Secondary School Teaching: A Guide to Methods and Resources

Autor Richard D. Kellough, Noreen G. Kellough

en Limba Engleză Paperback – 31 ian 2010

Thoroughly revised and updated, Secondary School Teaching: A Guide to Methods and Resources is a comprehensive guide to instructional methods and contains many practical exercises for active learning.
This text provides a sound introduction to the challenges of today's secondary schools, teachers' professional responsibilities, thinking and questioning, classroom environment, curriculum, planning instruction, assessment using inquiry, teacher talk, and games, learning alone and in groups, and professional development. A key strength of this text continues to be the expression of core themes. It provides future and current teachers with relevant guidelines, best options and practices, the most useful research findings, and current resources so that they can reflect and improve their effectiveness.

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Specificații

ISBN-13: 9780137049776
ISBN-10: 0137049773
Pagini: 432
Dimensiuni: 216 x 274 x 25 mm
Greutate: 1.02 kg
Ediția:Nouă
Editura: Pearson
Locul publicării:Boston, United States

Descriere

Thoroughly revised and updated, Secondary School Teaching: A Guide to Methods and Resources is a comprehensive guide to instructional methods and contains many practical exercises for active learning.

This text provides a sound introduction to the challenges of today's secondary schools, teachers' professional responsibilities, thinking and questioning, classroom environment, curriculum, planning instruction, assessment using inquiry, teacher talk, and games, learning alone and in groups, and professional development. A key strength of this text continues to be the expression of core themes. It provides future and current teachers with relevant guidelines, best options and practices, the most useful research findings, and current resources so that they can reflect and improve their effectiveness.

Cuprins

CHAPTER 1: Secondary School Teaching Today: Recognizing and Understanding the Challenge The Classroom in a Nation of Diversity and Shifting Demographics
    Skill Areas Around Which This Resource Guide is Centered
    The Realities of Teaching Today
    A Rather Recent and in Our Opinion Unfortunate Addition to the Challenge
Orientation: No Single Shoe Fits All
    Start of the School Year Orientation
    The School Year and Teachers’ Schedules
    Teaching Teams
    The Community of Learners Concept
    Nontraditional Scheduling
    Quality Education for Every Student
    Instruction that is Differentiated
    Responsive Practices for Helping Each Student Succeed
Middle-Level Schools
High Schools
The Fundamental Characteristic of Quality Education
    Committed Teachers
    Reflective Decision Making
    School Leadership
    Effects of No Child Left Behind Legislation
Parents, Guardians, and the Community
    Community Service Learning
The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues
    Key Trends and Positive Practices
    Major Problems, Concerns, and Issues
Meeting the Challenge: Initial Guidelines for Recognizing and Providing for Student Differences Thereby Effectively Differentiating the Instruction
Reviewing The Developmental Characteristics of Young People of Particular Age Groups
    Young Adolescents (Ages 9–14)
    Older Adolescents (Ages 15–19)
Summary
Questions for Class Discussion
Exercises
References

CHAPTER 2: Teacher Professional Responsibilities
The Teacher as a Reflective Decision Maker
    Decision-Making Phases of Instruction
    Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher Responsibility
Selected Legal Guidelines
    Student Rights
    Cellular Phones and Other Handheld Electronic Devices in the Classroom
    Teacher Liability and Insurance
    Student Safety Should Always be on Your Mind
Teaching Style
    Multilevel Instruction, Individualized Instruction, and Differentiated Instruction: A Clarification of Terms
    The Theoretical Origins of Teaching Styles and Their Relation to Constructivism
Commitment and Professionalism
    Noninstructional Responsibilities
    Instructional Responsibilities
Identifying and Building Your Instructional Competencies
    Characteristics of the Competent Classroom Teacher: An Annotated List
Teacher Behaviors Necessary to Facilitate Student Learning
    Three Basic Rules for Becoming a Competent Teacher
    Facilitating Behaviors and Instructional Strategies: A Clarification
    Structuring the Learning Environment
    Accepting and Sharing Instructional Accountability
    Demonstrating Withitness and Overlapping
    Providing a Variety of Motivating and Challenging Activities
    Modeling Appropriate Behaviors
    Facilitating Student Acquisition of Data
    Creating a Psychologically Safe Environment
    Clarifying Whenever Necessary
    Using Periods of Silence
    Questioning Thoughtfully
Tools For Instruction
    The Internet
    Professional Journals and Periodicals
    The ERIC Information Network
    Copying Printed Materials
    The Classroom Writing Board
    The Classroom Bulletin Board and Other Nonprojected Visual Displays
    The Community as a Resource
    Guest Speaker or Presenter
    Field Trips
    Media Tools
    Computers and Computer-Based Instructional Tools
    Using Copyrighted Video, Computer, and Multimedia Programs
    Distance Learning
Summary
Questions For Class Discussion
Exercises
References

CHAPTER 3: Thinking and Questioning: Skills for Meaningful Learning
Teaching Thinking for Intelligent Behavior
    Characteristics of Intelligent Behavior
    Direct Teaching for Thinking and Intelligent Behavior
Purposes for Using Questioning
    Questions to Avoid Asking
Types of Cognitive Questions: A Glossary
    Analytic Question
    Clarifying Question
    Convergent-Thinking Question
    Cueing Question
    Divergent-Thinking Question
    Evaluative Question
    Focus Question
    Probing Question
Socratic Questioning
Levels of Cognitive Questions and Student Thinking
Guidelines for Using Questioning
    Preparing Questions
    Implementing Questioning
Using an Audience Response Student Clicker System
Questions From Students: The Question-Driven Classroom and Curriculum
    Questioning: The Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful Learning
Summary
Questions For Class Discussion
Exercises
References

CHAPTER 4: The Classroom Learning Environment
The Importance of Perceptions
Classroom Control–Its Meaning–Past and Present
    Historical Meaning of Classroom Control
    Today’s Meaning of Classroom Control and the Concept of Classroom
    Management
    Classroom Management: Contributions of Some Leading Authorities
Developing Your Own Effective Approach to Classroom Management
Providing a Supportive Learning Environment
    Consider the Physical Layout
    Create a Positive Ambiance     Behaviors to Avoid When Using Encouragement to Motivate Students
    Get to Know Your Students as People
Preparation Provides Confidence and Success
    Effective Organization and Administration of Activities and Materials
    Natural Interruptions and Disruptions to Routine
Classroom Procedures and Guidelines for Acceptable Behavior
    Starting the School Term Well
    Procedures Rather Than Rules; Consequences Rather Than Punishment
    The First Day
    Procedural Matters: What Students Need to Understand Early On
Using Positive Rewards as Motivators
Managing Class Sessions
    Opening Activities
    Smooth Implementation of the Lesson
    Transitions Within Lessons
Inappropriate Student Behavior
    Transient Nondisruptive Behaviors
    Disruptions to Learning
    Defiance, Cheating, Lying, and Stealing
    Bullying, Fighting, Sexual Misconduct, and Violence
Teacher Response to Student Misbehavior
    Direct Versus Indirect Assertive Intervention Strategies: A Clarification
    Order of Behavior Intervention Strategies
Teacher-Caused Student Misbehavior
    Scenarios for Case Study Review
    Preventing a Ship From Sinking is Much Easier Than is Saving a Sinking One: Mistakes to Avoid
Situational Case Studies for Additional Review
Summary
Questions for Class Discussion
Exercises
References

CHAPTER 5: The Curriculum: Selecting and Setting Learning Expectations
Program Organization: Providing Successful Transitions
    Curriculum and Instruction: Clarification of Terms
    Core Curriculum
    Curriculum Content: Essential Versus Supplemental
    Exploratory Opportunities
    Co-Curricular Versus Extracurricular
    Advisory/Homebase Program
Planning for Instruction: Three Levels
    Teacher–Student Collaborative Team Planning
    Reasons for Planning
    Components of an Instructional Plan
    Curriculum Content Selection: Documents that Provide Guidance
Curriculum Standards
    Curriculum Standards and High-Stakes Testing
Student Textbooks
    Benefit of Textbooks to Student Learning
    Problems with Reliance on a Single Textbook
    Guidelines for Textbook Use
    Multitext and Multireadings Approach
Beginning to Think About the Sequencing of Content
Preparing for and Dealing with Controversy
Aims, Goals, and Objectives: The Anticipated Learning Outcomes
    Instructional Objectives and Their Relationship to Aligned Curriculum and Authentic Assessment
    Learning Targets and Goal Indicators
    Overt and Covert Performance Outcomes
    Balance of Behaviorism and Constructivism
    Teaching Toward Multiple Objectives, Understandings, and Appreciations: The Reality of Classroom Instruction
    Preparing Instructional Objectives
    Components of a Complete Objective Classifying Instructional Objectives The Domains of Learning and the Developmental Needs of         Students
    Cognitive Domain Hierarchy
    Affective Domain Hierarchy
    Psychomotor Domain Hierarchy
Using the Taxonomies
    Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals
    Character Education and the Domains Of Learning
Learning That Is Not Immediately Observable
Integrated Curriculum
    Level 1 Curriculum Integration
    Level 2 Curriculum Integration
    Level 3 Curriculum Integration
    Level 4 Curriculum Integration
    Level 5 Curriculum Integration
    Integrated Curriculum in a Standards-Based Environment
Planning for Instruction: A Seven-Step Process
The Syllabus
    Use and Development of a Syllabus
    Content of a Syllabus
Summary
Questions for Class Discussion
Exercises
References

CHAPTER 6: Planning the Instruction
The Instructional Unit
    Planning and Developing any Unit of Instruction
    Unit Format, Inclusive Elements, and Time Duration
Theoretical Considerations for the Selection of Instructional Strategies
    Decision Making and Strategy Selection
    Direct and Indirect Instruction: A Clarification of Terms
    Degrees of Directness
    Principles of Classroom Instruction and Learning: A Synopsis
    Conceptual and Procedural Knowledge
    Direct Versus Indirect Instructional Modes: Strengths and Weaknesses of Each
Selecting Learning Activities that are Developmentally Appropriate
Styles of Learning and Implications for Teaching
    Learning Modalities
    Learning Styles
    The Three-Phase Learning Cycle
    Learning Capacities: The Theory of Multiple Intelligences
The Learning Experiences Ladder
    Direct, Simulated, and Vicarious Experiences Help Connect Student Learning
Planning and Developing an Interdisciplinary Thematic Unit
    Specific Guidelines for Developing an Interdisciplinary Thematic Unit
    Developing the Learning Activities: The Heart and Spirit of the ITU
    The Common Thread
    Initiating Activities
    Developmental Activities
    Culminating Activity
Preparing the Lesson Plan
    Rationale for Preparing Written Plans
    Assumptions about Lesson Planning
    A Continual Process
    Well Planned but Open to Last-Minute Change
    The Problem of Time
    The Pressure of Standards-Based and High-Stakes Testing and the Felt Need to “Cover” the Prescribed Curriculum
    Caution about “The Weekly Planning Book”
Constructing a Lesson Plan: Format, Elements, and Samples
    For Guidance, Reflection, and Reference
    Basic Elements in a Lesson Plan
    Descriptive Data
    Goals and Objectives
Setting the Learning Objectives
    A Common Error and How to Avoid It
    No Need to Include All Domains and Hierarchies in Every Lesson
    Rationale
    Procedure
    Assignments
    Special Considerations, Notes, and Reminders
    Materials and Equipment to be Used
    Assessment, Reflection, and Revision
Summary
Questions for Class Discussion
Exercises
References

CHAPTER 7: Assessing and Reporting Student Achievement
Purposes and Principles of Assessment
The Language of Assessment
    Assessment and Evaluation
    Measurement and Assessment
    Validity and Reliability
    Authentic Assessment: Advantages and Disadvantages
    Diagnostic, Formative, and Summative Assessment
Assessing Student Learning: Three Avenues
    Assessing What a Student Says and Does
    Assessing What a Student Writes
    Assessment for Affective and Psychomotor Domain Learning
Student Involvement in Assessment
    Using Portfolios
    Using Checklists
Maintaining Records of Student Achievement
    Recording Teacher Observations and Judgments
Grading and Marking Student Achievement
    Criterion-Referenced Versus Norm-Referenced Grading
    Determining Grades
Testing for Achievement
    Standardized (Formal) Versus Nonstandardized (Informal) Tests
    Purposes for Informal Testing
    Frequency for Informal Testing
    Anxiety: Symptom Recognition and Helping Students (and Yourself) Deal with It
    Test Construction
    Administering Tests
    Controlling Cheating
    Determining the Time Needed to Take a Test
Preparing Assessment Items
    Classification of Assessment Items
    Performance Testing
    General Guidelines for Preparing for Informal Assessment of Student Learning
    Attaining Content Validity
Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types
    Arrangement
    Completion Drawing
    Completion Statement
    Correction
    Essay
    Grouping
    Identification
    Matching
    Multiple Choice
    Performance
    Short Explanation
    True–False
Reporting Student Achievement
    The Grade Report
Teacher Parental/Guardian Connections
    Contacting Parents/Guardians
    Meeting Parents/Guardians
    Parent/Guardian Conference
    Dealing with an Angry Parent or Guardian
Summary
Questions for Class Discussion
Exercises
References

CHAPTER 8: The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and Games
Teacher Talk: Formal and Informal
    Cautions in Using Teacher Talk
    Teacher Talk: General Guidelines
    Teacher Talk: Specific Guidelines
Demonstration
    Reasons for Using Demonstrations
    Guidelines for Using Demonstrations
Inquiry Teaching and Discovery Learning
    Problem Solving
    Inquiry Versus Discovery
    True Inquiry
    The Critical Thinking Skills of Discovery and Inquiry
Integrating Strategies for Integrated Learning
Educational Games
    Classification of Educational Games
    Functions of Educational Games
Summary
Questions for Class Discussion
Exercises
References

CHAPTER 9: Mastery Learning and Differentiated Instruction
Today’s Emphasis: Quality Learning for Every Student
    Assumptions About Mastery, or Quality, Learning
    Elements of Any Mastery Learning Model: The Cycle of Teaching
    Strategies for Personalizing (Individualizing) the Instruction Now!
Working with and Individualizing the Learning Experiences for Specific Learners
    Recognizing and Working with Students with Special Needs
    Recognizing and Working with Students of Diversity and Differences
    Language-Minority Students
    Recognizing and Working with Students Who are Gifted
    Curriculum Tracking
    Meaningful Curriculum Options: Multiple Pathways to Success
    Recognizing and Working with Students Who Take More Time but are Willing to Try
    Recognizing and Working with Recalcitrant Learners
    Recognizing and Working with Abused Children
Learning Alone
Summary
Questions For Class Discussion
References

CHAPTER 10: Organizing and Guiding Student Learning in Groups
Learning in Pairs
    The Learning Center
Learning in Small Groups
    Purposes for Using Small Groups
Cooperative Learning
    The Cooperative Learning Group (CLG)
    The Theory and Use of Cooperative Learning
    Roles Within the Cooperative Learning Group
    What Students and the Teacher Do When Using Cooperative Learning Groups
    When to Use Cooperative Learning Groups
    Cooperative Group Learning, Assessment, and Grading
    Why Some Teachers Experience Difficulty Using CLGs
Learning in Large Groups
    Student Presentations
    Whole-Class Discussion
Equality in the Classroom
    Ensuring Equity
Learning from Assignments and Homework
    Purposes for Assignments
    Guidelines for Using Assignments
    Opportunities for Recovery
    How to Avoid Having So Many Papers to Grade that Time for Effective Planning is Restricted
Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports
    Values and Purposes of Project-Centered Learning
    Guidelines for Guiding Students in Project-Centered Learning
    Writing as a Required Component of Project-Centered Learning
    Assessing the Final Product
Writing Across the Curriculum
    Kinds of WritingPreventing Plagiarism
     Journals and Blogs
A Collection of 130 Annotated Motivational Teaching Strategies with Ideas for Lessons, Interdisciplinary Teaching, Transcultural Studies, and Student Projects
    The Visual and Performing Arts
    Family and Consumer Economics, Foods, and Textiles
    English, Languages, and the Language Arts
    Mathematics
    Physical Education
    Science
    Social Studies/History
    Vocational Career Education
Summary
Questions For Class Discussion
Content Area Websites
References

CHAPTER 11: Professional Development: A Continuing Process
Professional Development Through Student Teaching or Internship
    Whether Student Teaching or Intern Teaching, It Is the Real Thing
    Getting Ready for the Beginning Teaching Experience
    First Impressions
    Continuing to Get Ready
    Student Teaching from the Cooperating Teacher’s Point of View
    Comments from the University Supervisor
    What to do Before an Observation
    What to do During an Observation
    What to do During an Observation Conference
    What to do After the Supervisor Leaves
Finding a Teaching Position
    Guidelines for Locating a Teaching Position
    The Professional Career Portfolio (Or How to Get Hired by Really Trying)
    Resources for Locating Teaching Vacancies
    The Professional Résumé
    The In-Person Interview
Professional Development Through Reflection and Self-Assessment
Professional Development Through Mentoring
    It is Helpful to Have a Mentor, Sometimes More Than One
    When Should I Seek Help?
    Coping Strategies: Avoiding Feelings of Aloneness
    Make Career Plans: A Life Plan Map
Professional Development Through Inservice and Graduate Study
Professional Development Through Participation in Professional Organizations
Professional Development Through Communications with Teachers
Professional Development Through Off-Teaching Work Experience
Professional Development Through Micro Peer Teaching
Questions for Class Discussion
Summary
References

GLOSSARY
SUBJECT INDEX

Notă biografică

Richard Kellough is author and coauthor of more than 50 textbooks, including A Primer For New Principals: Guidelines For Success (Rowman & Littlefield, 2008), A Resource Guide For Teaching K-12, 6/E (Allyn & Bacon, 2011), Teaching Young Adolescents: Methods And Resources, 5/E (Pearson, 2008), Teaching And Learning K-8: A Guide To Methods And Resources, 9/E (Pearson, 2008), Your First Year Of Teaching: Guidelines For Success, 5/E (Pearson, 2009), Science K-8: An Integrated Approach, 11/E (Allyn & Bacon, 2008), and A Guide For Developing Interdisciplinary Thematic Units, 4/E (Pearson, 2008), as well As numerous journal articles. His many recognitions include being named a National Science Foundation Research Fellow at The University Of California, Davis, as well as listings in the International Authors And Writers Who's Who, Leaders In Eco Education, Men Of Achievement (Vol. 1), Dictionary Of International Biography, and Leaders In Education. His 46-year teaching career includes 13 years as a teacher of grades 7-12 (3 years as a teaching principal) and 34 years as university professor.

Coauthor of Teaching Young Adolescents: A Guide To Methods And Resources, 5/e (Allyn & Bacon, 2008), Noreen Kellough's 22-year teaching career includes 6 years of middle school foreign languages teaching, 6 years of high school teaching of French, and 12 years at the university level. At the college and university level she has taught Spanish at Los Rios Community College, was assistant clinical professor at University of the Pacific, and at California State University, Sacramento, taught
Italian, courses in teacher preparation. Until her retirement, she served as director of the children's reading program where she supervised the training of university students as tutors of reading for public school children. Recognitions include recipient of Outstanding Community Service Award (2004) from CSU,S, and 1995 delegate representing the U.S. in Berlin, Germany, at the Deutsche Schreberjugend International Youth Conference.

Caracteristici

Hands-on exercises engage readers in learning about effective teaching
Teaching in Practice case studies stimulate discussion and reflective thinking, for either independent or group study
Classroom Vignettes offer real-life examples that illustrate topics and issues discussed in the text
Internet resources for further research are listed in every chapter, providing additional sources for review and insight
Provides enhanced content on dealing with anxiety and stress, both student and teacher varieties–useful for today’s classroom (Chs. 7 and 11)

Caracteristici noi

NEW! Extensive research updates means the most up-to-date material available to students.
NEW! Former Chapter 9 now divided into two chapters: the new Chapter 9 covers mastery and differentiation with new content about working with special education and ELL students, while the new Chapter 10 covers student diversity and grouping learners for the most effective instruction, with new and additional coverage about cooperative learning, learning centers, assignments, and using blogs and journals.
NEW! Back by popular request, the exercise on the development of a self-instructional module (SIM) that had been a hallmark of the book since its first edition, now included in Chapter 10. A unique opportunity for the teacher to create and prepare a perfect lesson plan that assures learning for any student.
NEW! Considerably enhanced and updated content coverage regarding the latest media technology for instruction (in Chs 2, 6, 8, & 10), assessment practices (Chs. 6 & 7), and literacy and culturally-responsive teaching.
NEW! Formative assessment self-check exercises at the conclusion of each chapter allows students immediate self-check of chapter understanding.

Textul de pe ultima copertă

This text provides a sound introduction to the challenges of today's secondary schools, teachers' professional responsibilities, thinking and questioning, classroom environment, curriculum, planning instruction, assessment using inquiry, teacher talk, and games, learning alone and in groups, and professional development. A key strength of this text continues to be the expression of core themes. It provides future and current teachers with relevant guidelines, best options and practices, the most useful research findings, and current resources so that they can reflect and improve their effectiveness.

Papetărie, jocuri, reviste