Methods for Teaching: Promoting Student Learning / Edition 6

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Overview

Methods for Teaching uses a three-phase model of teaching—planning, implementing, and assessing—as a framework for fostering a success-oriented K-12 environment by promoting student learning. An increased focus on constructivist learning theory provides a balanced perspective of skills and constructivism, giving teachers a range of strategies and approaches. Chapter topics include the goals of instruction; formulating goals and objectives; planning for learning; the affective, psychomotor, and cognitive domains; questioning strategies; teaching strategies; utilizing and building upon learning differences: instructional strategies; classroom management: prevention and intervention; and assessing student learning. For teachers at the elementary grade levels.
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Editorial Reviews

Booknews
This teacher-trainee textbook focuses on a three-phase model of teaching<-->planning, implementing, and assessing<-->as a framework for creating a successful, learner-centered K-12 environment. The sixth edition includes greater focus on constructivist learning theory; new coverage of technology and technology delivery systems; and discussions of national standards and professional development, applications of NCATE and INTASC, English proficiency and ESL, and rubrics. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780130308986
  • Publisher: Prentice Hall
  • Publication date: 7/28/2001
  • Edition description: Older Edition
  • Edition number: 6
  • Pages: 352
  • Product dimensions: 7.56 (w) x 9.16 (h) x 0.69 (d)

Table of Contents

Ch. 1 Introduction: A Model for Teaching 1
Unit 1 Learner-Centered Planning 31
Ch. 2 The Goals of Instruction 32
Ch. 3 Formulating Goals and Objectives 58
Ch. 4 Planning for Learning 81
Ch. 5 The Affective, Psychomotor, and Cognitive Domains 114
Unit 2 Learner-Centered Instruction 143
Ch. 6 Questioning Strategies 145
Ch. 7 Teaching Strategies 170
Ch. 8 Utilizing and Building on Learner Differences: Instructional Strategies 226
Ch. 9 Classroom Management: Prevention 257
Ch. 10 Classroom Management: Intervention 282
Unit 3 Learner-Centered Assessment 303
Ch. 11 Assessing Student Learning 304
References 330
Index 345
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Preface

• Planning
• Implementing
• Assessing

Effective classroom teaching requires professional commitment. Although exciting experiences may occur spontaneously, such happenings serve as the exception, not the rule. If teachers are to sustain a success-oriented environment by promoting student learning throughout the academic year, they must continually and thoroughly address the teaching act, which is founded on the planning and implementing of instructional activities and the assessing of student performance.

These planning, implementing, and assessing components represent a continual, or cyclical, process in which professional teachers strive to increase the quality of their instruction, that is, promote learning in increased numbers of students. The purpose of this textbook is to provide tools that will enable the inservice as well as the preservice teacher to plan, implement, and assess effectively. In doing so, the teacher will constantly be making decisions regarding the goals to be achieved and the resources needed, and reflecting on whether or not the goals were met.

Needless to say, it is impossible for one textbook to cover the entire discipline of teaching methods; however, we believe we are offering a foundation that will promote student learning through the fostering of effective classroom teaching and provide a solid framework for in-depth study in the areas presented.

New to This Edition

In addition to more than 120 contemporary references and updated research on teacher effectiveness throughout the text, there are a number of significant additions to the sixth edition, including:

  • An introductory outline for each chapter
  • Online immediate feedback for chapter exercises on the textbook's Companion Website, http://www.prenhall.com/jacobsen
  • Online participation in group discussions regarding Chapter Questions for Discussion on the Message Board module for each chapter on the Companion Website at http://www.prenhall.com/jacobsen
  • Online activities and resources for more than seventeen topics at http://www.prenhall.com/methodsresources
  • A focus throughout the text on constructivist applications in classrooms
  • Increased emphasis on technology
  • Problem-based learning
  • Discussions of:
    – national standards and professional development
    – applications of the National Council for Accreditation of Teacher Education (NCATE)
    – applications of the Interstate New Teacher Assessment and Support Consortium (INTASC)
    – standards and benchmarks
    – English proficiency—ESOL
    – Opportunity to Learn standards—OTL
    – technological delivery systems
    – rubrics
  • Updated discussions in the areas of:
    – constructivist learning theory
    – reflective teaching
    – motivation
    – standards and benchmarks
    – the affective domain
    – the psychomotor domain
    – interdisciplinary and thematic units
    – planning for diverse populations
    – critical thinking and the cognitive domain
    – wait-time
    – multicultural education
    – cooperative learning
    – alternative assessments

Finally, as with the previous five editions, we have attempted to produce a methods book that is even more practical and applicable to classroom teaching. Additional revised and expanded scenarios, examples, and exercises are offered throughout the text.

Acknowledgments

We would like to express our gratitude to the hundreds of students and teachers who provided critical feedback and served as invaluable sources in the preparation of the sixth edition. We wish to thank our reviewers Barbara Kacer, Western Kentucky University; Anne G. Dorsey, University of Cincinnati; Allan F. Cook, University of Illinois at Springfield; Mary Lynn Hamilton, University of Kansas; Fran Rebello, California State University, Chico; and Virginia Svaldi, Adams State College.

We also want to thank Candy Britts, Alan Due, Emily Nolan, and Betsy Wierda, who offered suggestions and materials for the long-range planning component of Chapter 4, and Sue Demaree, who provided critical information on standards, benchmarks, and rubrics. Finally, our thanks to Chris Mallory for his tireless research efforts, Heather Fraser, who guided the preparation of the manuscript, and our senior editor, Debra Stollenwerk, whose input and constant support proved invaluable to the production of the work.

D.A.J.
P.D.E.
D.P.K.

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