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|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|
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.
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:
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.
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.