Methods for Effective Teaching: Meeting the Needs of All Students / Edition 5

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Overview

Methods for Effective Teaching: Meeting the Needs of All Students, 5e

Paul R. Burden, Kansas State University

David M. Byrd, University of Rhode Island

“I would be more likely to adopt Methods for Effective Teaching because of its straightforward and user-friendly approach. It is full of practical, rather than esoteric, suggestions. Additionally, it provides concrete examples of the different instructional strategies in the book.”" --Dr. Joan Pedro, University of Hartford

The fifth edition of Methods for Effective Teaching provides research-based coverage of K-12 general teaching methods while uniquely emphasizing today’s contemporary issues such as promoting student understanding, creating a learning community, and differentiating instruction. Accessible and reader-friendly, this book is the perfect combination of sound teaching methods and cutting edge content. The teaching strategies presented here will help teachers to be effective in meeting the needs of all the students they teach.

Features for Student Success:

  • Voices from the Classroom testimonials, highlighted in every chapter, provide readers with different, insightful perspectives from real teachers.
  • “What Would You Decide?” feature in each chapter encourages readers to make thoughtful, personal decisions regarding the application of concepts.
  • Addresses professional standards from INTASC, Praxis II Principles of Learning and Teaching, Praxis III, and the Standards of the NBPTS in table format at the beginning of the book.
  • Presents comprehensive coverage of classroom management and discipline (Chs. 9 and 10) and assessment and reporting (Chs. 11 and 12).
New to this Edition
  • NEW! Chapter 1 has been extensively revised to highlight the teacher as a decision maker.
  • NEW! Showcases extensive coverage of how to teach English language learners in all classrooms throughout the book, including a detailed discussion of the SIOP (Sheltered Instruction Observation Protocol) Model and Universal Design for Learning.
  • NEW! Offers new coverage of the concept of backward mapping in Chapter 2 when discussing planning.

To order this book WITHOUT MyEducationLab use this ISBN: 9780137008049. To order this book WITH MyEducationLab use this ISBN: 9780136101048.

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Editorial Reviews

Booknews
New edition of a text designed to provide comprehensive, research-based coverage of general teaching methods. Coverage includes teacher planning, instructional strategies, lesson delivery, discipline issues, student diversity, student evaluation, and working with parents. Features "Teachers in Action" sections which provide viewpoints from working teachers, as well as suggestions for supplemental activities. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780137008049
  • Publisher: Pearson
  • Publication date: 3/13/2009
  • Series: MyEducationLab Series
  • Edition description: Older Edition
  • Edition number: 5
  • Pages: 400
  • Sales rank: 1,248,743
  • Product dimensions: 7.50 (w) x 9.10 (h) x 0.60 (d)

Meet the Author

Paul R. Burden is an assistant dean and professor in the College of Education at Kansas State University. Previously, he was a middle-level science teacher in Buffalo, New York, and later earned his doctoral degree at The Ohio State University. His publications include Classroom Management (2013, John Wiley & Sons), Countdown to First Day of School (2006, National Education Association), and Powerful Classroom Management Strategies (2000, Corwin Press). He also served for 11 years as the editor of the Journal of Staff Development. He can be contacted at Kansas State University, 18 Bluemont Hall, Manhattan, Kansas, 66506; (785) 532-5595; and burden@ksu.edu.

David M. Byrd is director of the School of Education at the University of Rhode Island (URI). He earned his doctoral degree at Syracuse University. He has authored over 30 articles, books, and chapters. He has served as the Association of Teacher Education’s co-editor of the Teacher Education Yearbook series (2000-20006), chairperson of the Research Committee, and member of the journal board for Action in Teacher Education. Dr. Byrd can be contacted at the University of Rhode Island, 706 Chafee Hall, Kingston, Rhode Island 02881; (401) 8745484; and dbyrd@uri.edu.

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Table of Contents

Preface About the Authors Standards

Part I: Foundations of Teaching Methods
1. The Teacher as a Decision Maker

Part II: Planning Instruction
2. The Fundamentals of Planning
3. Types of Teacher Planning
4. Differentiating Instruction for Diverse Learners

Part III: Selecting Instructional Strategies
5. Direct Instructional Strategies
6. Indirect Instructional Strategies
7. Strategies that Promote Student Understanding

Part IV: Managing Instruction and the Classroom
8. Managing Lesson Delivery
9. Classroom Management
10. Classroom Discipline

Part V: Assessing Student Performance
11. Assessing Student Performance
12. Grading Systems, Marking, and Reporting

Part VI: Working With Others
13. Working with Colleagues and Families

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