Teaching strategies: a guide to effective instruction
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
[Belmont, CA]
Wadsworth Cengage Learning
2013
|
| Ausgabe: | 10. ed., internat. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVII, 366 S. Ill., graph. Darst. 26 cm |
| ISBN: | 9781111841225 1111841225 |
Internformat
MARC
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| 245 | 1 | 0 | |a Teaching strategies |b a guide to effective instruction |c Donald C. Orlich ... [et al.] |
| 250 | |a 10. ed., internat. ed. | ||
| 264 | 1 | |a [Belmont, CA] |b Wadsworth Cengage Learning |c 2013 | |
| 300 | |a XVII, 366 S. |b Ill., graph. Darst. |c 26 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Teaching / Handbooks, manuals, etc | |
| 650 | 4 | |a Lesson planning / Handbooks, manuals, etc | |
| 650 | 4 | |a Classroom management / Handbooks, manuals, etc | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
CONTENTS
PART 1
CHAPTER 1
CHAPTER 2
PREFAEE XIII
FOUNDATIONS OF INSTRUCTIONAL DESIGN
FRAMES OF REFERENCE FOR TEACHING 2
SECTION 1 A SNAPSHOT OF SCHOOLING AND THE PROFESSION OF SCHOOLING 3
FACILITATING THE AMERICAN DREAM 3
INSTRUCTION AS A SYSTEMATIC PROCESS 4 MODELS 4
STRATEGIES, METHODS, AND TECHNIQUES 4
EXTERNAL INTLUENCES ON INSTRUCTION 5 FEDERAL POLITIES 5 BUSINESS GROUPS
6 ADVOEAEY GROUPS 6
KEY CONTEXTS OF SCHOOLING 7 THE SOCIAL CONTEXT 7 THE EMOTIONAL CONTEXT
8 THE EDUEATIONAL CONTEXT 9 THE COLLEGIAL CONTEXT 9
TEACHSOURCE VIDEO CASE 10 LEGAL ASPEETS 10
INEENTIVES OF THE TEACHING CULTURE 10
PROFESSIONALISM AND DIVERSITY 11
SECTION 2 THE CHALLENGE OF RETLECTIVE TEACHING AND DECISION MAKING 11
TEACHING AS ART AND SCIENEE 11 RESEAREH-BASED TEAEHING METHODS 12
NATIONAL BOARD FOR PROFESSIONAL TEAEHING STANDARDS (NBPTS) 12
DECISION MAKING AND RESPONSIBILITY 13 TEACHSOURCE VIDEO CASE 13
SE1ECTING DEVE10PMENTALLY APPROPRIATE CONTENT AND PROEESSES 14
GRADE-LEVEL CONSIDERATIONS: SUBJEET ORIENTATION VS. CHILD ORIENTATION 14
MOTIVATION AND LEARNING 15
TEACHSOURCE VIDEO CASE 15
CHOOSING TECHNOLOGY WISELY 16
TEAEHING AS RETLECTION AND PROBLEM SOLVING 17 SUMMARY POINTS 18 PRINT
RESOUREES 18 INTERNET RESOUREES 19 REFERENEES 19
THE BIG PICTURE IN YOUR CLASSROOM: FOCUSING THE INSTRUCTION IN A SOCIAL
KALEIDOSCOPE 21
SECTION 1 A HOLISTIC VIEW OF INSTRUCTION 22
THE HOLISTIC INSTRUCTIONAL CYDE 22
BASES FOR INSTRUCTIONAL DECISION MAKING 23
1
III
IMAGE 2
___ C_O_D_TE_D_TS _
SECTION 2 THREE PERSPECTIVES ON INSTRUCTIONAL DECISION MAKING 24
DEVELOPMENTAL PERSPECTIVE 25 PIAGET S DEVELOPMENTAL STAGES 25
VYGOTSKY S SOCIALLY MEDIATED LEARNING 25 IMPLICATIONS FOR INSTRUCTIONAL
DECISION MAKING 25
BEHAVIORAL PERSPECTIVE 27 OVERVIEW 27 DIREET INSTRUETION 28 PROGRAMMED
INSTRUETION 29
COGNITIVE PERSPECTIVE 29 COGNITIVE PSYEHOLOGY 29 TIPS FOR COGNITIVE
INSTRUETION 29 LEARNER-AETIVATED INSTRUETION 30 VIRTUAL LEARNING 31
TEACHSOURCE VIDEO CASE 32 CONSTRUETIVIST THEORY AND PRAETIEE 32
ACTIVE LEARNING 33 AETIVE LEARNING 33
IN CONCLUSION 35 SUMMARY POINTS 35 PRINT RESOUREES 35 INTERNET
RESOUREES 36 REFERENEES 36
CHAPTER 3 TEACHING DIVERSE LEARNERS IN INCLUSIVE CLASSROOMS 39
SECTION 1 EXPLORING OUR DIVERSE STUDENT POPULATION 41
CULTURAL DIVERSITY 41 THE COMMON DENOMINATOR 41
RACIAL AND ETHNIC DIVERSITY 41
LINGUISTIC DIVERSITY 42
ECONOMIC DIVERSITY 43
TEACHSOURCE VIDEO CASE 43
GENDER DIVERSITY 43
LEARNING DIVERSITY 44 LEARNING DIVERSITY AND THE BRAIN 45 LEARNING
DIVERSITY AND MULTIPLE INTELLIGENEES 46
SECTION 2 FOCUS ON STUDENTS WITH DISABILITIES 47
INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT (IDEIA) 47
STUDENT CHARACTERISTICS 48
TEACHSOURCE VIDEO CASE 51
INDIVIDUALIZED EDUCATION PROGRAM (IEP) 52
RELATED SERVICES AND SUPPLEMENTARY AIDS AND SERVICES 53
OTHER SERVICES FOR STUDENTS WITH DISABILITIES: THE 504 ACCOMMODATION
PLAN 54
SECTION 3 TEACHING STRATEGIES THAT ADDRESS DIVERSE LEARNERS 55
UNIVERSAL DESIGN FOR LEARNING 56
DIFFERENTIATION OF INSTRUCTION 57
CULTURALLY RESPONSIVE TEACHING 59
RESPONSE TO INTERVENTION 60
ADDRESSING THE NEEDS OF ENGLISH LANGUAGE LEARNERS 61
CO- TEACHING 63
IMAGE 3
_____________________________________ C_O_N_T_EN_T_S~_
GROUPING STUDENTS TO MEET DIVERSE NEEDS 64
ASSISTIVE TECHNOLOGY FOR INCLUSIVE EDUCATION 65
IN CONCLUSION 67 SUMMARY POINTS 67 PRINT RESOURCES 68 INTERNET
RESOURCES 69 REFERENCES 69
PART 2
CHAPTER 4
CHAPTER 5
FUNDAMENTAL TOOLS TOR INSTRUCTIONAL PLANNING 73
OBJECTIVES, TAXONOMIES, AND STANDARDS TOR INSTRUCTION 74
SECTION 1 A RATIONALE FOR PLANNING AS A TOOL 76
PLANNING FOR SUCCESSFUL INSTRUCTION 76
ELEMENTS OF PLANNING 77
SECTION 2 USING A COGNITIVE TAXONOMY AS AN INSTRUCTIONAL GUIDE 78
INTRODUCING BLOOM S TAXONOMY 78 KNOWLEDGE 80 COMPREHENSION 81 *
APPLICATION 82 * ANALYSIS 83 SYNTHESIS 84 EVALUATION 84
RESPONSES TO BLOOM S TAXONOMY 86 QUESTIONS AND CONCERNS 86 USES OF THE
TAXONOMY 86
USING TAXONOMIES AS PLANNING TOOLS 87
SECTION 3 USING OBJECTIVES TO GUIDE LEARNERS 88
WRITING PERFORMANCE OBJECTIVES 89 PERFORMANCE STATEMENT 89 ELABORATION
OF CONDITIONS 90 CRITERION MEASURE 91 CRITERION GRADING 92
RECOGNIZING THE LIMITS OF OBJECTIVES 93
CURRICULUM ALIGNMENT 93
RETLECTING ON PLANNING 94
SECTION 4 CONVERTING STANDARDS TO OBJECTIVES 96
THE SIGNIFICANCE OF STANDARDS 96
NATIONAL EDUCATION STANDARDS 96 BACKGROUND AND PERSPECTIVE 96
A NATIONAL ADAPTATION OF BLOOM S TAXONOMY-NATIONAL ASSESSMENT OF
EDUCATIONAL PROGRESS (NAEP) 97
STATE STANDARDS 97 SAMPLING OF STATE STANDARDS 97 TEACHING TO STANDARDS
100 LOOKING CRITICALLY AT STATE STANDARDS 101 A FINAL WORD ABOUT
STANDARDS 101
EFFECT SIZE: ONE TOOL FOR GAUGING INSTRUCTIONAL EFFECTIVENESS 103
SUMMARY POINTS 104 PRINT RESOURCES 104 INTERNET RESOURCES 105
REFERENCES 105
MASTERING INSTRUCTIONAL PLANNING 109
SECTION 1 OVERALL CONSIDERATIONS FOR INSTRUCTIONAL PLANNING 110
FACTORS AFFECTING PLANNING 111
PLANNING RESOURCES 112
IMAGE 4
CONTENTS
CURRICULUM GUIDES 112 STANDARDS AND GOALS 113 TEXTBOOKS 114 OTHER
RESOURCES 114
SECTION 2 INSTRUCTIONAL PLANNING PROCEDURES 114
PREPLANNING 115 DEVELOPING LONG-RANGE PLANS 116 DECIDING ON CONTENT
116 DECIDING ON PROCESSES 116. IDENTIFYING STUDENTS ENTRY SKILLS AND
READINESS LEVELS 117. INCORPORATING LEARNING ACTIVITIES 118
UNIT PLANNING 118 DEFINING THE UNIT SUBJECT 119
TEACHSOURCE VIDEO CASE 121 DEFINING THE RATIONALE 122 DEFINING GOALS
AND OBJECTIVES 122 SELECTING
RESOURCES AND MATERIALS 124 CREATING YOUR OWN LEARNING ACTIVITIES 125
FORMULATING ASSESSMENT TOOLS 125
TEACHSOURCE VIDEO CASE 127
LESSON PLANNING 128
GENERAL PLANS 128 UNIVERSAL DESIGN AND DIFFERENTIATED INSTRUCTION 129
CONSTRUCTING IEPS 129
POST-LESSON ACTIVITIES 130 EVALUATING UNIT AND LESSON PLANS 130 KEEPING
PLANNING NOTES AND REFLECTING ON FUTURE PLANNING NEEDS 130
SECTION 3 HOW EXPERT TEACHERS PLAN 131
PLANNING ROUTINES 131
REFLECTIVE PRACTICE 131
A TREASURY OF TEACHING MATERIALS 132
WHAT THE RESEARCH SHOWS 132 SUMMARY POINTS 134 PRINT RESOURCES 134
INTERNET RESOURCES 135 REFERENCES 135
CHAPTER 6 SEQUENCING AND ORGANIZING INSTRUCTION 139
SECTION 1 BASIC CONCEPTS 140
WHAT IS SEQUENCING? 140 GENERAL PRINCIPLES OF SEQUENCING 141 EXAMPLE:
GRAPHING 142
CONTENT FORMS 144 FACTS 144 CONCEPTS 145 GENERALIZATIONS 145
MODES OF PRESENTATION: DEDUCTIVE AND INDUCTIVE REASONING 146
SECTION 2 MODELS OF LESSON ORGANIZATION 149
TASK ANALYSIS MODEL 149
TEACHSOURCE VIDEO CASE 149 TASK ANALYSIS AND SEQUENCING 149 PROCEDURES
FOR TASK
ANALYSIS 151 EXAMPLE: DENSITY 153
CONCEPT ANALYSIS MODEL 154 TEACHING CONCEPTS 154 EXAMPLE: PROPER NOUNS
154 ANALYZING SEVEN DIMENSIONS 155
ADVANCE ORGANIZER MODEL 156
IMAGE 5
158 * BENEFITS
156 * CONTENT 157 * THE STEPS IN INTERACTION
PART 3
PRESENTING THE ADVANEE ORGANIZER DIFFERENTIATION 157 INTEGRATION OF
GRAPHIE ORGANIZERS 159
SECTION 3 MULTI-METHODOLOGY AS AN INSTRUCTIONAL PROEESS 161
HEMISPHERICITY: FUNCTIONS OF THE RIGHT AND LEFT BRAINS 162 IMPLIEATIONS
FOR TEAEHING 162 INCLUDING CREATIVITY IN INSTRUETIONAL PLANS
DIVERSITY AND LEARNING STYLES 164
TEACHSOURCE VIDEO CASE 165
LEARNING STYLE 165
MULTIPLE INTELLIGENCES 166
TEACHSOURCE VIDEO CASE 166
VARYING YOUR TEAEHING TECHNIQUES 167
TEACHSOURCE VIDEO CASE 168 SUMMARY POINTS 169 PRINT RESOUREES 169
INTERNET
RESOUREES 170 REFERENEES 170
INSTRUCTION AS ADYNAMIE PROCESS IN CLASSROOMS
162
175
CHAPTER 7 CLASSROOM ASSESSMENT 176
SECTION 1 BASIC CONTEXTS AND CONCEPTS 177
A CONTINUOUS PROCESS 178
TECHNICAL AND PROFESSIONAL VOCABULARY 178
PURPOSES OF CLASSROOM ASSESSMENT 180 PLACEMENT 180 DIAGNOSIS 180
FORMATIVE ASSESSMENT 180 SUMMATIVE ASSESSMENT 180
AREAS TEACHERS ASSESS 181 KNOWLEDGE AND CONEEPTUAL UNDERSTANDING 181
THINKING 181 * SKILLS 182 ATTITUDES 182
DIRECT LINKS TO PLANNING AND INSTRUCTION 182 BEGIN WITH REPORT CARDS
183 CONSIDER THE TIMING 183 ASSESSMENT OF SPECIAL NEEDS STUDENTS 183
CHALLENGES TO THE PROPER ROLE OF CLASSROOM ASSESSMENT 184
SECTION 2 FORMATIVE CLASSROOM ASSESSMENT 185
FORMATIVE FEEDBACK 185
FORMATIVE ASSESSMENT STRATEGIES 186
FORMATIVE ASSESSMENT AND STUDENT MOTIVATION 187
THE RELATIONSHIP BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT 188
SECTION 3 UNDERSTANDING ASSESSMENT TOOLS 188
TEACHER-MADE ASSESSMENTS 189
LARGE-SEALE ACHIEVEMENT TESTS 189
TEACHSOURCE VIDEO CASE 190 STRENGTHS, LIMITATIONS, AND POTENTIAL USES
190 QUESTIONS, CONEERNS,
AND REFORM 190
IMAGE 6
___ C_O_NT_E_N_TS _
STUDENT-LED CONFERENCES 192
SECTION 4 CONSTRUCTING CLASSROOM ASSESSMENTS 193
GENERAL GUIDELINES FOR TEST CONSTRUCTION 194
TEACHSOURCE VIDEO CASE 194
OBJECTIVE TEST ITEMS 195
TRUE-FALSE ITEMS 195 MATCHING EXERCISES 196 SHORT-ANSWER AND
COMPLETION ITEMS 196 MULTIPLE-CHOICE ITEMS 196
ESSAY ITEMS 197 TYPES OF ESSAY ITEMS 197 SCORING RESPONSES TO ESSAY
QUESTIONS 198
ASSESSING PERFORMANCE AND PRODUCTS 199 RATING SCALES AND CHECKLISTS 199
ANECDOTAL RECORDS AND OBSERVATIONS 200
TEACHSOURCE VIDEO CASE 201 PORTFOLIOS 201 RUBRICS 202
SECTION 5 GRADING TO IMPROVE STUDENT LEARNING 204
PRINCIPLES OF GRADING 204 NO SUCH THING AS TOO MUCH DATA 204 WHICH
ASSESSMENT TOOLS? 205
TEACHSOURCE VIDEO CASE 205 DEVISING A GRADING SYSTEM 205 AVOIDING
GRADING ERRORS 206
COMMUNICATING YOUR INTENTIONS 206 SUMMARY POINTS 207 PRINT RESOURCES
208 INTERNET
RESOURCES 209 REFERENCES 209
CHAPTER 8 THE PROCESS OF CLASSROOM QUESTIONING 211
SECTION 1 THE IMPORTANCE OF QUESTIONING 212
RESEARCH ON QUESTIONING 213
AN OVERVIEW OF QUESTIONING TECHNIQUES 213
USING STUDENTS QUESTIONS AND SUMMARIZATIONS 214
AIMING FOR CRITICAL AND HIGHER-LEVE1 THINKING 215
SECTION 2 QUESTIONING STRATEGIES 217
CONVERGENT STRATEGY 217
DIVERGENT STRATEGY 218 ELICITING MULTIPLE RESPONSES 218 ACCEPTING
DIVERSE RESPONSES 218 PREPARING YOURSELF AND THE STUDENTS 218
EVALUATIVE STRATEGY 219
REFLECTIVE STRATEGY 221
SECTION 3 APPROPRIATE QUESTIONING BEHAVIORS 223
USING QUESTIONING POSITIVE1Y 223
FRAMING QUESTIONS AND USING WAIT TIMES 223
WAIT TIME 1 224 WAIT TIME 2 224
USING POSITIVE PROMPTING TECHNIQUES 225
HANDLING INCORRECT RESPONSES 226
SECTION 4 HOW QUESTIONING CAN CREATE A DYNAMIC LEARNING ENVIRONMENT 228
PROMOTING MULTIPLE RESPONSES 228
IMAGE 7
______________________________________ C_O_D_T_ED_T_S __
CONDUCTING REVIEW SESSIONS 230
ENCOURAGING NONVOLUNTEERS 232
DEVELOPING STUDENTS QUESTIONING SKILLS 233 THINK-PAIR-SHARE 235
SECTION 5 COMMON CHALLENGES OF QUESTIONING 235
AVOIDING TEACHER IDIOSYNCRASIES 235 SUMMARY POINTS 237 PRINT RESOURCES
238 INTERNET RESOURCES 238 REFERENCES 238
CHAPTER 9 SMALL-GROUP DISCUSSIONS AND COOPERATIVE LEARNING 242
SECTION 1 ORGANIZING AND INITIATING DISCUSSION GROUPS 243
THE DISCUSSION METHOD DEFINED 244 TEACHSOURCE VIDEO CASE 244
TEACHING GOOD LISTENING SKILLS 244
LECTURING 245
KEY ELEMENTS OF SMALL-GROUP DISCUSSIONS 246 GOALS AND OBJECTIVES 246
IDEAL GROUP SIZE 246 ROOM ARRANGEMENT 247 CHOICE OF TOPICS AND
APPLICATIONS 247
BASIC SMALL-GROUP CONCEPTS 249 PROCESS AND INTERACTION 249 ROLES AND
RESPONSIBILITIES 249 * LEADERSHIP 249 COHESION: THE WE ATTITUDE 250
EVALUATION IN SMALL-GROUP SETTINGS: PROVIDING POSITIVE FEEDBACK 250
BENEFITS OF SMALL-GROUP DISCUSSIONS 252
SECTION 2 SIX BASIC SMALL-GROUP DISCUSSION TYPES 252
BRAINSTORMING 254
TUTORIAL 254
TASK-DIRECTED DISCUSSION 255
ROLE PLAYING 256 TEACHSOURCE VIDEO CASE 256
SIMULATION 257
INQUIRY-CENTERED DISCUSSION 258 TEACHSOURCE VIDEO CASE 258
SECTION 3 COOPERATIVE LEARNING 260
RATIONALES FOR COOPERATIVE LEARNING 260
FEATURES OF COOPERATIVE LEARNING 262 POSITIVE INTERDEPENDENCE 262
FACE-TO-FACE INTERACTION 262 INDIVIDUAL ACCOUNTABILITY 263 DEVELOPMENT
OF SOCIAL SKILLS 263 GROUP EVALUATION 263
INITIATING COOPERATIVE LEARNING IN THE CLASSROOM 263 SELECTING STUDENT
GROUPS 263 PLANNING ACTIVITIES 264 SETTING ACADEMIC AND SOCIAL GOALS
264
MONITORING AND EVALUATING INDIVIDUAL AND GROUP PROGRESS 266 TEACHSOURCE
VIDEO CASE 266
CRITICISMS OF COOPERATIVE LEARNING 267
IMAGE 8
__ C_O_N_TE_N_TS _
TEACHSOURCE VIDEO CASE 267
SUMMARY POINTS 268 PRINT RESOUREES 269 INTERNET
RESOUREES 269 REFERENEES 270
CHAPTER 10 INQUIRY TEACHING AND HIGHER-LEVEL THINKING 275
SECTION 1 HELPING STUDENTS BEEOME BETTER THINKERS 276
DEFINING THINKING (AND HIGHER-LEVEL THINKING) 277
HOW SUEEESSFUL HAVE WE BEEN AT TEACHING THINKING? 278 NATIONAL DATA 278
STRUCTURING INSTRUCTION FOR SUCCESS IN TEACHING THINKING 278
SECTION 2 INQUIRY TEACHING 280
THE BASIC ELEMENTS OF INQUIRY TEACHING 280 THEORETIEAL BASES OF INQUIRY
METHODS 280
TEACHSOURCE VIDEO CASE 281 BASIE INQUIRY PROEESSES 281 CONSTRUETIVISM
AND INQUIRY TEAEHING 282
TEACHSOURCE VIDEO CASE 282
INDUCTIVE INSTRUCTIONAL MODELS 283
GUIDED INDUETIVE INQUIRY 284 UNGUIDED INDUETIVE INQUIRY 289
SECTION 3 METHODS FOR DEVELOPING HIGHER-LEVEL THINKING SKILLS 291
PROBLEM SOLVING 291 STEPS IN SOLVING PROBLEMS 293
DISCOVERY LEARNING 294
TEACHSOURCE VIDEO CASE 295
TECHNIQUES FOR DEVELOPING CRITICAL THINKING SKILLS 295
STRATEGIE LEARNING SKILLS 296 METAEOGNITIVE SKILLS 298
TEACHSOURCE VIDEO CASE 299
ASSESSING HIGHER-LEVEL THINKING ACTIVITIES
SUMMARY POINTS 301 PRINT RESOUREES RESOUREES 302 REFERENEES 303
300 301 * INTERNET
CHAPTER 11 MANAGING THE CLASSROOM 307
SECTION 1 GOALS OF CLASSROOM MANAGEMENT 308
THE HISTORY OF DISCIPLINE 309
UNDERSTANDING THE VARIABLES OF CLASSROOM MANAGEMENT 311
SECTION 2 THE IMPACT OF SOCIETY ON YOUR TEACHING AND CLASSROOM 313
ACHIEVING DIVERSITY AND COOPERATION 313
GENDER AND RACE ISSUES 314 EDUEATIONAL EQUITY AND STUDENT TRAEKING 315
FOSTERING PARENTAL INVOLVEMENT 316 WORKING PARENTS 316 THE SINGLE
PARENT 317 EXTENDED FAMILIES 317
TEACHSOURCE VIDEO CASE 317 MEETING EFFEETIVELY WITH PARENTS 317
SECTION 3 CLASSROOM MANAGEMENT MODELS 319
STUDENT SELF-DISCIPLINE STRATEGIES 319
IMAGE 9
_______________________________________ C_O_NT_E_N_TS __
TEACHSOURCE VIDEO CASE 320 MASLOW S HIERAREHY OF NEEDS 320 MORAL
REASONING AND CHARAETER
DEVELOPMENT 321 REALITY THERAPY 322
IMPOSED DISCIPLINE STRATEGIES 324 DESIST STRATEGIES 324 ASSERTIVE
DISEIPLINE 326 BEHAVIOR MODIFIEATION 327
SECTION 4 MANAGING CLASSROOM ROUTINES 331
PLANNING AND PREPARING YOUR CLASSROOM 331
TEACHSOURCE VIDEO CASE 331
ESTABLISHING CLASSROOM RULES AND ROUTINES 331
CHARAETERISTIES OF EFFEETIVE CLASSROOM RULES 333
MAINTAINING STUDENT RECORDS EFFICIENTLY 333
SECTION 5 MANAGING THE CLASSROOM ENVIRONMENT 333
GETTING OFF TO A GOOD START 334
GIVING EFFECTIVE DIRECTIONS 335
MONITORING THE CLASSROOM ENVIRONMENT 335 ROOM ARRANGEMENT 335
QUESTIONING 335 OBSERVING 336
MANAGING CLASSROOM INTERRUPTIONS 336 ANTIEIPATED INTERRUPTIONS 337
UNANTIEIPATED INTERRUPTIONS 338
MANAGING ABUSIVE STUDENT ATTITUDES AND BEHAVIORS 338 CHILD ABUSE 339
ALEOHOL AND DRUG ABUSE 339
TEACHSOURCE VIDEO CASE 339 BULLYING, CYBERBULLYING, AND HARASSMENT 340
SUMMARY POINTS 342 PRINT
RESOUREES 343 INTERNET RESOUREES 344 REFERENEES 344
GLOSSARY 347 INDEX 355
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV039993926 |
| classification_rvk | DP 1740 |
| ctrlnum | (OCoLC)785864068 (DE-599)BVBBV039993926 |
| discipline | Pädagogik |
| edition | 10. ed., internat. ed. |
| format | Book |
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| id | DE-604.BV039993926 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:15:49Z |
| institution | BVB |
| isbn | 9781111841225 1111841225 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024851000 |
| oclc_num | 785864068 |
| open_access_boolean | |
| owner | DE-29 DE-19 DE-BY-UBM |
| owner_facet | DE-29 DE-19 DE-BY-UBM |
| physical | XVII, 366 S. Ill., graph. Darst. 26 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Wadsworth Cengage Learning |
| record_format | marc |
| spelling | Teaching strategies a guide to effective instruction Donald C. Orlich ... [et al.] 10. ed., internat. ed. [Belmont, CA] Wadsworth Cengage Learning 2013 XVII, 366 S. Ill., graph. Darst. 26 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Teaching / Handbooks, manuals, etc Lesson planning / Handbooks, manuals, etc Classroom management / Handbooks, manuals, etc Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Unterrichtsplanung (DE-588)4117301-6 gnd rswk-swf Unterrichtsplanung (DE-588)4117301-6 s Unterrichtsdisziplin (DE-588)4078635-3 s DE-604 Orlich, Donald C. Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024851000&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Teaching strategies a guide to effective instruction Teaching / Handbooks, manuals, etc Lesson planning / Handbooks, manuals, etc Classroom management / Handbooks, manuals, etc Unterrichtsdisziplin (DE-588)4078635-3 gnd Unterrichtsplanung (DE-588)4117301-6 gnd |
| subject_GND | (DE-588)4078635-3 (DE-588)4117301-6 |
| title | Teaching strategies a guide to effective instruction |
| title_auth | Teaching strategies a guide to effective instruction |
| title_exact_search | Teaching strategies a guide to effective instruction |
| title_full | Teaching strategies a guide to effective instruction Donald C. Orlich ... [et al.] |
| title_fullStr | Teaching strategies a guide to effective instruction Donald C. Orlich ... [et al.] |
| title_full_unstemmed | Teaching strategies a guide to effective instruction Donald C. Orlich ... [et al.] |
| title_short | Teaching strategies |
| title_sort | teaching strategies a guide to effective instruction |
| title_sub | a guide to effective instruction |
| topic | Teaching / Handbooks, manuals, etc Lesson planning / Handbooks, manuals, etc Classroom management / Handbooks, manuals, etc Unterrichtsdisziplin (DE-588)4078635-3 gnd Unterrichtsplanung (DE-588)4117301-6 gnd |
| topic_facet | Teaching / Handbooks, manuals, etc Lesson planning / Handbooks, manuals, etc Classroom management / Handbooks, manuals, etc Unterrichtsdisziplin Unterrichtsplanung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024851000&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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