Methods for Effective Teaching: Promoting K-12 Student Understanding / Edition 4by Paul R. Burden, David M. Byrd, David M. Byrd
Pub. Date: 07/21/2006
Publisher: Allyn & Bacon, Inc.
The fourth edition of Methods for Effective Teachingprovides research-based coverage of general teaching methods while emphasizing contemporary issues such as promoting student understanding, creating a learning community, differentiating your instruction, and making modifications in instruction due to student differences. The content is applicable for
The fourth edition of Methods for Effective Teachingprovides research-based coverage of general teaching methods while emphasizing contemporary issues such as promoting student understanding, creating a learning community, differentiating your instruction, and making modifications in instruction due to student differences. The content is applicable for teachers at all levels–elementary, middle, and high school. All content is aligned to professional standards. The numerous features, tables, and lists of recommendations ensure that the text is reader-friendly and practically oriented.
Its unique content includes strategies to promote student understanding, differentiate your instruction, manage lesson delivery, apply motivational techniques for instruction and assessment, and work with colleagues and parents. In addition, thorough coverage of classroom management and discipline is provided, along with ways to create a positive learning environment.
New to This Edition
• A new chapter (Ch. 7) on “Strategies that Promote Student Understanding”.
• Major revision of Chapter 1 on “The Teacher as a Decision Maker”.
• New sections on managing student work, record keeping, and reporting.
• New sections on principles for working with students to prevent misbehavior, maintaining appropriate student behavior, and dealing with chronic misbehaviors.
• Increased coverage of teacher dispositions, integrating technology in instruction, No Child Left Behind, standards, and assessments.
• Expanded discussion of implications for diverse classrooms anddifferentiating instruction.
• A new feature in each chapter titled “Sample Standards” showing representative knowledge, dispositions, and skills.
• Tables showing how standards from INTASC, Praxis II Principles of Learning and Teaching, Praxis III, and the National Board of Professional Teaching Standards are addressed in the book.
• Fifteen new Voices from the Classroom teacher testimonials.
About the Authors
PAUL R. BURDEN is professor and assistant dean in the College of Education at Kansas State University. He is the author of three other books on classroom management and student motivation.DAVID M. BYRD is a professor and director of the School of Education at the University of Rhode Island. He has served as co-editor of the Teacher Education Yearbook series and has written numerous book chapters and articles.
- Allyn & Bacon, Inc.
- Publication date:
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- 7.52(w) x 9.10(h) x 0.58(d)
Table of Contents
About the Authors.
I. FOUNDATIONS OF TEACHING METHODS.
1. The Teacher as a Decision Maker.
Decisions about Basic Teaching Functions
Essential Teacher Characteristics
Expectations for Effectiveness
Standards and Professional Development
Principles of Learning and Teaching
A Framework for Teaching
National Board for Professional Teaching Standards
The Teacher As A Reflective Decision Maker
Aspects of Instructional Decision Making
Reflection and a Constructivist Approach to Teaching
Reflective Practice and Your Continuous Learning
II. PLANNING INSTRUCTION.
2. The Fundamentals of Planning.
What is Planning?
Reasons for Planning
Factors Considered in Planning
Planning and the Standards Movement
Approaches to Planning
The Linear-Rational Model
The Mental-Image Approach
Additional Planning Considerations
Resources for Planning
Preparing a Syllabus
Planning to Motivate Students
Planning to Use Academic Time Wisely
How Teachers Really Plan
3. Types of Teacher Planning.
Types of Teacher Plans
Components of a Daily Lesson Plan
Identifying Course Information
Objectives for the Lesson
Evaluation of Students
Other Possible Items
4. Differentiating Instruction for Diverse Learners.
Implications for Diverse Classrooms
Sources of Student Diversity
Students at Risk
Creating an Inclusive, Multicultural Classroom
Create a Supportive, Caring Environment
Offer a Responsive Curriculum
Vary Your Instruction
Provide Assistance When Needed
Differentiating Your Instruction
Elements of the Curriculum that Can be Differentiated
Students Characteristics for Which Teachers Can Differentiate
Instructional Strategies that Facilitate Instruction
Motivating Diverse Students for Instruction
III. SELECTING INSTRUCTIONAL STRATEGIES
5. Direct Instructional Strategies.
Deductive and Inductive Strategies
Direct Instructional Approaches
Practice and Drills
Guided Practice and Homework
6. Indirect Instructional Strategies.
Concept Attainment Approaches
Projects, Reports, and Problems
Panels and Debates
Role Playing, Simulations, and Games
Learning Centers or Stations
Contracts and Independent Work
7. Strategies that Promote Student Understanding
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Cues and Questions
IV. MANAGING INSTRUCTION AND THE CLASSROOM.
8. Managing Lesson Delivery.
Issues Affecting Lesson Delivery
The Degree of Structure in Lessons
Grouping Students for Instruction
Holding Students Academically Accountable
Managing Parts of the Lesson
The Beginning of a Lesson
The Middle of a Lesson
The Ending of a Lesson
Managing Student Work
Managing Seatwork Effectively
Collecting Assignments and Monitoring Their Completion
Maintaining Records of Student Work
Giving Students Feedback
Managing Whole-Group Instruction
Managing Movement Through the Lesson
Maintaining a Group Focus
Maintaining Student Attention and Involvement
9. Classroom Management.
Order in the Classroom
Areas of Responsibility
Principles for Working with Students and Preventing Misbehavior
What Effective Behavior Management Accomplishes
Preparing for the School Year
Making Management Preparations
Making Instructional Preparations
Managing Assessments, Record Keeping, and Reporting
Establishing a Plan to Deal with Misbehavior
Planning for the First Day
Conducting the First Day
Organizing Your Classroom and Materials
Bulletin Boards and Wall Space
Selecting and Teaching Rules and Procedures
Maintaining Appropriate Student Behavior
Having a Mental Set for Management
Building Positive Teacher-Student Relationships
Helping Students Assume Responsibility for Their Behavior
Reinforcing Desired Behaviors
10. Classroom Discipline.
Misbehavior in Context
Causes of Misbehavior
Types of Misbehavior
Degrees of Severity
The Principle of Least Intervention
Some Practices to Avoid
Cautions and Guidelines for Punishment
A Three-Step Response Plan
Dealing with Chronic Misbehaviors
V. ASSESSING AND REPORTING STUDENT PERFORMANCE.
11. Assessing Student Performance.
Types of Evaluation
Measurement, Assessment, and Evaluation
Norm-referenced and Criterion-referenced Evaluation
Characteristics of Good Assessment Instruments
Establishing a Framework for Evaluation
Ways to Rate Student Products or Performances
Planning the Classroom Test
Selecting and Preparing Test Questions
Assembling the Test
Administering the Test
Scoring the Test
Motivational Strategies Concerning Evaluation and Feedback
12. Grading Systems, Marking, and Reporting.
Purposes of Grading
Functions of Grades
Confounding the Achievement Grade
Checklists of Objectives
Assigning Letter Grades
Determining What to Include in a Grade
Creating a Composite Score
Selecting a Frame of Reference for Grading
Determining the Distribution of Grades
Calculating Semester and Annual Grades
Designing a Gradebook
Reporting Grades and Communicating to Parents
Cumulative Record Files
Newsletters to All Parents
Contacts with Individual Parents
General Principles in Grading and Reporting
VI. WORKING WITH OTHERS.
13. Working with Colleagues and Parents.
Working with Colleagues
Working with Parents
Reasons for Working with Parents
Why Some Parents Resist Involvement
Building a Parental Support System
Contacting and Communicating with Parents
Ways to Communicate with Parents
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