Classroom teaching skills:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Belmonte, CA
Wadsworth, Cengage Learning
2011
|
| Ausgabe: | 9. ed. |
| Schlagworte: | |
| Online-Zugang: | Contributor biographical information Publisher description Table of contents only Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXIV, 390 S. Ill. 28 cm |
| ISBN: | 9780840031792 0840031793 |
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| 250 | |a 9. ed. | ||
| 264 | 1 | |a Belmonte, CA |b Wadsworth, Cengage Learning |c 2011 | |
| 300 | |a XXIV, 390 S. |b Ill. |c 28 cm | ||
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Classroom management |v Handbooks, manuals, etc | |
| 650 | 4 | |a Educational technology |v Handbooks, manuals, etc | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
TABLE OF CONTENTS
PREFACE XI USING THIS BOOK XV
ABOUT THE AUTHORS XXI
1
2
3
THE EFFECTIVE TEACHER JAMES M. COOPER OBJECTIVE 1 TO DESCRIBE THE
CHARAETERISTICS OF AN EFFEETIVE TEACHER 18
OBJECTIVE 2 TO EXPLAIN WHY REFLECTION ON TEACHING IS SO IMPORTANT FOR
TEACHER GROWTH 18
OBJECTIVE 3 TO DESCRIBE THE REFLECTIVE DECISION MAKING MODEL OF TEACHING
18
OBJECTIVE 4 TO IDENTIFY IMPORTANT FACTORS THAT AFFECT INSTRUCTIONAL
DECISION MAKING 18
ADDITIONAL RESOURCES 19 NOTES 19
INSTRUCTIONALOBJECTIVES
TERRYD. TENBRINK OBJECTIVE 1 TO RECOGNIZE WELL-DEFINED INSTRUCTIONAL
OBJECTIVES 23
OBJECTIVE 2 TO WRITE WELL-DEFINED INSTRUETIONA OBJECTIVES 30
OBJECTIVE 3 TO USE INSTRUETIONAL OBJEETIVES IN INSTRUETIONAL PLANNING 35
OBJECTIVE 4 TO USE OBJEETIVES IN IMPLEMENTING INSTRUETION 38
ADDITIONAL RESOURCES 42 NOTES 43
INSTRUCTIONAL PLANNING
GRETA MORINE-DERSHIMER OBJECTIVE 1 GIVEN TWO CONCEPT MAPS DEPICTING A
PROSPEETIVE TEACHER S BEFORE AND AFTER PERSPECTIVES OF TEACHER
PLANNING, TO COMPARE THESE CONCEPT MAPS, LIST THREE FEATURES THAT HAVE
CHANGED FROM PRE TO POST MAP, AND EXPLAIN WHAT
THESE CHANGES SUGGEST ABOUT WHAT THE TEACHER LEARNED ABOUT INSTRUETIONAL
PLANNING 46
OBJECTIVE 2 TO IDENTIFY AT LEAST FOUR KEY CHARACTERISTICS OF PRODUCTIVE
PLANNING 50
OBJECTIVE 3 TO USE AN ANALOGY TO DESCRIBE AT LEAST TWO IMPORTANT ASPECTS
OF TEACHER PLANNING 65
ADDITIONAL RESOURCES 79 NOTES 80
*
IMAGE 2
* TABLE OF CONTENTS
4
5
6
INVOLVING STUDENTS IN LEARNING ROBERT SHOSTAK OBJECTIVE 1 TO DEFINE A
PLANNED BEGINNING (SET), EXPLAIN ITS PURPOSES, AND GIVE EXAMPLES OF WHEN
IT IS USED TO INVOLVE STUDENTS IN LEARNING 85
OBJECTIVE 2 TO CREATE ORIGINAL PLANNED BEGINNINGS (SETS) FOR INVOLVING
STUDENTS IN LEARNING 87
OBJECTIVE 3 TO DEFINE PLANNED DISCUSSION, EXPLAIN ITS PURPOSES, AND GIVE
EXAMPLES OF WHEN IT IS USED TO INVOLVE STUDENTS IN LEARNING 91
OBJECTIVE 4 TO IDENTIFY STUDENT BEHAVIORS THAT REFLECT STUDENTS ABILITY
TO ENGAGE IN EFFECTIVE C1ASSROOM DISCUSSION 92
OBJECTIVE 5 TO CREATE ORIGINAL PLANNED DISCUSSIONS FOR USE IN A GIVEN
LEARNING SITUATION 95
OBJECTIVE 6 TO DEFINE A PLANNED ENDING (C1OSURE), EXPLAIN ITS PURPOSES,
AND GIVE EXAMPLES OF HOW IT IS USED TO INVOLVE STUDENTS IN LEARNING 98
OBJECTIVE 7 TO CREATE ORIGINAL PLANNED ENDINGS (C1OSURE) FOR USE IN A
GIVEN LEARNING SITUATION 101
ADDITIONAL RESOURCES 105 NOTES 106
QUESTIONING SKILLS
DAVID SADKER, MYRA SADKER, AND KAREN R. ZITTLEMAN OBJECTIVE 1 TO EXPLAIN
THE SEVEN CHARACTERISTICS OF EFFECTIVE C1ASSROOM QUESTIONS 109
OBJECTIVE 2 TO C1ASSIFY QUESTIONS ACCORDING TO BLOOM S TAXONOMY OF
EDUCATIONAL OBJECTIVES:
COGNITIVE DOMAIN 118
OBJECTIVE 3 TO CONSTRUCT C1ASSROOM QUESTIONS ON ALL SIX LEVELS OF
BLOOM S TAXONOMY OF EDUCATIONAL OBJECTIVES: COGNITIVE DOMAIN 130
OBJECTIVE 4 TO WRITE EXAMPLES OF QUESTIONING STRATEGIES THAT ENHANCE THE
QUALITY OF STUDENT PARTICIPATION 133
OBJECTIVE 5 TO DESCRIBE HOW THE GROWING DIVERSITY AND MULTICULTURAL
NATURE OF AMERICA S STUDENTS IMPACT QUESTIONING STRATEGIES 142
ADDITIONAL RESOURCES 150 NOTES 150
DIFFERENTIATING INSTRUCTION FOR ACADEMIC DIVERSITY
CAROL ANN TOMLINSON OBJECTIVE 1 TO DEVELOP AN INFORMED, PERSONAL
DEFINITION OF DIFFERENTIATED INSTRUCTION 154
OBJECTIVE 2 TO CONSTRUCT AN INFORMED, PERSONAL RATIONALE FOR TEACHING TO
ADDRESS LEARNER NEEDS 156
OBJECTIVE 3 TO DEPICT WAYS IN WHICH THE LEARNER, LEARNING ENVIRONMENT,
AND CURRICULUM ARE INTEGRAL TO DIFFERENTIATED OR ACADEMICALLY RESPONSIVE
INSTRUCTION 159
OBJECTIVE 4 TO APPLY SPECIFIC WAYS TO DIFFERENTIATE CONTENT, ACTIVITIES,
AND PRODUCTS IN RESPONSE TO STUDENT READINESS, INTEREST, AND LEARNING
PROFILE 163
IMAGE 3
7
8
9
TABLE OF CONTENTS *
OBJECTIVE 5 TO ANALYZE AND UNDERSTAND GENERAL PRINCIPLES OF EFFECTIVE
DIFFERENTIATION 175
OBJECTIVE 6 TO PROPOSE PERSONAL FIRST STEPS IN BECOMING A RESPONSIVE
TEACHER 178
ADDITIONAL RESOURCES 185 NOTES 186
CULTURALLY RESPONSIVE TEACHING
JASON G. IRIZARRY OBJECTIVE 1 TO DEVELOP AN UNDERSTANDING OF THE THEORY
UNDERGIRDING CULTURALLY RESPONSIVE PEDAGOGY 189
OBJECTIVE 2 TO EXAMINE CRITICALLY THE ROLE OF CULTURE IN CULTURALLY
RESPONSIVE TEACHING, SPECIFICALLY HIGHLIGHTING ITS MULTIDIMENSIONAL AND
FLUID NATURE 191
OBJECTIVE 3 TO REFLECT ON ONE S OWN IDENTITY AND THE VARIOUS WAYS THAT
IT MAY DIFFER FROM THAT OF THE STUDENTS BEING TAUGHT 195
OBJECTIVE 4 TO IDENTIFY STRATEGIES TO MAKE TEACHING MORE CULTURALLY
RESPONSIVE 197
OBJECTIVE 5 TO CREATE OPPORTUNITIES TO INFORM PERSONAL AND PROFESSIONAL
DEVELOPMENT IN RELATION TO CULTURALLY RESPONSIVE TEACHING 204
ADDITIONAL RESOURCES 210 NOTES 212
CLASSROOM MANAGEMENT
CAROL S. WEINSTEIN AND WILFORD A. WEBER OBJECTIVE 1 TO DEFINE C1ASSROOM
MANAGEMENT, EXPLAIN THE RELATIONSHIP BETWEEN C1ASSROOM MANAGEMENT AND
DISCIPLINE, AND DESCRIBE THE CONCEPT OF CULTURALLY RESPONSIVE C1ASSROOM
MANAGEMENT 216
OBJECTIVE 2 TO CONTRAST THE CHARACTERISTICS OF AUTHORITATIVE,
AUTHORITARIAN, AND PERMISSIVE TEACHERS 219
OBJECTIVE 3 TO IDENTIFY THE ONGOING TASKS INVOLVED IN C1ASSROOM
MANAGEMENT AND TO EXPLAIN HOW EACH CONTRIBUTES TO A WELL-FUNCTIONING
LEARNING ENVIRONMENT 221
ADDITIONAL RESOURCES 248 NOTES 249
COOPERATIVE LEARNING
MARYS. LEIGHTON OBJECTIVE 1 TO IDENTIFY THE FUNCTIONS OF TEACHERS,
STUDENTS, AND CONTENT IN EFFECTIVE LESSONS 255
OBJECTIVE 2 TO DESCRIBE THE ATTRIBUTES OF COOPERATIVE LEARNING THAT
CONTRIBUTE TO STUDENT ACHIEVEMENT IN SOCIAL AND ACADEMIC ARENAS AND TO
DISCRIMINATE ACADEMICALLY PRODUCTIVE COOPERATIVE LEARNING STRATEGIES
FROM LESS STRUCTURED GROUP ACTIVITIES THAT MAY NOT IMPROVE ACHIEVEMENT
257
OBJECTIVE 3 TO INTEGRATE SIMPLE COOPERATIVE LEARNING STRUCTURES INTO
MORE COMPLEX OR EXTENDED LESSONS 263
IMAGE 4
TABLE OF CONTENTS
OBJECTIVE 4 TO IMPLEMENT COMPLEX COOPERATIVE LEARNING STRATEGIES,
INCLUDING STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD), JIGSAW, AND
ACADEMIC CONTROVERSY 267
OBJECTIVE 5 TO INTEGRATE INSTRUCTION IN PROCESS SKILLS INTO COOPERATIVE
LEARNING ACTIVITIES 279
OBJECTIVE 6 TO BUILD SUPPORT FROM THE PHYSICAL, ORGANIZATIONAL, AND
INSTRUCTIONAL ENVIRONMENTS FOR EFFECTIVE USE OF COOPERATIVE LEARNING
STRATEGIES 284
OBJECTIVE 7 TO DESCRIBE HOW SCHOOLWIDE IMPLEMENTATION OF COOPERATIVE
LEARNING CAN INCREASE STUDENT ACHIEVEMENT AND PROFESSIONAL COLLABORATION
AND REDUCE VIOLENCE 288
ADDITIONAL RESOURCES 293
NOTES 293
10 ASSESSMENT
TERRY D. TENBRINK OBJECTIVE 1 TO DEFINE EVALUATION AND TO DESCRIBE EACH
OF THE FOUR STAGES IN THE ASSESSMENT PROCESS 297
OBJECTIVE 2 TO SELECT APPROPRIATE INFORMATION-GATHERING STRATEGIES WHEN
SEEKING TO MAKE C1ASSROOM ASSESSMENTS 300
OBJECTIVE 3 TO WRITE EFFECTIVE TEST ITEMS FOR ASSESSING ACHIEVEMENT 305
OBJECTIVE 4 TO DEVELOP RUBRICS (INCLUDING CHECKLISTS AND RATING SCALES)
FOR EVALUATING STUDENT
PRODUCTS AND PERFORMANCES 313
OBJECTIVE 5 TO USE PORTFOLIOS TO ASSESS ONGOING PERFORMANCE AND PROGRESS
319
OBJECTIVE 6 TO DESCRIBE HOW TO USE INFORMATION TO EVALUATE; THAT IS, TO
GRADE, TO JUDGE STUDENT PROGRESS, AND TO JUDGE CHANGES IN STUDENT
ATTITUDES 322
OBJECTIVE 7 TO DESCRIBE HOW TO USE ASSESSMENT DATA TO HELP STUDENTS
LEARN MORE EFFECTIVELY 332
OBJECTIVE 8 TO SELECT AND USE STANDARDIZED INSTRUMENTS 334
OBJECTIVE 9 TO DESCRIBE THE ROLE OF TECHNOLOGY IN C1ASSROOM ASSESSMENT
338
ADDITIONAL RESOURCES 339
NOTES 340
ANSWER KEYS 341
INTASC MODEL STANDARDS FOR BEGINNING TEACHER LICENSING AND DEVELOPMENT
373
GLOSSARY 379
INDEX 385
|
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| indexdate | 2024-07-09T23:24:10Z |
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| language | English |
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| physical | XXIV, 390 S. Ill. 28 cm |
| publishDate | 2011 |
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| publisher | Wadsworth, Cengage Learning |
| record_format | marc |
| spelling | Classroom teaching skills James M. Cooper, general editor 9. ed. Belmonte, CA Wadsworth, Cengage Learning 2011 XXIV, 390 S. Ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Teaching Handbooks, manuals, etc Classroom management Handbooks, manuals, etc Educational technology Handbooks, manuals, etc Berufspraxis (DE-588)4441716-0 gnd rswk-swf Unterrichtsplanung (DE-588)4117301-6 gnd rswk-swf Unterrichtsmethode (DE-588)4078637-7 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Lehrer (DE-588)4035088-5 gnd rswk-swf Unterrichtsplanung (DE-588)4117301-6 s DE-604 Lehrer (DE-588)4035088-5 s Berufspraxis (DE-588)4441716-0 s 1\p DE-604 Unterricht (DE-588)4062005-0 s 2\p DE-604 Unterrichtsmethode (DE-588)4078637-7 s 3\p DE-604 Cooper, James M. Sonstige oth http://www.loc.gov/catdir/enhancements/fy1105/2009940487-b.html Contributor biographical information http://www.loc.gov/catdir/enhancements/fy1105/2009940487-d.html Publisher description http://www.loc.gov/catdir/enhancements/fy1105/2009940487-t.html Table of contents only V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022581643&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 | Classroom teaching skills Teaching Handbooks, manuals, etc Classroom management Handbooks, manuals, etc Educational technology Handbooks, manuals, etc Berufspraxis (DE-588)4441716-0 gnd Unterrichtsplanung (DE-588)4117301-6 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Unterricht (DE-588)4062005-0 gnd Lehrer (DE-588)4035088-5 gnd |
| subject_GND | (DE-588)4441716-0 (DE-588)4117301-6 (DE-588)4078637-7 (DE-588)4062005-0 (DE-588)4035088-5 |
| title | Classroom teaching skills |
| title_auth | Classroom teaching skills |
| title_exact_search | Classroom teaching skills |
| title_full | Classroom teaching skills James M. Cooper, general editor |
| title_fullStr | Classroom teaching skills James M. Cooper, general editor |
| title_full_unstemmed | Classroom teaching skills James M. Cooper, general editor |
| title_short | Classroom teaching skills |
| title_sort | classroom teaching skills |
| topic | Teaching Handbooks, manuals, etc Classroom management Handbooks, manuals, etc Educational technology Handbooks, manuals, etc Berufspraxis (DE-588)4441716-0 gnd Unterrichtsplanung (DE-588)4117301-6 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Unterricht (DE-588)4062005-0 gnd Lehrer (DE-588)4035088-5 gnd |
| topic_facet | Teaching Handbooks, manuals, etc Classroom management Handbooks, manuals, etc Educational technology Handbooks, manuals, etc Berufspraxis Unterrichtsplanung Unterrichtsmethode Unterricht Lehrer |
| url | http://www.loc.gov/catdir/enhancements/fy1105/2009940487-b.html http://www.loc.gov/catdir/enhancements/fy1105/2009940487-d.html http://www.loc.gov/catdir/enhancements/fy1105/2009940487-t.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022581643&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT cooperjamesm classroomteachingskills |