Secondary school teaching: a guide to methods and resources
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston, Mass. ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 4. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXI, 409 S. Ill. 28 cm |
| ISBN: | 9780137049776 |
Internformat
MARC
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| 245 | 1 | 0 | |a Secondary school teaching |b a guide to methods and resources |c Richard D. Kellough ; Noreen G. Kellough |
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Datensatz im Suchindex
| _version_ | 1804148381767958528 |
|---|---|
| adam_text | Titel: Secondary school teaching
Autor: Kellough, Richard D.
Jahr: 2011
Contents
CHAPTER 1 Secondaiy School Teaching Today.
Recognizing and Understanding the Challenge 1
The Classroom in a Nation of Diversity and
Shifting Demographics 2
Skill Areas Around Which This Resource Guide is
Centered 3
The Realities of Teaching Today 3
A Rather Recent and, in Our Opinion, Unfortunate
Addition to the Challenge 4
Orientation: No Single Shoe Fits All 5
Start of the School Year Orientation 5
The School Year and Teachers Schedules 7
Teaching Teams 7
The Community of Learners Concept 8
Nontraditional Scheduling 8
Quality Education for Every Student 9
Instruction that That Is Differentiated 10
Responsive Practices for Helping Each Student
Succeed 10
Middle-Level Schools 10
High Schools 11
The Fundamental Characteristic of Quality
Education 12
Committed Teachers 12
Reflective Decision Making 13
School leadership 13
Effects of No Child Left Behind Legislation 14
Parents, Guardians, and the Community 15
Community Service Learning 15
The Emergent Overall Picture: Current Actions,
Trends, Problems, and Issues 16
Key Trends and Positive Practices 16
Major Problems, Concerns, and Issues 18
Meeting the Challenge: Initial Guidelines for
Recognizing and Providing for Student
Differences and Thereby Effectively
Differentiating the Instruction 19
Reviewing the Developmental Characteristics of
Young People of Particular Age Groups 20
Young Adolescents (Ages 9 to 14 Years) 20
Physical Development 20
Social Development 20
Cognitive Development 21
Emotional Development 21
Older Adolescents (Ages 15 to 19 Years) 21
Physical Development 21
Social Development 21
Cognitive Development 22
Emotional Development 22
Summary 22
Questions for Class Discussion 23
Exercises
Exercise 1.1: What Message Is Being Conveyed? 24
Exercise 1.2: Conversation with a Classroom
Teacher 25
Exercise 1.3: Obtaining Personal Insight Regarding the
Age or Grade Level I Might Prefer to Teach 27
Exercise 1.4: Chapter Summary Review—
A Self-Check Exercise 28
CHAPTER 2 Teacher Professional Responsibilities 30
The Teacher as a Reflective Decision Maker 30
Decision-Making Phases of Instruction 30
Reflection, Locus of Control, Sense of Self-Efficacy,
and Teacher Responsibility 31
Selected Legal Guidelines 32
Student Rights 32
Right Against Discrimination 32
Cellular Phones and Other Handheld Electronic
Devices in the Classroom 32
Teacher Liability and Insurance 33
Student Safety Should Always Be on Your Mind 33
Teaching Style 33
Multilevel Instruction, Individualized Instruction,
and Differentiated Instruction: A Clarification of
Terms 34
The Theoretical Origins of Teaching Styles and Their
Relation to Constructivism 35
Commitment and Professionalism 36
Noninstructional Responsibilities 36
Instructional Responsibilities 3 7
Identifying and Building Your Instructional
Competencies 37
ix
CONTENTS
Characteristics of the Competent Classroom Teacher:
An Annotated List 3 7
Teacher Behaviors Necessary to Facilitate Student
Learning 41
Three Basic Rules for Becoming a Competent
Teacher 41
Facilitating Behaviors and Instructional Strategies: A
Clarification 42
Structuring the Learning Environment 42
Accepting and Sharing Instructional
Accountability 42
Demonstrating Withitness and Overlapping 43
Providing a Variety of Motivating and Challenging
Activities 44
Modeling Appropriate Behaviors 44
Facilitating Student Acquisition of Data 44
Creating a Psychologically Safe Environment 45
Clarifying Whenever Necessary 46
Using Periods of Silence 46
Questioning Thoughtfully 46
Tools for Instruction 46
The Internet 47
Professional Journals and Periodicals 48
The ERIC Information Network 49
Copying Printed Materials 49
The Classroom Writing Board 49
The Classroom Bulletin Board and Other
Nonprojected Visual Displays 52
The Community as a Resource 52
Guest Speakers and Presenters 52
Field Trips 53
Before the Field Trip 54
During the Field Trip 55
After the Field Trip 55
Media Tools 56
When Equipment Malfunctions 56
The Overhead Projector 56
Guidelines for Using the Overhead Projector 57
Digital Projector and the Document Camera 57
Multimedia Program 58
Television, Videos, and DVDs 58
Computers and Computer-Based Instructional
Tools 58
The Placement and Use of Computers: The Online
Classroom 58
Using Copyrighted Video, Computer, and
Multimedia Programs 59
Distance Learning 61
Distance Education and the Teach Act 61
Summary 61
Questions for Class Discussion 62
Exercises
Exercise 2.1: The Teacher as Reflective
Decision Maker 63
Exercise 2.2: Using Observation of Classroom
Interaction to Analyze One Teacher s Style 65
Exercise 2.3: Using a Questionnaire to Develop a
Profile and a Statement About My Own Emerging
Teaching Style 66
Exercise 2.4: Reviewing the Professional
Responsibilities of a First-Year Teacher 70
Exercise 2.5: Chapter Summary Review—A
Self-Check Exercise 75
CHAPTER 3 Thinking and Questioning: Skills
for Meaningful Learning 77
Teaching Thinking for Intelligent Behavior 77
Characteristics of Intelligent Behavior 77
Drawing on Knowledge and Applying it to New
Situations 77
Finding Humor 78
Creating, Imagining, and Innovating 78
Listening with Understanding and Empathy 78
Managing Impulsivity 78
Persisting 78
Remaining Open to Continuous Learning 78
Responding with Wonderment and Awe 78
Striving for Accuracy 78
Taking Responsible Risks 78
Thinking and Communicating with Clarity and
Precision 78
Thinking About Thinking (Metacognition) 79
Thinking Flexibly 79
Thinking Interdependently 79
Using All the Senses 80
Questioning and Posing Problems 80
Direct Teaching for Thinking and Intelligent
Behavior 80
Purposes for Using Questioning 80
Questions to Avoid Asking 81
Types of Cognitive Questions: A Glossary 81
Analytic Question 82
Clarifying Question 82
Convergent Thinking Question 82
Cueing Question 82
Divergent Thinking Question 82
Evaluative Question 82
Focus Question 82
Probing Question 82
Socratic Questioning 83
Levels of Cognitive Questions and Student
Thinking 83
Guidelines for Using Questioning 85
Preparing Questions 85
Implementing Questioning 85
Using an Audience Response Student Clicker
System 87
CONTENTS Xi
Questions from Students: The Question-Driven
Classroom and Curriculum 88
Questioning: The Cornerstone of Critical Thinking,
Real-World Problem Solving, and Meaningful
Learning 88
Summary 89
Questions for Class Discussion 89
Exercises
Exercise 3.1: Identifying the Cognitive Levels of
Questions—A Self-Check Exercise 90
Exercise 3-2: Think Time and the Art of Questioning:
An In-Class Exercies 92
Exercise 3.3: Examining Course Materials for Level of
Questioning 94
Exercise 3.4: The Cognitive Levels of Classroom
Verbal Interaction 96
Exercise 3-5: Practice in Raising Questions to Higher
Levels 97
Exercise 3.6: Creating Cognitive Questions 98
Exercise 3.7: A Cooperative Learning and Micro Peer
Teaching Exercise in the Use of Questioning—
Micro Peer Teaching I 100
Exercise 3.8: Chapter Summary Review—A
Self-Check Exercise 102
CHAPTER 4
Environment
The Classroom Learning
103
The Importance of Perceptions 104
Classroom Control—Its Meaning,
Past and Present 104
Historical Meaning of Classroom Control 104
Today s Meaning of Classroom Control and the
Concept of Classroom Management 104
Classroom Management: Contributions of Some
Leading Authorities 105
Developing Your Own Effective Approach to
Classroom Management 107
Providing a Supportive Learning Environment 108
Consider the Physical Layout 108
Create a Positive Ambiance 110
Behaviors to Avoid When Using Encouragement to
Motivate Students 110
Get to Know Your Students as People 111
Quickly Learn and Use Students Names 111
Classroom Sharing During the First Week of
School 111
Observe Students in the Classroom—Develop and
Practice Your Withitness 111
Observations of and Conversations with Students
Outside the Classroom 111
Conferences and Interviews with Students 112
Student Writing and Questionnaires 112
Cumulative Record, Discussions with Colleagues,
Experiential Backgrounds, and Community
and Home Visits 112
Preparation Provides Confidence and Success 113
Effective Organization and Administration of
Activities and Materials 113
Natural Interruptions and Disruptions
to Routine 113
Classroom Procedures and Guidelines for
Acceptable Behavior 114
Starting the School Term Well 114
Procedures Rather Than Rules; Consequences Rather
Than Punishment 114
The First Day 115
Greeting the Students and the First Activity 115
Student Seating 115
Information About the Class 115
Classroom Procedures and
Endorsed Behavior 115
First Homework Assignment and Dismissal 116
Procedural Matters: What Students Need to
Understand from Day One 116
Signaling for Your Attention and Help 116
Entering and Leaving the Classroom 117
Maintaining, Obtaining, and Using Materials for
Learning and Items of Personal Use 117
Leaving the Classroom for a Personal Matter 117
Reacting to a Visitor or an Intercom
Announcement 117
When Late to Class or Leaving Early 117
Consequences for Inappropriate Behavior 118
Emergency Situations—Practice and Real 118
Using Positive Rewards as Motivators 118
Managing Class Sessions 119
Opening Activities 119
Smooth Implementation of the Lesson 120
Transitions Within Lessons 120
Inappropriate Student Behavior 121
Transient Nondisruptive Behaviors 121
Disruptions to Learning 121
Defiance, Cheating, Lying, and Stealing 122
Bullying, Fighting, Sexual Misconduct,
and Violence 122
Teacher Response to Student Misbehavior 123
Direct Versus Indirect Assertive Intervention
Strategies: A Clarification 123
Order of Behavior Intervention Strategies 123
Teacher-Caused Student Misbehavior 124
Scenarios for Case Study Review 124
Preventing a Ship from Sinking Is Much Easier Than
Is Saving a Sinking One: Mistakes to Avoid 125
Situational Case Studies for Additional Review 132
XU CONTENTS
Summary 134
Questions for Class Discussion 135
Exercises
Exercise 4.1: Observing a Classroom for Frequency
of External Interruptions 136
Exercise 4.2: Teachers Classroom Management
Systems 137
Exercise 4.3: Beginning the Development of My
Classroom Management System 139
Exercise 4.4: Observation and Analysis of How
Experienced Teachers Open Class Meetings 141
Exercise 4.5: Avoiding Sending Opposing
Messages 143
Exercise 4.6: Identifying Teacher Behaviors That
Cause Student Misbehavior—A Self-Check
Review Exercise 144
Exercise 4.7: Chapter Summary Review—Self-Check
Exercise 148
CHAPTER 5 The Curriculum: Selecting and Setting
Learning Expectations 150
Program Organization: Providing Successful
Transitions 151
Curriculum and Instruction: Clarification
of Terms 151
Core Curriculum 152
Curriculum Content: Essential Versus
Supplemental 152
Exploratory Opportunities 152
Co-curricular versus Extracurricular 152
Advisory or Homebase Program 152
Planning for Instruction: Three Levels 153
Teacher-Student Collaborative Team Planning 153
Reasons for Planning 153
Components of an Instructional Plan 154
Curriculum Content Selection: Documents that
Provide Guidance 154
Curriculum Standards 155
Curriculum Standards and High-Stakes Testing 156
Student Textbooks 157
Benefit of Textbooks to Student Learning 157
Problems with Reliance on a Single Textbook 157
Guidelines for Textbook Use 158
Multitext and Multireadings Approach 158
Beginning to Think about the Sequencing of
Content 159
Preparing for and Dealing with Controversy 159
Aims, Goals, and Objectives: The Anticipated
Learning Outcomes 162
Instructional Objectives and Their Relationship
to Aligned Curriculum and Authentic
Assessment 162
Learning Targets and Goal Indicators 163
Overt and Covert Performance Outcomes 163
Balance of Behaviorism and Constructivism 164
Teaching Toward Multiple Objectives,
Understandings, and Appreciations: The Reality
of Classroom Instruction 164
Preparing Instructional Objectives 164
Components of a Complete Objective 164
Classifying Instructional Objectives 165
The Domains of Learning and the Developmental
Needs of Students 165
Cognitive Domain Hierarchy 166
Knowledge 166
Comprehension 166
Application 167
Analysis 167
Synthesis 167
Evaluation 167
Affective Domain Hierarchy 167
Receiving 168
Responding 168
Valuing 168
Organizing 168
Internalizing 168
Psychomotor Domain Hierarchy 168
Moving 169
Manipulating 169
Communicating 169
Creating 169
Using the Taxonomies 169
Observing for Connected (Meaningful) Learning:
Logs, Portfolios, and Journals 169
Character Education and the Domains
of Learning 171
Learning That is not Immediately Observable 171
Integrated Curriculum 172
Level 1 Curriculum Integration 173
Level 2 Curriculum Integration 173
Level 3 Curriculum Integration 174
Level 4 Curriculum Integration 174
Level 5 Curriculum Integration 174
Integrated Curriculum in a Standards-Based
Environment 174
Planning for Instruction: A Seven-Step Process 174
The Syllabus 175
Use and Development of a Syllabus 175
Content of a Syllabus 178
Summary 179
Questions for Class Discussion 180
Exercises
Exercise 5.1: Examining National Curriculum
Standards 181
Exercise 5.2: Examining State Curriculum
Standards 182
CONTENTS Xiií
Exercise 5.3: Examining State Curriculum
Frameworks 183
Exercise 5.4: Examining Local Curriculum
Documents 185
Exercise 5.5: Examining Student Textbooks and
Teacher s Editions 187
Exercise 5.6: Preparing a Full-Semester Content
Outline 189
Exercise 5.7A: Dealing with Controversial Content
and Issues 191
Exercise 5.7B: Censorship: Books That Are
Sometimes Challenged 192
Exercise 5.8: Recognizing Verbs That Are Acceptable
for Overt Objectives—A Self-Check Exercise 193
Exercise 5.9: Recognizing the Parts of
Criterion-Referenced Instructional Objectives—
A Self-Check Exercise 194
Exercise 5.10: Recognizing Objectives That Are
Measurable—A Self-Check Exercise 195
Exercise 5.11: Recognition of Cognitive, Affective,
and Psychomotor Objectives—A Self-Check
Exercise 196
Exercise 5.12: Preparing My Own Instructional
Objectives 197
Exercise 5.13: Chapter Summary Review—Self-Check
Exercise 199
CHAPTER 6 Planning the Instruction 200
The Instructional Unit 200
Planning and Developing Any Unit of
Instruction 201
Unit Format, Inclusive Elements, and Time
Duration 201
Theoretical Considerations for the Selection of
Instructional Strategies 203
Decision Making and Strategy Selection 203
Direct and Indirect Instruction: A Clarification
of Terms 203
Degrees of Directness 203
Principles of Classroom Instruction and Learning:
A Synopsis 204
Conceptual and Procedural Knowledge 204
Direct versus Indirect Instructional Modes: Strengths
and Weaknesses of Each 205
Selecting Learning Activities that are
Developmentally Appropriate 206
Styles of Learning and Implications for
Teaching 206
Learning Modalities 206
Learning Styles 207
The Three-Phase Learning Cycle 208
Variations on the Theme 208
Learning Capacities: The Theory of Multiple
Intelligences 208
The Learning Experiences Ladder 210
Direct, Simulated, and Vicarious Experiences Help
Connect Student Learning 211
Planning and Developing an Interdisciplinary
Thematic Unit 211
Specific Guidelines for Developing an
Interdisciplinary Thematic Unit 211
Developing the Learning Activities: The Heart and
Spirit of the Integrated Thematic Unit 213
The Common Thread 213
Initiating Activities 213
Developmental Activities 213
Culminating Activity 213
Preparing the Lesson Plan 214
Rationale for Preparing Written Plans 214
Assumptions About Lesson Planning 215
A Continual Process 216
Well Planned but Open to Last-Minute Change 216
The Problem of Time 217
The Pressure of Standards-Based and High-Stakes
Testing and the Felt Need To Cover the
Prescribed Curriculum 217
Response to Intervention 217
Caution About The Weekly Planning Book 218
Constructing A Lesson Plan: Format, Elements,
and Samples 218
For Guidance, Reflection, and Reference 218
Basic Elements in a Lesson Plan 218
Descriptive Data 221
Goals and Objectives 221
Setting the Learning Objectives 228
A Common Error and How to Avoid It 228
No Need to Include All Domains and Hierarchies in
Every Lesson 228
Rationale 228
Procedure 228
Introduction to the Lesson 229
Lesson Development 230
Lesson Conclusion 230
Timetable 230
Assignments 230
Special Considerations, Notes, and
Reminders 231
Materials and Equipment to Be Used 231
Assessment, Reflection, and Revision 231
Summary 231
Questions for Class Discussion 232
Exercises
Exercise 6.I.- Analysis of a Lesson That Failed 233
Exercise 6.2A: Preparing a Lesson Plan 235
Exercise 6.2B: Self and Peer Assessment of My
Lesson Plan 235
Exercise 6.3: Preparing an Instructional Unit:
Bringing it All Together 237
CONTENTS
Exercise 6.4: Chapter Summary Review—Self-Check
Exercise 238
CHAPTER 7 Assessing and Reporting Student
Achievement 239
Purposes and Principles of Assessment 241
The Language of Assessment 242
Assessment and Evaluation 242
Measurement and Assessment 242
Validity and Reliability 243
Authentic Assessment: Advantages and
Disadvantages 243
Diagnostic, Formative, and Summative
Assessment 244
Assessing Student Learning: Three Avenues 244
Assessing What a Student Says and Does 244
Observation Form 244
Checklist versus Scoring Rubric 244
Guidelines for Assessing What a Student Says
and Does 245
Assessing What a Student Writes 246
Assessment for Affective and Psychomotor Domain
Learning 248
Student Involvement in Assessment 248
Using Portfolios 249
Portfolio Assessment: Knowing and Dealing with
its Limitations 249
Using Checklists 249
Guidelines for Using Portfolios for Assessment 250
Maintaining Records of Student Achievement 250
Recording Teacher Observations andfudgments 250
Grading and Marking Student Achievement 251
Criterion-Referenced Versus Norm-Referenced
Grading 251
Determining Grades 252
Make-Up Work 252
Homework Assignments 252
Tests 252
Make-up Day 253
Quizzes 253
Caution About Assigning Zero Credit 253
Testing for Achievement 253
Standardized (Formal) Versus Nonstandardized
(Informal) Tests 254
Purposes for Informal Testing 254
Frequency for Informal Testing 254
Anxiety: Symptom Recognition and Helping Students
(and Yourself) Deal with It 254
Test Construction 255
Administering Tests 255
Controlling Cheating 256
Preventing Cheating 256
Stopping Cheating 256
Dealing with Cheating 256
Determining the Time Needed to Take a Test 256
Preparing Assessment Items 257
Classification of Assessment Items 257
Performance Testing 258
General Guidelines for Preparing for Informal
Assessment of Student Learning 258
Attaining Content Validity 258
Assessment Items: Descriptions, Examples, and
Guidelines for Preparing and Using 12 Types 259
Arrangement 260
Completion Drawing 260
Completion Statement 260
Correction 260
Essay 261
Guidelines for Using an Essay Item 261
Grouping 262
Identification 262
Matching 263
Multiple Choice 263
Guidelines for Using Multiple-Choice Items 263
Performance 265
Short Explanation 265
True-False 268
Guidelines for Using True-False Items 268
Reporting Student Achievement 268
The Grade Report 269
Teacher-Parent or Guardian Connections 269
Contacting Parents and Guardians 269
Meeting Parents and Guardians 269
Parent/Guardian Conference 270
Dealing with an Angry Parent or Guardian 271
Summary 271
Questions for Class Discussion 272
Exercises
Exercise 7.1: Preparing Assessment Items 273
Exercise 7.2: Chapter Summary Review—Self-Check
Exercise 275
CHAPTER 8 The Thinking Curriculum: Using Teacher
Talk, Demonstrations, Inquiry, and Games 277
Teacher Talk: Formal and Informal 277
Cautions in Using Teacher Talk 277
Teacher Talk: General Guidelines 278
Teacher Talk: Specific Guidelines 279
Demonstration 284
Reasons for Using Demonstrations 284
Guidelines for Using Demonstrations 284
Inquiry Teaching and Discovery Learning 285
Problem Solving 285
Inquiry versus Discovery 285
True Inquiry 286
CONTENTS XV
The Critical Thinking Skills of Discovery
and Inquiry 287
Integrating Strategies for Integrated Learning 288
Educational Games 292
Classification of Educational Games 294
Functions of Educational Games 2S 4
Summary 295
Questions for Class Discussion 295
Exercises
Exercise 8.1: The Lecture—Summary Review and
Practice 296
Exercise 8.2: Developing a Lesson Using Level II
Inquiry, Thinking Skill Development, a
Demonstration, or an Interactive Lecture—Micro
Peer Teaching II 298
Exercise 8.3: Chapter Summary Review—Self-Check
Exercise 300
CHAPTER 9 Mastery Learning and Differentiated
Instruction 302
Today s Emphasis: Quality Learning for Every
Student 303
Assumptions About Mastery, or Quality,
Learning 303
Elements of Any Mastery Learning Model: The Cycle
of Teaching 303
Strategies for Personalizing (Individualizing) the
Instruction Now! 303
Working with and Individualizing the Learning
Experiences for Specific Learners 304
Recognizing and Working with Students with Special
Needs 304
A Continuum of Differences 304
Guidelines for Working with Students with Special
Needs in the Inclusive Classroom 305
Recognizing and Working with Students of Diversity
and Differences 306
Language-Minority Students 307
Recognizing and Working with Students Who Are
Gifted 308
Curriculum Tracking 309
Meaningful Curriculum Options: Multiple Pathways
to Success 309
Recognizing and Working with Students Who Take
More Time but Are Willing to Try 310
Recognizing and Working with Recalcitrant
Learners 311
Recognizing and Working with Abused
Children 312
Learning Alone 312
Summary 313
Questions for Class Discussion 314
Exercises
Exercise 9.1: Preparing a Self-Instructional
Module 315
Exercise 9.2: Chapter Summary Review—Self-Check
Exercise 325
CHAPTER 10 Organizing and Guiding Student
Learning in Groups 327
Learning in Pairs 327
The Learning Center 328
Learning in Small Groups 329
Purposes for Using Small Groups 329
Cooperative Learning 329
The Cooperative Learning Group (CLG) 329
The Theory and Use of Cooperative Learning 330
Roles Within the Cooperative Learning Group 330
What Students and the Teacher Do When Using
Cooperative Learning Groups 330
When to Use Cooperative Learning Groups 331
Cooperative Group Learning, Assessment, and
Grading 331
Why Some Teachers Experience Difficulty Using
Cooperative Learning Groups 331
Learning in Large Groups 331
Student Presentations 331
Whole-Class Discussion 333
Equality in the Classroom 333
Ensuring Equity 334
Learning from Assignments and Homework 334
Purposes for Assignments 334
Guidelines for Using Assignments 334
Opportunities for Recovery 336
How to Avoid Having So Many Papers to Grade That
Time for Effective Planning Is Restricted 336
Project-Centered Learning: Guiding Learning from
Independent and Group Investigations, Papers,
and Oral Reports 336
Values and Purposes of Project-Centered
Learning 337
Guidelines for Guiding Students in Project-Centered
Learning 338
Writing as a Required Component of
Project-Centered Learning 339
Assessing the Final Product 339
Writing Across the Curriculum 339
Kinds of Writing 339
Preventing Plagiarism 339
Journals and Blogs 340
A Collection of 130 Annotated Motivational
Teaching Strategies with Ideas for Lessons,
Interdisciplinary Teaching, Transcultural
Studies, and Student Projects 341
CONTENTS
The Visual and Performing Arts 341
Family and Consumer Economics, Foods, and
Textiles 342
English, Languages, and the Language Arts 343
Mathematics 345
Physical Education 345
Science 346
Social Studies and History 34 7
Vocational Career Dual Education 348
Summary 349
Questions for Class Discussion 349
Content Area Websites 349
Exercises
Exercise 10.1A: Whole-Class Discussion as a Teaching
Strategy: What Do I Already Know? 351
Exercise 10.IB: Whole-Class Discussion as a
Teaching Strategy: Building Upon What I Already
Know 354
Exercise 10.2: Teacher Interaction with Students
According to Student Gender 356
Exercise 10.3: Chapter Summary Review—
Self-Check Exercise 357
CHAPTER 11 Professional Development:
A Continuing Process 359
Professional Development Through Student
Teaching or Internship 359
Whether Student Teaching or Intern Teaching, It Is
the Real Thing 360
Getting Ready for the Beginning Teaching
Experience 360
First Impressions 360
Continuing to Get Ready 360
Student Teaching from the Cooperating Teacher s
Point of View 360
Increasing Responsibility and Alone Time with
Students 361
Comments from the University Supervisor 361
What to Do Before an Observation 362
What to Do During an Observation 362
What to Do During an Observation Conference 363
What to Do After the Supervisor Leaves 363
Recommendations from Your Supervisors 363
Finding a Teaching Position 363
Guidelines for Locating a Teaching Position 363
The Professional Career Portfolio (or How to Get
Hired by Really Trying) 364
Resources for Locating Teaching Vacancies 364
The Professional Résumé 365
The In-Person Interview 366
Professional Development Through Reflection and
Self-Assessment 368
Professional Development Through Mentoring 368
It is Helpful to Have a Mentor, Sometimes More Than
One 368
When Should I Seek Help? 368
Coping Strategies: Avoiding Feelings of
Aloneness 369
Make Career Plans: A Life Plan Map 369
Professional Development Through Inservice and
Graduate Study 370
Professional Development Through Participation
in Professional Organizations 370
Professional Development Through
Communications with Teachers 370
Professional Development Through Off-Teaching
Work Experience 371
Professional Development Through Micro Peer
Teaching 371
Summary 371
Questions for Class Discussion 372
Exercises
Exercise 11.1: Pulling It All Together—Micro Peer
Teaching III 373
Exercise 11.1 Form A: MPT Preparation 376
Exercise 11.1 Form B: Peer Evaluation 377
Exercise 11.1 Form C: Teacher s Summative Peer
Evaluation 379
Exercise 11.2: Chapter Summary Review—
Self-Check Exercise 380
Glossary 383
References 391
Name Index 401
Subject Index 403
|
| any_adam_object | 1 |
| author | Kellough, Richard D. Kellough, Noreen G. |
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| author_sort | Kellough, Richard D. |
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| 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 |
| edition | 4. ed. |
| format | Book |
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| illustrated | Illustrated |
| indexdate | 2024-07-10T00:06:14Z |
| institution | BVB |
| isbn | 9780137049776 |
| language | English |
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| physical | XXI, 409 S. Ill. 28 cm |
| publishDate | 2011 |
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| publisher | Pearson |
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| spelling | Kellough, Richard D. Verfasser aut Secondary school teaching a guide to methods and resources Richard D. Kellough ; Noreen G. Kellough 4. ed. Boston, Mass. ; Munich [u.a.] Pearson 2011 XXI, 409 S. Ill. 28 cm txt rdacontent n rdamedia nc rdacarrier High school teaching United States Education, Secondary United States Curriculum planning United States High school teachers Training of United States Effective teaching United States Unterricht (DE-588)4062005-0 gnd rswk-swf Sekundarstufe (DE-588)4077347-4 gnd rswk-swf High school (DE-588)4159840-4 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 Unterricht (DE-588)4062005-0 s DE-604 Sekundarstufe (DE-588)4077347-4 s 1\p DE-604 Kellough, Noreen G. Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024410072&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Kellough, Richard D. Kellough, Noreen G. Secondary school teaching a guide to methods and resources High school teaching United States Education, Secondary United States Curriculum planning United States High school teachers Training of United States Effective teaching United States Unterricht (DE-588)4062005-0 gnd Sekundarstufe (DE-588)4077347-4 gnd High school (DE-588)4159840-4 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4077347-4 (DE-588)4159840-4 (DE-588)4078704-7 |
| title | Secondary school teaching a guide to methods and resources |
| title_auth | Secondary school teaching a guide to methods and resources |
| title_exact_search | Secondary school teaching a guide to methods and resources |
| title_full | Secondary school teaching a guide to methods and resources Richard D. Kellough ; Noreen G. Kellough |
| title_fullStr | Secondary school teaching a guide to methods and resources Richard D. Kellough ; Noreen G. Kellough |
| title_full_unstemmed | Secondary school teaching a guide to methods and resources Richard D. Kellough ; Noreen G. Kellough |
| title_short | Secondary school teaching |
| title_sort | secondary school teaching a guide to methods and resources |
| title_sub | a guide to methods and resources |
| topic | High school teaching United States Education, Secondary United States Curriculum planning United States High school teachers Training of United States Effective teaching United States Unterricht (DE-588)4062005-0 gnd Sekundarstufe (DE-588)4077347-4 gnd High school (DE-588)4159840-4 gnd |
| topic_facet | High school teaching United States Education, Secondary United States Curriculum planning United States High school teachers Training of United States Effective teaching United States Unterricht Sekundarstufe High school USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024410072&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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