _ APPLICATION EXERCISE 3.3: U SING
A ., QUESTIONNAIRE TO DEVELOP A PROFILE AND A STATEMENT ABOUT MY OWN
EMERGING TEACHING STYLE 69 ABOUT PRAXIS AND OTHER TEACHER TESTS 75
SUMMARY 75 EXTENDING MY PROFESSIONAL COMPETENCY 76 PRAXIS WARM-UP: A
CONSTRUCTED RESPONSE-TYPE QUESTION 76 FOR YOUR DISCUSSION 76 ONLINE
PORTFOLIO ACTIVITIES 76 FOR FURTHER READING 76 NOTES 77 * CHAPTER 4 WHAT
DO I NEED TO KNOW TO MANAGE AN EFFECTIVE, SAFE, AND SUPPORTIVE LEARNING
ENVIRONMENT? 78 LOOKING AT TEACHERS 79 CHAPTER OBJECTIVES 80 THE
IMPORTANCE OF PERCEPTIONS 80 CLASSROOM CONTROL: ITS MEANING-PAST AND
PRESENT 80 HISTORICAL MEANING OF CLASSROOM CONTROL 80 TODAY'S MEANING OF
CLASSROOM CONTROL AND THE CONCEPT OF CLASSROOM MANAGEMENT 81 CLASSROOM
MANAGEMENT: CONTRIBUTIONS OF SOME LEADING AUTHORITIES 81 DEVELOPING MY
OWN EFFECTIVE APPROACH TO CLASSROOM MANAGEMENT 85 PROVIDING A SUPPORTIVE
LEARNING ENVIRONMENT 85 CONSIDER THE PHYSICAL LAYOUT 88 CREATE A
POSITIVE CLASSROOM ATMOSPHERE 88 GET TO KNOW THE CHILDREN AS PEOPLE AND
BUILD INTRINSIC MOTIVATION FOR LEARNING 88 PREPARATION PROVIDES
CONFIDENCE AND SUCCESS 91 USING POSITIVE REWARDS 91 _ APPLICATION
EXERCISE 4.1: ., BEGINNING THE DEVELOPMENT OF MY MANAGEMENT SYSTEM 93
ABOUT PRAXIS AND OTHER TEACHER TESTS 96 SUMMARY 96 EXTENDING MY
PROFESSIONAL COMPETENCY 96 PRAXIS WARM-UP: A CONSTRUCTED RESPONSE-TYPE
QUESTION 96 FOR YOUR DISCUSSION 97 ONIINE PORTFOLIO ACTIVITIES 98 FOR
FURTHER READING 98 NOTES 98 * PART 11 PLANNING FOR CURRICULUM AND
INSTRUCTION 101 * CHAPTER 5 HOW DO I PLAN AND SELEET CONTENT? 102
LOOKING AT TEACHERS 103 CHAPTER OBJECTIVES 103 PLANNING FOR INSTRUCTION
103 PROVIDING SUCCESSFUL TRANSITIONS 104 TEACHER-STUDENT COLLABORATIVE
TEAM PLANNING 104 REASONS FOR PLANNING 105 SCOPE OF THE CURRICULUM 105
PLANNING WITH CURRICULUM STANDARDS THAT PROVIDE GUIDANCE 105 WHAT THE
NATIONAL STANDARDS ARE 105 NATIONAL STANDARDS BY CONTENT AREA 105 _APPLICATION EXERCISE 5.1: ., EXAMINING NATIONAL CURRICULUM STANDARDS 107
CURRICULUM STANDARDS AND HIGH-STAKES TESTING 109 PLANNING WITH
STATELDISTRICT DOCUMENTS THAT PROVIDE GUIDANCE FOR CONTENT SELECTION 109
PLANNING WITH STUDENT TEXTBOOKS THAT PROVIDE GUIDANCE FOR CONTENT
SELECTION 110 DIFFERENTIATED INSTRUCTION 110 MULTIREADING APPROACH 112
PLANNING SEQUENCING OF CONTENT 112 PREPARING FOR AND DEALING WITH
CONTROVERSY 112 PLANNING FOR LEARNING OUTCOMES: GOALS AND OBJECTIVES 114
PLANNING WITH INSTRUETIONAL OBJECTIVES 114 LEARNING TARGETS AND GOAL
INDICATORS 114 PLANNING WITH DOMAINS OF LEARNING AND DEVELOPMENTAL NEEDS
OFCHILDREN 115 CONTENTS XVII COGNITIVE DOMAIN HIERARCHY 115 AFFECTIVE
DOMAIN HIERARCHY 116 PSYCHOMOTOR DOMAIN HIERARCHY 116 _ APPLICATION
EXERCISE 5.2: ., PREPARING MY OWN INSTRUCTIONAL OBJECTIVES 117 PLANNING
WITH TAXONOMIES 119 PLANNING WITH INTEGRATED CURRICULUM 119 ABOUT PRAXIS
AND OTHER TEACHER TESTS 120 SUMMARY 120 EXTENDING MY PROFESSIONAL
COMPETENCY 121 PRAXIS WARM-UP: A CONSTRUCTED RESPONSE-TYPE QUESTION 121
FOR YOUR DISCUSSION 121 ONLINE PORTFOIIO ACTIVITIES 122 FOR FURTHER
READING 122 NOTES 122 * CHAPTER 6 HOW DO I ASSESS, USE, AND REPORT
STUDENT AEHIEVEMENT? 124 LOOKING AT TEACHERS 125 CHAPTER OBJECTIVES 125
PURPOSES OF ASSESSMENT 126 AUTHENTIE ASSESSMENT: ADVANTAGES AND
LIMITATIONS 127 THREE AVENUES OF ASSESSMENT 128 ASSESSING WHAT A STUDENT
SAYS ANDDOES 128 ASSESSING WHAT A STUDENT WRITES 128 STUDENT INVOLVEMENT
IN ASSESSMENT 131 USING STUDENT PORTFOLIOS 131 USING CHECKLISTS 132
USING STUDENT CONFERENCES 132 TESTING FOR ACHIEVEMENT 132 STANDARDIZED
AND NONSTANDARDIZED TESTS 132 HOW TO EXPLAIN STANDARDIZED TEST SCORES
135 WHEN TEST SCORES ARE PRINTED PUBLICLY 137 PURPOSES FOR TESTING 137
PREPARING ASSESSMENT ITEMS 137 TYPES OF ASSESSMENT ITEMS: DESCRIPTIONS,
EXAMPLES, AND GUIDELINES FOR PREPARATION AND USE 138 ESSAY 138 MULTIPLE
CHOICE 139 * PART 111 EFFECTIVE INSTRUCTION, TEACHER ASSESSMENT, AND
PROFESSIONAL DEVELOPMENT 187 RATIONALE FOR PREPARING WRITTEN LESSON
PLANS 163 ASSUMPTIONS ABOUT LESSON PLANNING 164 CONSTRUCTING A LESSON
PLAN: FORMAT, COMPONENTS, AND SAMPIES 164 BASIC ELEMENTS OF A LESSON
PLAN 165 DESCRIPTIVE DATA 165 GOALS AND OBJECTIVES 170 RATIONALE 171
PROCEDURE 171 ASSESSMENT, REFLECTION, AND REVISION 173 PREPARING
INSTRUCTIONAL UNITS 173 PLANNING AND DEVELOPING ANY UNIT OF INSTRUCTION
174 UNIT FORMAT, INCLUSIVE ELEMENTS, AND TIME DURATION 176 PLANNING AND
DEVELOPING AN INTERDISCIPLINARY THEMATIC UNIT 176 _ APPLICATION EXERCISE
7.2: PREPARING ., A LESSUEN PLAN 179 _ APPLICATION EXERCISE 7.3:
PREPARING ., AN INSTRUCTIONAL UNIT: BRINGING IT ALL TOGETHER 181 ABOUT
PRAXIS AND OTHER TEACHER TESTS 183 SUMMARY 184 EXTENDING MY PROFESSIONAL
COMPETENCY 184 PRAXIS WARM-UP: A CONSTRUCTED RESPONSE-TYPE QUESTION 184
FOR YOUR DISCUSSION 184 ONLINE PORTFOLIO ACTIVITIES 185 FOR FURTHER
READING 185 NOTES 185 XVIII CONTENTS PERFORMANCE ASSESSMENT: EXPENSIVE
AND INTENSIVE 140 _ APPLICATION EXERCISE 6.1: PREPARING ., ASSESSMENT
ITEMS 141 REPORTING: MAINTAINING RECORDS OF STUDENT ACHIEVEMENT 143
RECORDING TEACHER OBSERVATIONS AND JUDGMENTS 143 GRADING AND MARKING
STUDENT ACHIEVEMENT 143 ABOUT PRAXIS AND OTHER TEACHER TESTS 145 SUMMARY
146 EXTENDING MY PROFESSIONAL COMPETENCY 146 PRAXIS WARM-UP: A
CONSTRUCTED RESPONSE-TYPE QUESTION 146 FOR YOUR DISCUSSION 146 ONLINE
PORTFOLIO ACTIVITIES 147 FOR FURTHER READING 147 NOTES 147 CHAPTER 7 HOW
DO I PREPARE ACTIVITIES, LESSONS, AND UNITS? 150 LOOKING AT TEACHERS 151CHAPTER OBJECTIVES 151 UNDERSTANDING THEORETICAL CONSIDERATIONS FOR THE
SELECTION OF INSTRUCTIONAL STRATEGIES 151 DECISION MAKING AND STRATEGY
SELECTION 152 EXPLICIT AND IMPLICIT INSTRUCTION: A CLARIFICATION OFTERMS
152 PRINCIPLES OF CLASSROOM INSTRUCTION AND LEARNING: A SYNOPSIS 153
EXPLICIT VERSUS IMPLICIT INSTRUCTIONAL MODES: STRENGTHS AND LIMITATIONS
OF EACH 153 SELECTING LEARNING ACTIVITIES THAT ARE DEVELOPMENTALLY
APPROPRIATE 155 THE LEARNING EXPERIENCES LADDER 155 DIRECT, SIMULATED,
AND VICARIOUS EXPERIENCES HELP CONNECT STUDENT LEARNING 156 DEVELOPING
THE LEARNING ACTIVITIES: THE HEART AND SPIRIT OF LESSONS 157 *
APPLICATION EXERCISE 7.1: PUTTING ., OBJECTIVES, RESOURCES, AND
LEARNING ACTIVITIES TUEGETHER FUER A TEACHING PLAN 159 PREPARING LESSON
PLANS: RATIONALE AND ASSUMPTIONS 163 CHAPTER 8 WHAT DO I NEED TO KNOW TO
USE TEACHER TALK AND QUESTIONING AS EFFECTIVE INSTRUCTIONAL TOOLS?
LOOKING AT TEACHERS 189 CHAPTER OBJECTIVES 189 TEACHER TALK: FORMAL AND
INFORMAL 189 TEACHER TALK: GENERAL GUIDELINES TEACHER TALK: SPECIFIC
GUIDELINES TEACHER TALK: CAUTIONS 196 188 189 191 QUESTIONING 197
PURPOSES FOR USING QUESTIONING 197 QUESTIONS TO AVOID ASKING 199 TYPES
OF COGNITIVE QUESTIONS 199 CLARIFYING QUESTION 199 CONVERGENT-THINKING
QUESTION 199 CUEING QUESTION 199 DIVERGENT- THINKING QUESTION 200
EVALUATIVE QUESTION 200 FOCUS QUESTION 200 PROBING QUESTION 200 SOCRATIC
QUESTION 200 STUDENT THINKING AND LEVELS OF COGNITIVE QUESTIONS 201
GUIDELINES FOR USING QUESTIONING 204 PREPARING QUESTIONS 204
IMPLEMENTING QUESTIONING 204 QUESTIONS FROM STUDENTS: THE QUESTION-
DRIVEN CLASSROOM 204 QUESTIONING: THE CORNERSTONE OF CRITICAL THINKING,
REAL- WORLD PROBLEM SOLVING, AND MEANINGFUL LEARNING 204 _ APPLICATION
EXERCISE 8.1: PRACTICE _ IN RAISING QUESTIONS TO HIGHER LEVELS 207 ABOUT
PRAXIS AND OTHER TEACHER TESTS 209 SUMMARY 209 EXTENDING MY PROFESSIONAL
COMPETENCY 209 PRAXIS WARM-UP: A CONSTRUCTED RESPONSE-TYPE QUESTION 209
FOR YOUR DISCUSSION 210 ONLINE PORTFOLIO ACTIVITIES 210 FOR FURTHER
READING 210 NOTES 211 CHAPTER 9 WHAT GUIDELINES ASSIST MY USE OF
DEMONSTRATIONS, THINKING, INQUIRY LEARNING, AND GAMES? 212 LOOKING AT
TEACHERS 213 CHAPTER OBJECTIVES 213 DEMONSTRATION 213 PURPOSES OF
DEMONSTRATIONS 213 GUIDELINES FOR USING DEMONSTRATIONS 214 TEACHER
THINKING FOR INTELLIGENT BEHAVIOR 214 CHARACTERISTICS OF INTELLIGENT
BEHAVIOR 215 EXPLICIT TEACHING FOR THINKING AND INTELLIGENT BEHAVIOR 217
CONTENTS XIX INQUIRY TEACHING AND DISCOVERY LEARNING 217 PROBLEM SOLVING
217 INQUIRY VERSUS DISCOVERY 217 TRUE INQUIRY 218 CRITICAL THINKING
SKILLS OF DISCOVERY AND INQUIRY LEARNING 218 INTEGRATED STRATEGIES FOR
INTEGRATED LEARNING 221 LEARNING BY EDUCATIONAL GAMES 223 CLASSIFICATION
OF EDUCATIONAL GAMES 223 PURPOSES OF EDUCATIONAL GAMES 223 SOURCES OF
EDUCATIONAL GAMES 224 _ APPLICATION EXERCISE 9.1: _ DEVELOPING A LESSON
USING DIFFERENT APPROACHES: INQUIRY LEARNING LEVEL 11, THINKING SKILL
DEVELOPMENT, A DEMONSTRATION, OR AN INTERACTIVE LECTURE-PEER TEACHING
227 ABOUT PRAXIS AND OTHER TEACHER TESTS 229 SUMMARY 230 EXTENDING MY
PROFESSIONAL COMPETENCY 230 PRAXIS WARM-UP: A CONSTRUCTED RESPONSE-TYPE
QUESTION 230 FOR YOUR DISCUSSION 231 ONLINE PORTFOLIO ACTIVITIES 231 FOR
FURTHER READING 231 NOTES 232 * CHAPTER 10 WHAT GUIDELINES ASSIST MY USE
OF GROUPINGS AND ASSIGNMENTS TO PROMOTE POSITIVE INTERACTION AND QUALITY
LEARNING? 234 LOOKING AT TEACHERS 235 CHAPTER OBJECTIVES 236 EQUALITY IN
THE CLASSROOM 236 STUDENT RIGHTS 238 GENDER DISCRIMINATION 239 ENSURINGEQUITY 239 LEARNING IN LARGE GROUPS 239 STUDENT PRESENTATIONS 239
WHOLE-CLASS DISCUSSION 240 _ APPLICATION EXERCISE 10.1: WHOLE- _ CLASS
DISCUSSION AS A TEACHING STRATEGY: BUILDING ON WHAT I ALREADY KNOW 241
LEARNING IN SMALL GROUPS 243 PURPOSES FOR USING SMALL GROUPS 243
COOPERATIVE LEARNING 243 THE COOPERATIVE LEARNING GROUP 243 XX CONTENTS
LEARNING IN PAIRS 245 PEER TUTORING, MENTORING, AND CROSS-AGE COACHING
246 PAIRED TEAM LEARNING 246 THINK-PAIR-SHARE 246 THE LEARNING CENTER
246 LEARNING ALONE 247 MASTERY LEARNING AND PERSONALIZED INSTRUCTION 247
TODAY'S EMPHASIS: MASTERY OR QUALITY LEARNING FOR ALL STUDENTS 247
ASSUMPTIONS ABOUT MASTERY OR QUALITY LEARNING 247 COMPONENTS OF ANY
MASTERY LEARNING MODEL 247 STRATEGIES FOR PERSONALIZING THE INSTRUCTION:
WORKING TOWARD QUALITY LEARNING 248 LEARNING FROM ASSIGNMENTS AND
HOMEWORK 248 PURPOSES FOR HOMEWORK ASSIGNMENTS 248 OPPORTUNITIES FOR
RECOVERY 250 HOW TO AVOID THE PAPER CRUSH 250 MULTIPLE ASSESSMENT 251
PEER-CHECKING: USE WITH CAUTION 251 PROJECT-CENTERED LEARNING: GUIDING
LEARNING FROM INDEPENDENT AND GROUP INVESTIGATIONS, PAPERS, AND ORAL
REPORTS 251 VALUES AND PURPOSES OF PROJECT-CENTERED LEARNING 252
GUIDELINES FOR GUIDING STUDENTS IN PROJECT-CENTERED LEARNING 252 WRITING
SHOULD BE A REQUIRED COMPONENT OF PROJECT-CENTERED LEARNING 253 ASSESS
THE FINAL PRODUCT 254 WRITING ACROSS THE CURRICULUM 254 KINDS OFWRITING
255 STUDENT JOURNALS 256 ABOUT PRAXIS AND OTHER TEACHER TESTS 257
SUMMARY 258 EXTENDING MY PROFESSIONAL COMPETENCY 258 PRAXIS WARM-UP: A
CONSTRUCTED RESPONSE-TYPE QUESTION 258 FOR YOUR DISCUSSION 258 ONLINE
PORTFOLIO ACTIVITIES 259 FOR FURTHER READING 259 NOTES 259 CHAPTER 11
HOW CAN I ASSESS MY TEACHING EFFECTIVENESS AND CONTINUE MY PROFESSIONAL
DEVELOPMENT? 262 LOOKING AT TEACHERS 263 CHAPTER OBJECTIVES 263 TEACHING
EFFECTIVENESS 263 THROUGH STUDENT TEACHING AND INTERN ING 263 STUDENT
TEACHING IS THE REAL THING 264 GETTING READY FOR STUDENT TEACHING 264
FIRST IMPRESSIONS 264 COMMENTS FROM THE UNIVERSITY SUPERVISOR 264
TEACHING EFFECTIVENESS THROUGH E-TEACHING: AN EMERGENCY E-TEACHING KIT
271 PURPOSES OF E- TEACHING WITH AN EMERGENCY E-TEACHING KIT 271
DEVELOPING AN E- TEACHING KIT WITH A MULTIDISCIPLINARY EMPHASIS 271 *
APPLICATION EXERCISE 11.1: ., DEVELOPING AN EMERGENCY E-TEACHING KIT
273 FINDING A TEACHING POSITION 277 GUIDELINES FOR LOCATING A TEACHING
POSITION 277 THROUGH A PROFESSIONAL CAREER PORTFOLIO 277 * APPLICATION
EXERCISE 11.2: ., DEVELOPMENT OF A PROFESSIONAL PORTFOLIO 279 RESOURCES
FOR LOCATING TEACHING JOBS 281 STATE AND TERRITORIAL SOURCES FOR
INFORMATION ABOUT CREDENTIAL AND LICENSE REQUIREMENTS 281 THE
PROFESSIONAL RESUME 281 THE IN-PERSON INTERVIEW 282 PROFESSIONAL
DEVELOPMENT 282 THROUGH REFLECTION 282 THROUGH SELF-ASSESSMENT 284
THROUGH JOURNALS OR LOGBOOKS 284 A TEACHALOGUE FOR REFLECTION AND
SELF-ASSESSMENT 284 PROFESSIONAL DEVELOPMENT THROUGH MENTORING 284
PROFESSIONAL DEVELOPMENT THROUGH IN-SERVICE AND STUDY 284 PROFESSIONAL
DEVELOPMENT THROUGH PROFESSIONAL ORGANIZATIONS 284 PROFESSIONAL
DEVELOPMENT THROUGH COMMUNICATIONS WITH OTHER TEACHERS 286 PROFESSIONAL
DEVELOPMENT THROUGH THE INTERNET, ADDITIONAL TRAINING, AND VVORKSHOPS
286 PROFESSIONAL DEVELOPMENT THROUGH PEER TEACHING 287 _ APPLICATION
EXERCISE 11.3: PULLING ., IT ALL TOGETHER: PEER TEACHING 289 * FORMA:
PT ., PREPARATION 292 _ FORM B: PEER ., EVALUATION 293 * FORM C:
TEACHER'S SUMMATIVE PEER * EVALUATION 295 ABOUT PRAXIS AND OTHER TEACHERTESTS 297 SUMMARY 297 EXTENDING MY PROFESSIONAL COMPETENCY 297 PRAXIS
VVARM-UP: A CONSTRUCTED RESPONSE-TYPE QUESTION 297 FOR YOUR DISCUSSION
298 ONLINE PORTFOLIO ACTIVITIES 298 FOR FURTHER READING 298 NOTES 299
CONTENTS XXI APPENDIX: HINTS FOR SHORT-ANSWER RESPONSE QUESTIONS: PRAXIS
WARM-UPS 301 GLOSSARY 309 CHILDREN'S LITERATURE INDEX 319 NAME INDEX 320
SUBJECT INDEX WITH TARGET TOPICS FOR TEACHER TESTS* 324 'TO ASSIST THE
PRECREDENTIALED TEACHER IN PREPARING FOR TAKING A PRAXIS II PRINCIPLES
OF LEARNING AND TEACHING EXAM OR OTHER TEACHER TEST, WE HAVE PLACED
ASTERISKS BY SELECTED WORD ENTRIES IN THE SUBJECT INDEX. THE AS- TERISKS
INDICATE THE SUBJECT MATTER THAT WE SUGGEST BE REVIEWED IN PREPARATION
FOR TAKING A TEACHER TEST. THE ASTERISKS STAND FOR TARGET TOPICS FOR
TEACHER TESTS AND PROVIDE A REFERENCE FOR CONTENT AREAS FOR REVIEW.
NOTE: EVERY EFFORT HAS BEEN MADE TO PROVIDE ACCU- RATE AND CURRENT
INTERNET INFORMATION IN THIS TEXT. HOW- EVER, THE INTERNET AND
INFORMATION ON IT ARE CONSTANTLY CHANGING, SO IT IS INEVITABLE THAT SOME
OF THE INTERNET ADDRESSES LISTED IN THIS BOOK WILL CHANGE. |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Roberts, Patricia L. Kellough, Richard D. Moore, Kay |
| author_facet | Roberts, Patricia L. Kellough, Richard D. Moore, Kay |
| author_role | aut aut aut |
| author_sort | Roberts, Patricia L. |
| author_variant | p l r pl plr r d k rd rdk k m km |
| building | Verbundindex |
| bvnumber | BV021291508 |
| callnumber-first | L - Education |
| callnumber-label | LB1555 |
| callnumber-raw | LB1555 |
| callnumber-search | LB1555 |
| callnumber-sort | LB 41555 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 3102 |
| ctrlnum | (OCoLC)57392048 (DE-599)BVBBV021291508 |
| dewey-full | 372.1102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.1102 |
| dewey-search | 372.1102 |
| dewey-sort | 3372.1102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 6. ed. |
| format | Book |
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| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV021291508 |
| illustrated | Illustrated |
| index_date | 2024-07-02T13:49:57Z |
| indexdate | 2024-07-09T20:34:52Z |
| institution | BVB |
| isbn | 013119612X |
| language | English |
| lccn | 2004065551 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014612357 |
| oclc_num | 57392048 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | xxi, 330 p. ill. 28 cm |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Pearson Merrill Prentice Hall |
| record_format | marc |
| spelling | Roberts, Patricia L. Verfasser aut A resource guide for elementary school teaching planning for competence Patricia L. Roberts, Richard D. Kellough, Kay Moore 6. ed. Upper Saddle River, N.J. [u.a.] Pearson Merrill Prentice Hall 2006 xxi, 330 p. ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Rev. ed. of: A resource guide for elementary school teaching / Richard D. Kellough, Patricia L. Roberts. 5th ed. c2002. Includes bibliographical references and indexes Elementary school teaching Competency based education Grundschulunterricht (DE-588)4022354-1 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Grundschulunterricht (DE-588)4022354-1 s DE-604 Kellough, Richard D. Verfasser aut Moore, Kay Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014612357&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Roberts, Patricia L. Kellough, Richard D. Moore, Kay A resource guide for elementary school teaching planning for competence Elementary school teaching Competency based education Grundschulunterricht (DE-588)4022354-1 gnd |
| subject_GND | (DE-588)4022354-1 (DE-588)4078704-7 |
| title | A resource guide for elementary school teaching planning for competence |
| title_auth | A resource guide for elementary school teaching planning for competence |
| title_exact_search | A resource guide for elementary school teaching planning for competence |
| title_exact_search_txtP | A resource guide for elementary school teaching planning for competence |
| title_full | A resource guide for elementary school teaching planning for competence Patricia L. Roberts, Richard D. Kellough, Kay Moore |
| title_fullStr | A resource guide for elementary school teaching planning for competence Patricia L. Roberts, Richard D. Kellough, Kay Moore |
| title_full_unstemmed | A resource guide for elementary school teaching planning for competence Patricia L. Roberts, Richard D. Kellough, Kay Moore |
| title_short | A resource guide for elementary school teaching |
| title_sort | a resource guide for elementary school teaching planning for competence |
| title_sub | planning for competence |
| topic | Elementary school teaching Competency based education Grundschulunterricht (DE-588)4022354-1 gnd |
| topic_facet | Elementary school teaching Competency based education Grundschulunterricht USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014612357&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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