Teaching as Decision Making: Successful Practices for the Secondary Teacher / Edition 2by Georgea M. Sparks-Langer, Alane J. Starko, Marvin Pasch, Wendy Burke
Pub. Date: 06/26/2003
For general courses in Secondary and/or Middle School Methods. This constructivist-based book examines teaching at the secondary level through discussion of five key factors involved in its practice: Students, Content, Pedagogy, Philosophy, and Context—instilling in future teachers the constructivist idea that designing instruction must begin/b>… See more details below
For general courses in Secondary and/or Middle School Methods. This constructivist-based book examines teaching at the secondary level through discussion of five key factors involved in its practice: Students, Content, Pedagogy, Philosophy, and Context—instilling in future teachers the constructivist idea that designing instruction must begin with consideration of the learner. The objective of the material is to help prospective teachers develop a set of skills, without oversimplifying the complexity of teaching. First chapters are on learning, student characteristics, cultural differences, and authentic learning—while material on learning outcomes, assessments, and lesson plans are in later chapters. Much of the content is devoted to the design of curriculum, teaching approaches, classroom management, and adaptation/differentiation of instruction for students with special needs of all types. Numerous examples drawn from high school lessons and units are presented through a common template that addresses strength/weaknesses, where/when/with whom it would be most effective, how to modify it to meet the needs of special learners, and what values and/or social relationships it promotes. In addition, a case study involving a multidisciplinary unit on Zimbabwe ties text-sanctioned practices to unit/lesson planning that meets state and local standards. For prospective secondary teachers.
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Table of Contents
1. Teaching and Reflective Decision Making.
TOPIC 1. Planning for Instruction: Setting the Stage .
2. Understanding Students and Learning.
3. Choosing and Analyzing Classroom Goals.
4. Planning Educational Outcomes.
5. Assessing Learning Performances.
TOPIC 2. Implementation: Hands–on Teaching.
6. Reflective Lesson Design.
7. Models for Teaching: Direct.
8. Models for Teaching: Inductive.
9. Facilitating Structures and Strategies.
10. Diversity and Differentiation.
TOPIC 3. Creating a Positive Learning Environment.
11. Classroom Management: Traditions, Programs, and Goals.
12. A Rational Approach to Classroom Management.
Appendix: Example Unit Zimbabwe: A World's View from Africa
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