Secondary School Teaching: A Guide to Methods and Resources / Edition 3

Secondary School Teaching: A Guide to Methods and Resources / Edition 3

by Richard D. Kellough

Now revised to align with the INTASC standards, Secondary School Teaching is a comprehensive guide to instructional methods and contains many practical exercises for active learning.

This book provides a sound introduction to the challenges of today's secondary schools, teachers' professional responsibilities, thinking and questioning, classroom

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Now revised to align with the INTASC standards, Secondary School Teaching is a comprehensive guide to instructional methods and contains many practical exercises for active learning.

This book provides a sound introduction to the challenges of today's secondary schools, teachers' professional responsibilities, thinking and questioning, classroom environment, curriculum, planning instruction, assessment using inquiry, teacher talk, and games, learning alone and in groups, and professional development.

Grades 7-12 Inservice Teachers.

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Prentice Hall
Publication date:
Edition description:
Product dimensions:
8.34(w) x 10.82(h) x 0.87(d)

Table of Contents


(Each chapter ends with the following features — Summary, Questions for Class Discussion, Websites Related to the Content of This Chapter, For Further Reading)

CHAPTER 1 Secondary School Teaching Today: Recognizing and understanding the Challenge

Understanding the Challenge

The Classroom in a Nation of Diversity and Shifting

Demographics: Understanding Your Challenge

Orientation: No Single Shoe Fits All

Exercise 1.1: What Message is Being Conveyed?

Middle Level Schools

High Schools

The Fundamental Characteristic of Quality Education

Exercise 1.2: Conversation with a Classroom Teacher

The Community Served by the School

The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues

Meeting the Challenge: Recognizing and Providing For Student Differences

Reviewing the Developmental Characteristics of Children of Particular Age Groups

Exercise 1.3: Obtaining Personal Insight Regarding the Age or Grade Level I Might Prefer to Teach

CHAPTER 2 Teacher Professional Responsibilities

The Teacher as a Reflective Decision Maker

Reflection, Locus of Control, Sense of Self Efficacy, and Teacher Responsibility

Exercise 2.1: The Teacher as Reflective Decision Maker

Exercise 2.2: Reflective Decision Making: The Preactive Phase of Instruction

Selected Legal Guidelines

Teaching Style

Exercise 2.3: Using Observation of Classroom Interaction to Analyze One Teacher's Style

Exercise 2.4: Using a Questionnaire to Develop a Profile and a Statement About My Own Tchg Style

Commitment and Professionalism

Exercise 2.5: Reviewing the Professional Responsibilities of a First-Year Teacher

Identifying and building Your Instrucational Competencies

Teacher Behaviors Necessary to Facilitate Student Learning

Tools for Instruction

CHAPTER 3 Thinking and Questioning: Skills for Meaningful Learning

Teaching Thinking for Intelligent Behavior

Purposes for using Questioning

Types of Cognitive Questions: A Glossary

Socratic Questioning

Levels of Cognitive Questions and Student Thinking

Exercise 3.1: Identifying the Cognitive Levels of Questions- A Self Check Exercise

Guidelines for using Questioning

Exercise 3.2: Think Time and the Art of Questioning: An In-Class Exercise

Questions from Students: The Question-Driven Curriculum

Exercise 3.3: Examining Course Materials for Level of Questioning

Exercise 3.4: Observing the Cognitive Levels of Classroom Verbal Interaction

Exercise 3.5: Practice in Raising Questions to Higher Levels

Exercise 3.6: Creating Cognitive Questions

Exercise 3.7: A Cooperative Learning and Micro Peer Teaching Exercise in the use of Questioning— Micro Peer Teaching I

CHAPTER 4 The Classroom Learning Environment: The Importance of Perceptions

Classroom Control- Its Meaning - Past and Present

Developing Your own Approach to Classroom Management

Providing a Supportive Learning Environment

Preparation Provides Confidence and Success

Exercise 4.1: Observing a Classroom for Frequency of External Interruptions

Exercise 4.2: Teachers' Classroom Management Systems

Exercise 4.3: Beginning the Development of My Classroom Management System

Using Positive Rewards as Motivators

Managing Class Sessions

Exercise 4.4: Observation and Analysis of How Experienced Teachers Open Class Sessions

Inappropriate Student Behavior

Teacher Response to Student Misbehavior

Teacher-Caused Student Misbehavior

Exercise 4.5: Avoiding Sending Opposing Messages

Exercise 4.6: Indentifying Teacher Behaviors That Cause Student Misbehavior- A Self-Check

Situational Case Studies for Additional Review

CHAPTER 5 The Curriculum: Selecting and Setting Learning Expectations

Program Organization: Providing Successful Transitions

Curriculum and Instruction: Clarification of Terms

Planning for Instruction: Three Levels

Curriculum Standards

Exercise 5.1: Examining National Curriculum Standards

Exercise 5.2: Examining State Curriculum Standards

Exercise 5.3: Examining State Curriculum Frameworks

Exercise 5.4: Examining Local Curriculum Documents

Student Textbooks

Exercise 5.5: Examining Student Textbooks and Teacher's Editions

Beginning to Think About the Sequencing of Content

Exercise 5.6: Preparing a Full Semester Course Outline

Preparing For and Dealing with Controversy

Exercise 5.7A: Dealing with Controversial Content and Issues

Exercise 5.7B: Censorship: Books That are Sometimes Challenged

Aims, Goals, and Objectives: The Anticipated Learning Outcomes

Learning Outcomes

Preparing Instructional Objectives

Exercise 5.8: Recognizing Verbs That Are Acceptable For Overt Objectives- A Self-Check

Exercise 5.9: Recognizing the Parts of Criterion-Referenced Instructional Ojectives - A Self-check

Exercise 5.10: Recognizing Objectives That Are Measurable- A Self Check

Exercise 5.11: Recognition of Cognitive, Affective, and Psychomotor Objectives- A Self-Check

Exercise 5.12:Preparing My Own Instructional Objectives

Learning That Is Not Immediately Observable

Integrated Curriculum

Planning for Instruction: A Seven-Step Process

The Syllabus

CHAPTER 6 Planning the Instruction

The Instructional Unit

Theoretical Considerations for the Selection of Instructional Strategies

Selecting Learning Activities That Are Developmentally Appropriate

Styles of Learning and Implications for Teaching

The Learning Experiences Ladder

Planning and Developing an Interdisciplinary Thematic Unit

Preparing Lesson Plans

Constructing A Lesson Plan: Format, Elements, and Samples

Setting the Learning Objectives

Exercise 6.1: Analysis of a Lesson That Failed

Exercise 6.2A: Preparing a Lesson Plan

Exercise 6.2B: Self and Peer Assessment of My Lesson Plan

Exercise 6.3: Preparing an Instructional Unit: Bringing It All Together

CHAPTER 7 Assessing and Reporting Student Achievement

Purposes and Principles of Assessment

The Language of Assessment

Assessing Student Learning: Three Avenues

Student Involvement in Assessment

Maintaining Records of Student Achievement

Grading and Marking Student Achievement

Testing For Achievement

Preparing Assessment Items

Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types

Exercise 7.1: Preparing Assessment Items

Reporting Student Achievement

Teacher Parental/Guardian Connections

CHAPTER 8 The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry and Games

Teacher Talk: Formal and Informal

Exercise 8.1: The Lecture-Summary Review and Practice Demonstration

Inquiry Teaching and Discovery Learning

Integrating Strategies for Integrated Learning

Exercise 8.2: A Study of Inquiry and Strategy Integration

Educational Games

Exercise 8.3: Developing A Lesson Using Level II Inquiry, Thinking Skill A Development, Demonstration, or an Interactive Lecture- Micro Peer Teaching II

CHAPTER 9 Organizing and Guiding Student Learning: Alone and In Groups

Mastery Learning and Personalized Instruction

Working With and Individualizing the Learning Experiences for Specific Learners

Learning Alone

Learning in Pairs

Learning in Small Groups

Cooperative Learning

Learning in Large Groups

Exercise 9.1A: Whole-Class Discussion As a Teaching Strategy: What Do I Already Know?

Exercise 9.1B: Whole-Class Discussion As a Teaching Strategy: Building Upon What I Already Know

Equity in The Classroom

Exerciese 9.2: Teacher Interaction With Students According to Student Gender

Learning From Assignments and Homework

Project-Centered Learning: Guiding Learning From Independent and Group Investigations, Papers, and Oral Reports

Writing Across the Curriculum

A Collection of More Than 125 Annotated Motivational Teaching Strategies with Ideas for Lessons, Iinterdisciplinary Teaching, Transcultural Studies, and Student Projects

CHAPTER 10 Professional Development: A Continuing Process

Professional Development Through Student Teaching or Internship

Finding a Teaching Position

Professional Development Through Reflection and Self-Assessment

Professional Development Through Mentoring

Professioanl Development Through Inservice and Graduate Study

Professional Development Through Participation in Professional Organizations

Professional Development Through Communications with Teachers

Professional Development Through Off-Teaching Work Experience

Professional Development Through Micro Peer Teaching

Exercise 10.1: Pulling It All Together: Micro Peer Teaching III




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