| Introduction |
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xi | |
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SECTION 1 CONTEXTS OF TEACHING AND LEARNING |
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Learning, Teaching, and Management |
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3 | (36) |
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Adolescent Development and Instruction in the Secondary School |
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3 | (7) |
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Motivating Students to Learn |
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10 | (4) |
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Diverse Characteristics and Needs of Middle School and High School Students |
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14 | (2) |
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Principles for Meeting the Needs of Ethnically and Culturally Diverse Learners |
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16 | (3) |
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Teaching English to Students of Other Languages |
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19 | (1) |
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A Brief Glossary for Teaching Students with English as a Second Language |
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20 | (4) |
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Contexts of Teaching in a Changing and Technological Society |
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24 | (2) |
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Guiding Principles for Classroom Management and Discipline |
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26 | (9) |
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35 | (1) |
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36 | (1) |
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36 | (3) |
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Constructing Classroom Curriculum |
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39 | (22) |
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39 | (5) |
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44 | (7) |
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Practical Suggestions for Determining Classroom Curriculum |
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51 | (6) |
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57 | (1) |
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57 | (1) |
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58 | (1) |
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59 | (2) |
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Preparing Learning Objectives and Assessing Student Learning |
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61 | (26) |
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The Purpose of Learning Objectives |
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61 | (2) |
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Long- and Short-Term Objectives |
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63 | (1) |
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64 | (4) |
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IDS: A Different Approach for Thinking About Learning Objectives |
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68 | (2) |
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Four Elements of an Objective: The ABCDs of Objective Writing |
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70 | (1) |
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The Role of Objectives in Daily Lesson Plans |
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71 | (2) |
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An Introduction to Assessment |
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73 | (2) |
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Authentic Assessment and Performance Assessment |
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75 | (8) |
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83 | (1) |
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84 | (1) |
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84 | (1) |
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85 | (2) |
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Long- and Short-Range Planning |
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87 | (32) |
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Yearlong Scope and Sequence |
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87 | (3) |
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Four Commonplaces in School |
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90 | (2) |
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92 | (13) |
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105 | (6) |
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The Importance of Reflection When Planning |
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111 | (3) |
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114 | (1) |
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115 | (1) |
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115 | (4) |
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SECTION 2 INSTRUCTIONAL STRATEGIES |
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Lecture and Direct Instruction |
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119 | (24) |
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119 | (1) |
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A Description of Lecture and Direct Instruction and Research Findings |
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120 | (3) |
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Step-by-Step Procedures for Planning and Implementing Lectures |
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123 | (3) |
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126 | (3) |
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Logistical Concerns, Including Benefits and Obstacles When Lecturing |
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129 | (2) |
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Classroom Management and Student Motivation Issues |
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131 | (1) |
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Appropriate Assessment Techniques to Use with Lecture |
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132 | (3) |
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Guidelines for Deciding If a Lecture Is Appropriate for the Content of a Lesson |
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135 | (1) |
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A Note About Presentations from Guest Speakers and Storytellers |
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136 | (2) |
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138 | (2) |
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140 | (1) |
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141 | (2) |
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143 | (20) |
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143 | (1) |
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A Description of Questioning, and Research Findings |
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144 | (3) |
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Step-by-Step Procedures for Planning and Implementing Questioning |
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147 | (4) |
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151 | (1) |
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Logistical Concerns and Questioning |
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152 | (1) |
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Classroom Management Issues |
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153 | (2) |
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155 | (2) |
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Appropriate Assessment Techniques to Use with Questioning |
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157 | (1) |
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Guidelines for Deciding If Questioning Is Appropriate |
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157 | (2) |
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159 | (1) |
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160 | (1) |
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160 | (3) |
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163 | (20) |
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163 | (2) |
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A Description of Concept Formation, and Research Findings |
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165 | (2) |
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Step-by-Step Procedures for Planning and Implementing Concept Formation |
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167 | (6) |
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Appropriate Assessment Techniques to Use with Concept Formation |
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173 | (2) |
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Logistical Concerns, Including Benefits and Obstacles |
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175 | (1) |
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Classroom Management Issues |
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176 | (1) |
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Guidelines for Deciding If Concept Formation Is Appropriate for the Content of a Lesson |
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177 | (2) |
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179 | (2) |
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181 | (1) |
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181 | (1) |
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181 | (2) |
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183 | (26) |
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183 | (1) |
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A Description of Cooperative Learning and Research Findings |
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183 | (8) |
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Step-by-Step Procedures for Planning and Implementing Cooperative Learning |
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191 | (5) |
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Classroom Management Issues |
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196 | (3) |
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Logistical Concerns, Including Benefits and Obstacles |
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199 | (1) |
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Appropriate Assessment Techniques to Use with Cooperative Learning |
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200 | (2) |
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Guidelines for Deciding If Cooperative Learning Is Appropriate for the Content of a Lesson |
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202 | (3) |
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205 | (1) |
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206 | (1) |
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206 | (3) |
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Simulations, Role-Play, and Dramatization |
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209 | (24) |
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209 | (1) |
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Defining Theatric Strategies |
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210 | (2) |
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A Description of Theatric Strategies and Research Findings |
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212 | (2) |
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214 | (1) |
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Step-by-Step Procedures for Planning and Implementation |
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215 | (5) |
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220 | (3) |
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Logistical Concerns for Theatric Strategies |
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223 | (1) |
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Classroom Management Issues |
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224 | (2) |
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Appropriate Assessment Techniques to Use with Simulation, Role-Play, and Dramatization |
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226 | (1) |
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227 | (1) |
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Guidelines for Deciding If Theatric Strategies Are Appropriate |
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228 | (2) |
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230 | (1) |
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230 | (1) |
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231 | (2) |
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Classroom Discussion and Debate |
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233 | (28) |
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233 | (1) |
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A Description of the Strategy and Research Findings |
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234 | (1) |
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Step-by-Step Procedures for Planning and Implementing the Strategy |
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235 | (9) |
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244 | (3) |
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Logistical Concerns, Including Benefits and Obstacles When Using These Strategies |
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247 | (1) |
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Classroom Management and Student Motivation Issues |
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248 | (1) |
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249 | (2) |
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Appropriate Assessment Techniques to Use with These Strategies |
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251 | (3) |
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Guidelines for Deciding If a Strategy Is Appropriate for the Content of a Lesson |
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254 | (2) |
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256 | (1) |
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257 | (1) |
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258 | (1) |
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259 | (2) |
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Student-Directed Investigation |
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261 | (24) |
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261 | (2) |
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A Description of Student-Directed Investigation, and Research Findings |
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263 | (1) |
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Step-by-Step Procedures for Planning and Implementation |
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264 | (6) |
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270 | (3) |
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273 | (1) |
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Logistical Concerns and Obstacles |
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274 | (1) |
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Classroom Management Issues |
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275 | (2) |
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Appropriate Assessment Techniques |
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277 | (4) |
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Guidelines for Deciding If Student-Directed Investigation Is Appropriate |
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281 | (1) |
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282 | (1) |
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282 | (1) |
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283 | (2) |
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Appendix A Glossary of Key Terms |
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285 | (10) |
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Appendix B State Standards and Assessments |
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295 | (8) |
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301 | (2) |
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Appendix C Verbs to Help Identify Student Behaviors at Each Level of Bloom's Cognitive Taxonomy |
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303 | (2) |
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Appendix D Verbs to Help Identify Student Behaviors at Each Level of Krathwohl's Affective Taxonomy |
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305 | (2) |
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Appendix E Overview of Instructional Strategies |
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307 | (8) |
| Index |
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315 | |
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