Learning to teach

Cover
Title
Contents
Part 1 Teaching and Learning in Today’s Classrooms
	1. The Scientific Basis for the Art of Teaching
		Historical Perspective on Teaching
			Role Expectations in Earlier Times
			Twentieth-Century Role Expectations
			Teaching Challenges for the Twenty-First Century
		A Perspective on Effective Teaching for the Twenty-First Century
			The Ultimate Goal of Teaching
			A View of the Effective Teacher
			Personal Qualities for Developing Authentic Relationships
			Democratic and Socially Just Classrooms
			Knowledge Base to Guide the Art of Practice
			Repertoire of Effective Practice
			Reflection and Problem Solving
		Learning to Teach
			Models of Teacher Development
			Early Influences on Teaching
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
	2. Student Learning in Diverse Classrooms
		Perspective and Overview
		Theoretical and Empirical Support
			Inequities
			Differential Treatment of Students
			Learning Abilities, Styles, and Preferences
		Exceptionalities
			Students with Disabilities
			Gifted and Talented Students
		Culture, Ethnicity, and Race
			Perspectives on Culture, Ethnicity, and Race
			Working with Students in Racially and Culturally Diverse Classrooms
		Religious Diversity
		Language Diversity
			Differences in Dialects
			Second-Language Acquisition
			Working with Language Diversity in the Classroom
		Gender Differences
			Nature of Gender Differences
			Origins of Gender Differences
			Stereotyping and Differential Treatment
			Working with Gender Differences in the Classroom
			Sexual Orientation
		Social Class Differences
			Characteristics and Performance of Low-SES Students
			Differential Treatment of Low-SES Students
			Working with Low-SES Students in the Classroom
		Some Final Thoughts and Schoolwide Issues
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
Part 2 The Leadership Aspects of Teaching
	3. Teacher Planning
		Perspective on Planning
			Planning—The Traditional View
			Planning—An Alternative Perspective
			Mental Planning
		Theoretical and Empirical Support
			Planning Influences What Students Learn
			Planning and the Beginning Teacher
		Planning Domains
			Planning and the Instructional Cycle
			The Time Spans of Planning
		The Specifics of Planning
			Planning What to Teach
			Tools and Strategies for Curriculum Enactment
			Instructional Objectives
			Taxonomies for Selecting Instructional Objectives
			Lesson Plans and Unit Plans
			Diversity and Differentation
		Planning for Time and Space
			Time Is of the Essence
			Space, a Critical Element
			Planning with Colleagues
		A Final Thought about Planning
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
	4. Learning Communities and Student Motivation
		Perspective on Classrooms as Learning Communities
			Fusion of the Individual and the Group
		Theoretical and Empirical Support
			Human Motivation
			Features of Learning Communities
			Research on Motivation and Learning Communities
		Strategies for Motivating Students and Building Productive Learning Communities
			Believe in Students’ Capabilities and Attend to Alterable Factors
			Avoid Overemphasizing Extrinsic Motivation
			Create Learning Situations with Positive Feeling Tones
			Build on Students’ Interests and Intrinsic Values
			Structure Learning to Accomplish Flow
			Use Knowledge of Results and Don’t Excuse Failure
			Attend to Student Needs, Including the Need for Self-Determination
			Attend to the Nature of Learning Goals and Difficulty of Instructional Tasks
			Diversity and Differentiation: Using Multidimensional Tasks
			Facilitate Group Development and Cohesion
		Some Final Thoughts
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
	5 Classroom Management
		Perspective on Classroom Management
		Theoretical and Empirical Support
			Behavioral Theory
			Classroom Ecology and Group Processes
			Effective Teaching Research
			Child-Centered Traditions
		Preparing for Effective Classroom Management
			Preventative Classroom Management
			Managing Inappropriate and Disruptive Behavior
		Classroom Management Programs
			Traditional Programs Based on Behavioral Theory
			Programs That Aim toward Self-Management and Community
			The Caring Classroom
		A Final Thought and Look to the Future
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
	6. Assessment and Evaluation
		Perspective on Assessment and Evaluation
			Importance of Assessment and Evaluation
			Key Assessment and Evaluation Concepts
		Theoretical and Empirical Support
			Effects of Assessments and Grades on Student Motivation and Learning
			Teacher Bias in Assessment and Grading
		Standardized Tests
			Nature of Standardized Tests
			Norm-Referenced and Criterion-Referenced Tests
			Advantages and Disadvantages of Different Approaches
			The Teacher’s Role in Standardized Testing
		A Teacher’s Classroom Assessment Program
			Primary Purposes of Assessment
			Assessment for Learning
			Assessment as Learning
			Assessment of Learning
		Assessing Student Learning Using Traditional Measures
			General Principles
			Test Construction
			Giving the Traditional Test
		Assessing Student Learning Using Alternative Measures
			Performance Assessment
			Authentic Assessment
			Designing and Scoring Performance and Authentic Assessments
			Student Portfolios
			Assessing Group Effort and Individually Contracted Work
			Making Decisions about Assessments
		Evaluation and Grading
		A Final Thought
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
Part 3 Overview of Teacher-Centered Transmission Models of Teaching
	7. Presenting and Explaining
		Overview of Presentation Teaching
		Theoretical and Empirical Support
			Structure and Organization of Knowledge
			Meaningful Verbal Learning
			Cognitive Psychology and Information Processing
			Empirical Support
		Planning and Conducting Presentation Lessons
			Planning for Presentations
			Diversity and Differentiation: Adapting Presentations for Differing Student Abilities
			Conducting Presentation Lessons
		Managing the Learning Environment
		Assessment and Evaluation
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
	8. Direct Instruction
		Overview of Direct Instruction
		Theoretical and Empirical Support
			Behavioral Theory
			Social Cognitive Theory
			Teacher Effectiveness Research
		Planning and Conducting Direct Instruction Lessons
			Planning for Direct Instruction
			Conducting Direct Instruction Lessons
			Diversity and Differentiation: Varying Direct Instruction Lessons to Meet Diverse Needs
		Managing the Learning Environment
		Assessment and Evaluation
		A Final Thought: Considering the Use of Direct Instruction
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
	9. Concept and Inquiry-Based Teaching
		Overview of Teaching Students How to Think
		Theoretical Perspectives about Teaching Thinking
			Universality of Thinking
			Types of Thinking
		Concept Teaching
			Nature of Concepts
			Human Development and Concept Learning
			Planning for Concept Teaching
			Diversity and Differentiation: Adapting Plans to Meet Diverse Needs
			Conducting Concept Lessons
		Inquiry-Based Teaching
			Planning for Inquiry-Based Lessons
			Conducting Inquiry-Based Lessons
		Making Thinking Visible
			Developing Classrooms with Cultures of Thinking
			Making Thinking More Visible
			Using Thinking Routines
		Developing Learning Environments That Promote Thinking
		Assessing Thinking Processes and Skills
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
Part 4 Overview of Student-Centered Constructivist Models of Teaching
	10. Cooperative Learning
		Overview of Cooperative Learning
		Theoretical and Empirical Support
			Concept of the Democratic Classroom
			Intergroup Relations
			Experiential Learning
			The Effects of Cooperative Learning
		Planning and Conducting Cooperative Learning Lessons
			Planning for Cooperative Learning
			Conducting Cooperative Learning Lessons
			Diversity and Differentiation: Adapting Cooperative Learning Lessons for Diverse Learners
		Managing the Learning Environment
			Helping with Transitions
			Teaching Cooperation
		Assessment and Evaluation
			Testing Academic Learning
			Assessing Cooperation
			Grading Cooperative Learning
			Recognizing Cooperative Effort
		Cooperative Learning: A Final Thought
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
	11. Problem-Based Learning
		Overview of Problem-Based Learning
			Special Features of Problem-Based Learning
		Theoretical and Empirical Support
			Dewey and the Problem-Oriented Classroom
			Piaget, Vygotsky, and Constructivism
			Bruner and Discovery Learning
			Is PBL Effective?
		Planning and Conducting Problem-Based Lessons
			Planning for PBL Lessons
			Conducting PBL Lessons
			Using Learning Centers for Problem-Based Learning
			Diversity and Differentiation: Adapting Problem-Based Lessons for Diverse Students
		Managing the Learning Environment
			Dealing with Multitask Situations
			Adjusting to Differing Finishing Rates
			Monitoring and Managing Student Work
			Managing Materials and Equipment
			Regulating Movement and Behavior outside the Classroom
		Assessment and Evaluation
			Assessing Understanding
			Using Checklists and Rating Scales
			Assessing Adult Roles and Situations
			Assessing Learning Potential
			Assessing Group Effort
		Problem-Based Learning: A Final Thought
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
	12. Classroom Discussion
		Overview of Classroom Discussion
		Theoretical and Empirical Support
			Discourse and Cognition
			Classroom Discourse Patterns
			Teacher Questioning
			Wait-Time
		Planning and Conducting Discussion Lessons
			Planning for Discussion
			Conducting Discussions
			Diversity and Differentiation: Adapting Discussions for Diverse Learners
		Managing the Learning Environment
			Slow the Pace and Broaden Participation
			Increase Interpersonal Regard and Understanding
			Use Tools That Highlight Discourse and Thinking Skills
		Assessment and Evaluation
			Follow-up Discussions
			Grading Classroom Discussions
		Classroom Discourse Patterns: A Final Thought
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
	13. Connecting the Models and Differentiating Instruction
		Introduction and Rationale
		Connecting and Using Multiple Models
			Repertoire and Choice
			Connecting and Using Multiple Models: Two Classroom Scenarios
		Differentiating Instruction
			Rationale for Differentiation
			The Differentiated Classroom
			Essential Elements of Differentiation
			Instructional Strategies for Differentiating Instruction
			Use of Flexible Grouping in the Differentiated Classroom
		Management and Assessment in the Differentiated Classroom
			Classroom Management
			Assessing and Evaluating Student Work
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
Part 5: The Organizational Aspects of Teaching
	14. School Leadership and Collaboration
		Perspective on Schools as Workplaces
			Schools Are Human Systems
			Schools Have Histories and Cultures
			Schools Exist in Context
			Schools Have Features in Common with Other Organizations
			Schools Have Unique Features
			Norms, Roles, and the Culture of Teaching
		Theoretical and Empirical Support
			Nature of Teachers’Work
			Research on School Effectiveness
			Features of Effective Schools
		Organizational Skills for Teachers
			Working with Colleagues
			Working with Administrators and Leadership Personnel
			Working with Families
			Providing Leadership for School Improvement
		Reflections from the Classroom
		Summary
		Interactive and Applied Learning
		Portfolio and Field Experience Activities
Resource Handbook
	Handbook 1 Reading and Using Research
		Key Research Ideas
			Research Questions and Problems
			Model for Research on Teaching
			Independent and Dependent Variables
		Approaches to Educational Research
			Assumptions about Scientific Knowledge
			Types of Research Studies
			Descriptive Research
			Experimental Research
			Correlational Research
			Causal-Comparative Research
		Statistical Concepts and Research Conventions
			Sampling
			Randomness
			Numbers and Conventions
		Reading and Keeping Abreast of Research
			Reading Research with a Critical Eye
			Reading a Research Report: An Example
			Keeping Abreast of Research
	Handbook 2 Using Learning to Teach to Prepare for the PRAXIS II™: Principles of Learning and Teaching Exam
Glossary
References
Credits
Name Index
Subject Index