Effective teaching methods: research-based practice
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson
2014
|
| Edition: | 8. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XXVII, 474 S. Ill., graph. Darst. |
| ISBN: | 9780132849609 |
Staff View
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Record in the Search Index
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|---|---|
| adam_text | Pm
Brief Contenti
The Effective Teacher 2
Understanding Your Students 36
Classroom Management I: Establishing the Learning Climate 68
Classroom Management II: Promoting Student Engagement 102
Goals, Standards, and Objectives 130
Unit and Lesson Planning 160
Technology integration in Instruction 204
Questioning Strategies 224
Teaching Strategies for Direct Instruction 252
Teaching Strategies for Indirect Instruction 284
Self-Directed Learning 322
Cooperative Learning and the Collaborative Process 352
Assessing Learners 378
··
VII
Preface xxi
1 The EffeÆve Teacher Z
What Is an Effective Teacher? 4
A New Direction 4
Key Behaviors Contributing to Effective Teaching 7
Lesson Clarity 8
Instructional Variety 8
Teacher Task Orientation 9
Engagement in the Learning Process 11
Student Success Rate 12
Summary of Five Key Behaviors 14
Some Helping Behaviors Related to Effective Teaching 15
Using Student Ideas and Contributions 15
Structuring Lesson Content 16
Questioning 17
IN PRACTICE: Focus on Constructivism 19
Probing 19
Teacher Affect 21
Teaching Effectively with Diverse Learners and Content 21
How Does Effective Teaching Differ among Learners Who Have Different
Socioeconomic Levels, Cultures, and Ethnicities? 22
How Does Effective Teaching Differ across Content Areas? 22
The Complexity of Teaching 24
Professional Teaching Standards 25
YourTransition to the Real World of Teaching 28
For Further Information 29
CASE HISTORY AND LICENSURE PREPARATION 30
Summing Up 31
Key Terms 32
Discussion and Practice Questions 32
Professional Practice 33
x Contents
Underloading Your
Students 36
Not All Learners Are Alike 39
Adaptive Teaching 39
Differentiated Instruction 41
The Effects of General Ability on Learning 42
Misconceptions about Intelligence 42
General versus Specific Abilities 42
The Effects of Specific Abilities on Learning 42
Multiple Intelligences 43
Socio-Emotional Intelligence 44
IN PRACTICE: Focus on Multiple Intelligences in the Classroom 45
Characteristics of Intelligence That You Can Teach, Encourage, and Nurture
in Your Classroom 46
The Effects of Culture, Socioeconomic Status, and Language on Learning 48
The Effects of Culture on Learning 48
The Effects of Socioeconomic Status on Learning 49
The Effects of Language on Learning 50
The Effects of Personality and Learning Style on Learning 51
Erikson s Crises of the School Years 51
Learning Style 53
Cultural Differences in Learning Styles: Some Cautions 54
The Effects of the Peer Group on Learning 55
The Effects of Home Life and Social Context on Learning 56
The Teacher s Role in Improving the Academic Success of All
Learners 60
The Teacher and Cultural, Linguistic, and Socioeconomic Bias in
the Classroom 61
A Final Word 62
CASE HISTORY AND LICENSURE PREPARATION 63
Summing Up 64
Key Terms 65
Discussion and Practice Questions 65
Professional Practice 66
Contents xi
Classroom Management I:
EitaMishing the Learning
Climate 68
Connecting with Students 70
Mutual Trust and Confidence 70
Unconditional Acceptance of Every Learner s Potential
to Learn 71
Opportunity for Exploration and Discovery 71
Earning Trust and Becoming a Leader the Old-Fashioned Way 72
Expert Leadership 72
Referent Leadership 72
Legitimate Leadership 72
Reward Leadership 73
Stages of Group Development 73
Stage 1: Forming 73
Stage 2: Storming 74
Stage 3: Norming 75
Stage 4: Performing 76
IN PRACTICE: Focus on a Democratic Approach to Classroom Management 77
Establishing an Effective Classroom Climate 79
The Social Environment 79
The Organizational Environment 80
Establishing Rules and Procedures 82
Problem Areas in Classroom Management 85
Monitoring Students 85
Making Transitions 86
Giving Assignments 86
Bringing Closure 89
Culturally Responsive Classroom Management 90
Planning Your First Day 92
Before the Bell 92
Introducing Yourself 93
Preparing an Introductory Activity 93
Rules and Expectations 94
Introducing Your Subject 94
Closure 94
Making Your Classroom and School a Professional Learning Community 95
CASE HISTORY AND LICENSURE PREPARATION 96
Summing Up 97
Key Terms 99
Discussion and Practice Questions 99
Professional Practice 100
xii Contents
Clwrotm Mamaemeat lí:
Pr Mfting Student
Enaaßemmt 102
Systems of Classroom Management 104
The Humanist Tradition in Classroom Management 105
Congruent Communication 105
Cooperative Learning 106
The Applied Behavior Analysis Tradition in Classroom Management 107
Behavior Modification 107
The Classroom Management Tradition 109
An Integrated Approach to Classroom Management 111
Low-Profile Classroom Management 111
Dealing with Persistent Disruptive Behavior 113
Responding to Misbehavior 114
Rewards and Reinforcement 114
Incentives versus Punishment 116
The Influence of Home and Family on Classroom Behavior 118
Preparing for theTeacher-Family Conference 119
Conducting theTeacher-Family Conference 119
Evaluating theTeacher-Family Conference 120
IN PRACTICE: Focus on Getting Parents Involved 121
SomeTeacher-Family Conference Topics to Be Prepared For 122
Academic and Social/Behavioral Problems 122
Child Neglect or Abuse 122
Bullying 122
School Crises 123
Culturally Responsive Classroom Management 123
CASE HISTORY AND LICENSURE PREPARATION 124
Summing Up 125
Key Terms 127
Discussion and Practice Questions 127
Professional Practice 128
5 QoaJU, St/vMards, utd
ObjeéHws 130
Goals, Standards, and Objectives 132
Tyler s Goal Development Approach 132
Contents
XIII
The Origin of Educational Standards 133
The Purpose of Objectives 136
What Does Behavioral Mean? 137
Steps in Preparing Behavioral Objectives 137
Specifying the Learning Outcomes 137
Identifying the Conditions 139
Stating Criterion Levels 140
Keeping Objectives Simple 142
The Cognitive, Affective, and Psychomotor Domains 143
The Cognitive Domain 143
IN PRACTICE: Focus on the New Field of Cognitive Science 147
The Affective Domain 148
The Psychomotor Domain 150
The Rigor and Relevance Framework 152
Some Misunderstandings about Behavioral Objectives 153
Are Some Behaviors More Desirable Than Others? 153
What Is an Authentic Behavior? 153
Are Less Complex Behaviors Easier to Teach? 154
Are Cognitive, Affective, and Psychomotor Behaviors Mutually Exclusive? 154
The Cultural Roots of Objectives 154
CASE HISTORY AND LICENSURE PREPARATION 155
Summing Up 156
Key Terms 157
Discussion and Practice Questions 157
Professional Practice 158
6 Unit Mid Lessm
VloMMinq 160
Teacher as Decision Maker 162
Knowledge of Instructional Goals and Objectives 162
Knowledge of Learners 162
Knowledge of Subject Matter 162
Knowledge ofTeaching Methods 163
Pedagogical Content Knowledge 163
Reflective Practice and Tacit Knowledge 163
Unit and Lesson Plans 164
Making Planning Decisions 165
Standards and Objectives 165
Learners 166
xiv Contents
Content 167
Outcomes 168
Disciplinary and Interdisciplinary Unit Planning 168
Disciplinary (Vertical) Unit Plans 168
Interdisciplinary (Lateral) Unit Plans 172
IN PRACTICE: Focus on Interdisciplinary Lesson Planning 178
Making Lesson Plans 179
Determining Where to Start 180
Providing for Learning Diversity 181
Events of Instruction 183
Getting Started: Some Lesson-Planning Questions 183
1. Gaining Attention (Anticipatory Set) 184
2. Informing Learners of the Objective (Anticipatory Set, Objectives,
and Purpose) 185
3. Stimulating Recall of Prerequisite Learning (Review) 186
4. Presenting the Content (Input, Modeling) 187
5. Eliciting the Desired Behavior (Checking for Understanding, Guided Practice) 188
6. Providing Feedback (Guided Practice, Closure) 189
7. Assessing the Lesson Outcome (Independent Practice) 189
Example Lesson Plans 190
CASE HISTORY AND LICENSURE PREPARATION 198
Summing Up 199
KeyTerms 201
Discussion and Practice Questions 201
Professional Practice 202
Why Teach with Technology? 207
Twenty-First Century Learning Technologies 208
Web 2.0Technologies 208
Course Management Technology 209
IN PRACTICE: Focus on Applications of Online Learning 210
Blog Technology 212
Knowledge Organization and Construction Technology 213
Collaborative Writing Technology 215
Virtual Worlds Technology 215
IN PRACTICE: Focus on Digital Gaming in the Classroom 216
Classroom Response Technology 217
Assessment of the Effectiveness of Technology Integration 218
CASE HISTORY AND LICENSURE PREPARATION 219
Ifutmchm 204
Contents XV
Summing Up 220
KeyTerms 221
Discussion and Practice Questions 221
Professional Practice 222
8 QtmtiotÙHa Strategies 224
What Is a Question? 226
What Consumes 80 Percent of Class Time? 227
Are We Asking the Right Questions? 227
What Are the Purposes of Questions? 227
What Are Convergent and Divergent Questions? 228
What Does Research Say about Asking Convergent and Divergent
Questions? 228
Who Are the Targets of Questions? 229
What Sequences of Questions Are Used? 230
What Levels of Questions Are Used? 231
Knowledge 232
Comprehension 233
Application 233
Analysis 234
Synthesis 235
Evaluation 235
Summary of Question Types 236
What Is a Probe? 237
How Should Wait Time Be Used? 238
IN PRACTICE: Focus on Effective Classroom Questioning 240
What Is Culturally Responsive Questioning? 241
WaitTime 241
Rhythm 242
Participation Structure 242
Language 242
What Are Common Problems in Using Questions? 243
Do You Use Complex, Ambiguous, or Double Questions? 243
Do You Accept Only the Answers You Expect? 244
Why Are You Asking This Question? 245
Do You Answer the Question Yourself? 246
Do You Use Questions as Punishment? 246
CASE HISTORY AND LICENSURE PREPARATION 247
Summing Up 248
KeyTerms 250
Discussion and Practice Questions 250
Professional Practice 250
xvi Contents
9 Teaching Strategies for
Vireét Instruction 2S2
Categories of Teaching and Learning 254
Introduction to Direct Instruction Strategies 258
When Is Direct Instruction Appropriate? 259
IN PRACTICE: Focus on Mastery Learning 262
An Example of Direct Instruction 263
Direct Instruction Strategies 264
Monitoring and Diagnosing to Gauge Progress 264
Presenting and Structuring 265
Guided Student Practice 268
Feedback and Correcting Errors 272
Reaching Mastery 273
Review Over Time 276
Other Forms of Direct Instruction 276
Culturally Responsive Direct Instruction 278
CASE HISTORY AND LICENSURE PREPARATION 279
Summing Up 280
KeyTerms 281
Discussion and Practice Questions 281
Professional Practice 282
10 Teaching Strategies for
Indirect Instruction 284
The Cognitive Processes of Learning 289
Reading 291
Writing 291
Mathematics and Science 291
Social Studies 291
Comparing Direct and Indirect Instruction 292
Teaching Strategies for Indirect Instruction 293
An Example of Indirect Instruction 295
Content Organization 297
Concept Learning 299
Inquiry Learning 300
IN PRACTICE: Focus on Inquiry Learning 301
Problem-Centered Learning 302
Conceptual Movement: Induction and Deduction 304
Contents
xvii
Applying Induction and Deduction 305
Using Examples and Nonexamples 306
Using Questions 307
Learner Experience and Use of Student Ideas 308
The Changing View 308
Using Student Ideas Productively 309
Student Self-Evaluation 310
Use of Group Discussion 310
Comparison of Direct and Indirect Instruction 314
Culturally Responsive Indirect Instruction 314
CASE HISTORY AND LICENSURE PREPARATION 316
Summing Up 317
KeyTerms 318
Discussion and Practice Questions 319
Professional Practice 320
11
Seif Vire ed Learning 322
Self-Directed Learning 324
Metacognition 326
Teacher Mediation 327
The Zone of Maximum Response Opportunity 328
Hitting the Zone of Maximum Response Opportunity 329
Functional Errors 330
Reciprocal Teaching 331
The Social Dialogue of the Classroom 334
The Role of Inner Speech 334
Sample Dialogues of Self-Directed Learning 335
Steps in Teaching Self-Directed Inquiry to Individual Learners
Teaching Cognitive Strategies for Lifelong Learning 339
Elaboration/Organization 339
Comprehension Monitoring 340
Problem-Solving Strategies 341
Project-Based Learning Strategies 342
The Role ofTasks in Project-Based Learning 342
The Role of the Learner in Project-Based Learning 343
The Role of the Teacher in Project-Based Learning 344
IN PRACTICE: Focus on Project-Based Learning 344
Culturally Responsive Self-Directed Learning 345
CASE HISTORY AND LICENSURE PREPARATION 347
Summing Up 348
KeyTerms 349
338
xviii Contents
Discussion and Practice Questions 350
Professional Practice 350
12
the CeUahoradve Process 352
Outcomes of Cooperation 354
Attitudes and Values 354
Prosocial Behavior 354
Alternative Perspectives and Viewpoints 354
Integrated Identity 355
HigherThought Processes 355
Components of a Cooperative Learning Activity 356
Teacher-Student Interaction 356
Student-Student Interaction 357
Task Specialization and Materials 357
Role Expectations and Responsibilities 357
Establishing a Cooperative Task Structure in Your Classroom
1. Specifying the Goal 358
2. Structuring the Task 359
3. Teaching and Evaluating the Collaborative Process 364
IN PRACTICE: Focus on Cooperative Learning 365
4. Monitoring Group Performance 366
5. Debriefing 367
Team-Oriented Cooperative Learning Activities 368
Student Teams-Achievement Division (STAD) 369
Teams-Games-Tournaments 369
Jigsaw II 369
Team-Assisted Individualization 370
Overview of Team-Oriented Cooperative Learning Activities
Culturally Responsive Cooperative Learning 371
CASE HISTORY AND LICENSURE PREPARATION 373
Summing Up 374
Key Terms 376
Discussion and Practice Questions 376
Professional Practice 376
358
370
Contents xix
13 Assessing Learners 378
Norm-Referenced and Criterion-Referenced Tests 380
Criterion-Referenced Tests 382
Norm-Referenced Tests 382
The Test Blueprint 382
Objective Test Items 383
True/False Items 383
Matching Items 384
Multiple-Choice Items 386
Higher Level Multiple-Choice Questions 387
Completion Items 389
Advantages and Disadvantages of Objective-Item Formats 390
Essay Test Items 390
Extended-Response Questions 390
Restricted-Response Questions 392
When Should You Use Essay Questions? 392
Some Criteria for Scoring Essay Items 394
Validity and Reliability 396
Types of Validity 396
Types of Reliability 396
Marks and Grading Systems 397
Comparison with Other Students 397
Comparison with Established Standards 398
Comparison with Aptitude 398
Comparison of Achievement with Effort 398
Comparison of Achievement with Improvement 399
Standardized Tests 399
Formative versus Summative Evaluation 399
Helping Students Prepare for Standardized Tests 401
Performance Assessment 402
IN PRACTICE: Focus on Performance Assessment 403
The Portfolio 404
Rationale for the Portfolio 404
Building a Portfolio 406
Portfolio Assessment and Report Card Grades 408
Plan a Portfolio Conference 408
xx Contents
Assessing the Academic Progress of Special Learners in the Regular Classroom 413
The No Child Left Behind Act 413
The 2004 Reauthorization of the Individuals with Disabilities Education Improvement Act 414
Response to Intervention (RTI) 416
CASE HISTORY AND LICENSURE PREPARATION 418
Summing Up 419
Key Terms 421
Discussion and Practice Questions 421
Professional Practice 422
Appendix A Teacher Concerns Checklist 425
Appendix B Answers to Chapter Questions and Activities 427
Appendix C Higher OrderThinking and Problem-Solving Checklist 435
Glossary 439
References 447
Name Index 463
Subject Index 469
|
| any_adam_object | 1 |
| author | Borich, Gary D. 1942- |
| author_GND | (DE-588)138122075 |
| author_facet | Borich, Gary D. 1942- |
| author_role | aut |
| author_sort | Borich, Gary D. 1942- |
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| building | Verbundindex |
| bvnumber | BV042491540 |
| callnumber-first | L - Education |
| callnumber-label | LB1025 |
| callnumber-raw | LB1025.3 |
| callnumber-search | LB1025.3 |
| callnumber-sort | LB 41025.3 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 1700 DP 1702 DP 1740 DP 1742 |
| ctrlnum | (OCoLC)907620727 (DE-599)BVBBV042491540 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
| dewey-search | 371.102 |
| dewey-sort | 3371.102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 8. ed. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV042491540 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T01:23:14Z |
| institution | BVB |
| isbn | 9780132849609 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-027926331 |
| oclc_num | 907620727 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-473 DE-BY-UBG |
| owner_facet | DE-355 DE-BY-UBR DE-473 DE-BY-UBG |
| physical | XXVII, 474 S. Ill., graph. Darst. |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Pearson |
| record_format | marc |
| spelling | Borich, Gary D. 1942- Verfasser (DE-588)138122075 aut Effective teaching methods research-based practice Gary D. Borich 8. ed. Boston ; Munich [u.a.] Pearson 2014 XXVII, 474 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Effective teaching United States Lesson planning United States Unterrichtsmethode (DE-588)4078637-7 gnd rswk-swf Unterrichtsvorbereitung (DE-588)4062018-9 gnd rswk-swf Unterrichtserfolg (DE-588)4187076-1 gnd rswk-swf Unterrichtsplanung (DE-588)4117301-6 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Unterrichtsplanung (DE-588)4117301-6 s Unterrichtserfolg (DE-588)4187076-1 s DE-604 Unterrichtsvorbereitung (DE-588)4062018-9 s 1\p DE-604 Unterrichtsmethode (DE-588)4078637-7 s 2\p DE-604 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027926331&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 |
| spellingShingle | Borich, Gary D. 1942- Effective teaching methods research-based practice Effective teaching United States Lesson planning United States Unterrichtsmethode (DE-588)4078637-7 gnd Unterrichtsvorbereitung (DE-588)4062018-9 gnd Unterrichtserfolg (DE-588)4187076-1 gnd Unterrichtsplanung (DE-588)4117301-6 gnd |
| subject_GND | (DE-588)4078637-7 (DE-588)4062018-9 (DE-588)4187076-1 (DE-588)4117301-6 (DE-588)4078704-7 |
| title | Effective teaching methods research-based practice |
| title_auth | Effective teaching methods research-based practice |
| title_exact_search | Effective teaching methods research-based practice |
| title_full | Effective teaching methods research-based practice Gary D. Borich |
| title_fullStr | Effective teaching methods research-based practice Gary D. Borich |
| title_full_unstemmed | Effective teaching methods research-based practice Gary D. Borich |
| title_short | Effective teaching methods |
| title_sort | effective teaching methods research based practice |
| title_sub | research-based practice |
| topic | Effective teaching United States Lesson planning United States Unterrichtsmethode (DE-588)4078637-7 gnd Unterrichtsvorbereitung (DE-588)4062018-9 gnd Unterrichtserfolg (DE-588)4187076-1 gnd Unterrichtsplanung (DE-588)4117301-6 gnd |
| topic_facet | Effective teaching United States Lesson planning United States Unterrichtsmethode Unterrichtsvorbereitung Unterrichtserfolg Unterrichtsplanung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027926331&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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