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|Ch. 1||The Effective Teacher||2|
|Ch. 2||Understanding Your Students||44|
|Ch. 3||Goals and Objectives||88|
|Ch. 4||Unit and Lesson Planning||122|
|Ch. 5||Direct Instruction Strategies||174|
|Ch. 6||Indirect Instruction Strategies||214|
|Ch. 7||Questioning Strategies||256|
|Ch. 8||Self-Directed Learning||292|
|Ch. 9||Cooperative Learning and the Collaborative Process||330|
|Ch. 10||Classroom Management||362|
|Ch. 11||Classroom Order and Discipline||398|
|Ch. 12||Assessing Learners: Objective and Essay Tests||430|
|Ch. 13||Assessing Learners: Performance and Portfolio Assessment||474|
Personal computers, competency testing for students and teachers, curriculum reform, new state and federal laws, multicultural classrooms, and new teacher certification and degree requirements are but a few of the factors changing the face of American schools. This book has been written to help you prepare to meet these challenges and to discover the opportunities for professional growth and advancement they provide.
To accomplish this, the fifth edition of Effective Teaching Methods has four simple goals. The first is to present effective teaching practices derived from a recent 25year period of classroom research. In this research, different teaching practices were systematically studied for their effectiveness on learners. The results have made it possible to replace many age-old anecdotal suggestions for "good" teaching with modern research-based teaching practices that are empirically related to positive outcomes in learners. What these teaching practices are and how to use them to become an effective teacher is a major focus of this book.
Second, this text describes these effective teaching practices in a friendly, conversational manner. The language of classrooms is informal, and there is no reason why a book about teachers in classrooms should not use the same language. Therefore, this book talks straight, avoiding complicated phrases, rambling discussions, or pseudoscholarly language. The idea behind each chapter is to get the point across quickly and in a user-friendly style.
The third goal of this book is to be practical. Positive prescriptions for your classroom behavior show you how to engage students in thelearning process, manage your classroom, and increase student achievement. This book not only tells you what to do to obtain these results; it also shows you how to obtain them with examples from classroom dialogues and case studies.
The final goal of this book is to be realistic. Some of the literature on teaching is speculative. However, this book describes what real teachers do in real classrooms and which teaching practices research has found are and are not effective in those classrooms. Nothing in this book is pie-in-the-sky-theorizing about effective teaching, because most of what is presented results directly from years of research and observation of effective teaching practices in real classrooms.
These, then, are this book's four goals: to provide research-based effective teaching practices, presented in a conversational style, that are practical and realistic.
Users of the earlier editions of this book will notice that each chapter has been revised due to the rapid pace of change and new research occurring in nearly every aspect of teaching. These changes have resulted in a fifth edition that considerably updates and extends the content in earlier editions.
Since publication of the last edition of this text, I have prepared a new and revised edition of a companion volume, Observation Skills for Effective Teaching, Fourth Edition (Borich, 2003, also from Merrill/Prentice Hall). This revised companion volume and workbook is intended to be used either in a preteaching observation experience or as an applications resource to the present volume. Observation Skills for Effective Teaching, Fourth Edition, provides extensive examples, additional entertaining and instructional classroom dialogues, and practical observation and recording instruments keyed to and coordinated with the effective teaching methods presented in this text. Together, these texts provide a sequence of learning for the preservice and beginning teacher, as illustrated in the following figure.
Also new to this edition is a case history and practice assessment questions at the end of each chapter to help you prepare for the Praxis II: Principles of Learning and Teaching exam and other exams that may be required at the end of your teacher preparation program. Following the objectives, format, and content of the Praxis II: Principles of Learning and Teaching exam, these case studies and practice assessment questions provide an in-depth targeted rehearsal that will help prepare you for the test-taking skills and pedagogical knowledge that may be expected of you on exit exams from your teacher preparation program and for certification and licensing.
Also new to this edition is a feature called "Video Windows" consisting of Web-based unrehearsed classroom footage that illustrates key concepts in each chapter. These video inserts are strategically placed within chapters to demonstrate key strategies and methods being applied by teachers in real classrooms. A video lead-in within the text describes what you will see followed by what you should look for and think about when viewing the video on this text's Companion Website. Each video lead-in ends with questions or reflections in the text to which you can respond online at the Companion Website.
Finally, and also new to this edition, is a discussion and illustration of the often felt contradiction between classroom and standardized tests. Probably no other development in education during the last decade has generated more controversy than the use of standardized tests for making "high-stakes" decisions involving grade promotion, the selection of students for advanced academic programs, and high school graduation. Equally problematic is the amount of classroom time that you may have to devote to preparing your students for standardized tests. In chapter 12 you will find out what's right and what's wrong about standardized testing, their proper use and their abuse, and how you can help your students perform better on them.
Special features of this fifth edition include the following: