Methods for Effective Teaching
Promoting K-12 Student Understanding
4th Edition
Published on 25. October 2006
Book
Paperback/Softback
400 pages
978-0-205-47638-1 (ISBN)
Description
Methods for Effective Teaching discusses research-based general teaching methods for K-12 classrooms that promote student understanding while emphasizing contemporary issues, including differentiating your instruction and making instruction modifications based on student differences. This edition offers new content on strategies that promote student understanding, critical competencies of effective teachers, teacher dispositions, integrating technology in instruction, differentiating instruction, managing lesson delivery, motivating students, and working with parents. Thorough coverage of classroom management and discipline includes discussion of dynamic ways to create a positive learning environment. Pedagogical features on technology, learning communities, and instructional modifications for diverse classrooms engage the reader in thoughtful consideration of chapter concepts.
More details
Edition
4th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 233 mm
Width: 191 mm
Thickness: 14 mm
Weight
587 gr
ISBN-13
978-0-205-47638-1 (9780205476381)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Paul R. Burden | David M. Byrd
Methods for Effective Teaching
Meeting the Needs of All Students: International Edition
Book
03/2009
5th Edition
Pearson
€69.32
Article exhausted; check for reprint
Previous edition
Paul R. Burden | David M. Byrd
Methods for Effective Teaching
Book
10/2002
3rd Edition
Pearson
€70.75
Article exhausted; check for reprint
Content
Preface.
About the Authors.
Standards.
I. FOUNDATIONS OF TEACHING METHODS.
1. The Teacher as a Decision Maker.
Effective Teaching
Decisions about Basic Teaching Functions
Essential Teacher Characteristics
Expectations for Effectiveness
Standards and Professional Development
INTASC Standards
Principles of Learning and Teaching
A Framework for Teaching
National Board for Professional Teaching Standards
The Teacher As A Reflective Decision Maker
Reflective Practice
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
Planning Phases
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
Teacher-Student Planning
Team 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
Course Planning
Term Planning
Unit Planning
Weekly Planning
Daily Planning
Components of a Daily Lesson Plan
Identifying Course Information
Objectives for the Lesson
Procedures
Materials
Evaluation of Students
Other Possible Items
4. Differentiating Instruction for Diverse Learners.
Implications for Diverse Classrooms
Sources of Student Diversity
Cognitive Area
Affective Area
Physical Area
Learning Styles
Creative Potential
Gender
Language
Cultural Diversity
Disabilities
Students at Risk
Socioeconomic Status
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
Direct Instruction
Presentations
Demonstrations
Questions
Recitations
Practice and Drills
Reviews
Guided Practice and Homework
6. Indirect Instructional Strategies.
Inductive Approaches
Concept Attainment Approaches
Inquiry Lessons
Projects, Reports, and Problems
Social Approaches
Discussions
Cooperative Learning
Panels and Debates
Role Playing, Simulations, and Games
Independent Approaches
Learning Centers or Stations
Contracts and Independent Work
7. Strategies that Promote Student Understanding
Identifying Similarities and Differences
Summarizing and Note Taking
Summarizing
Note Taking
Reinforcing Effort and Providing Recognition
Reinforcing Effort
Providing Recognition
Homework and Practice
Homework
Practice
Nonlinguistic Representations
Setting Objectives and Providing Feedback
Setting Objectives
Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Cues and Questions
Advance Organizers
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
Managing Paperwork
Giving Students Feedback
Managing Whole-Group Instruction
Preventing Misbehavior
Managing Movement Through the Lesson
Maintaining a Group Focus
Maintaining Student Attention and Involvement
9. Classroom Management.
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
Floor Space
Storage Space
Bulletin Boards and Wall Space
Selecting and Teaching Rules and Procedures
Rules
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
Misbehavior in Context
Causes of Misbehavior
Types of Misbehavior
Degrees of Severity
Interventions
The Principle of Least Intervention
Some Practices to Avoid
Cautions and Guidelines for Punishment
A Three-Step Response Plan
Situational Assistance
Mild Responses
Moderate Responses
Dealing with Chronic Misbehaviors
V. ASSESSING AND REPORTING STUDENT PERFORMANCE.
11. Assessing Student Performance.
Evaluation
Types of Evaluation
Measurement, Assessment, and Evaluation
Norm-referenced and Criterion-referenced Evaluation
Characteristics of Good Assessment Instruments
Establishing a Framework for Evaluation
Performance-Based Assessments
Product Assessments
Performance Assessments
Ways to Rate Student Products or Performances
Teacher-Made Tests
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
Grading Systems
Percentage Grades
Letter Grades
Descriptive Evaluations
Parent-Teacher Conferences
Pass-Fail Grading
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
Nonachievement Outcomes
Rating Scales
Checklists
Special Reports
Designing a Gradebook
Daily Record
Achievement Scores
Summary Charts
Reporting Grades and Communicating to Parents
Report Cards
Cumulative Record Files
Newsletters to All Parents
Open House
Parent-Teacher Conferences
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
Parent-Teacher Conferences
References.
Name Index.
Subject Index.
About the Authors.
Standards.
I. FOUNDATIONS OF TEACHING METHODS.
1. The Teacher as a Decision Maker.
Effective Teaching
Decisions about Basic Teaching Functions
Essential Teacher Characteristics
Expectations for Effectiveness
Standards and Professional Development
INTASC Standards
Principles of Learning and Teaching
A Framework for Teaching
National Board for Professional Teaching Standards
The Teacher As A Reflective Decision Maker
Reflective Practice
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
Planning Phases
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
Teacher-Student Planning
Team 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
Course Planning
Term Planning
Unit Planning
Weekly Planning
Daily Planning
Components of a Daily Lesson Plan
Identifying Course Information
Objectives for the Lesson
Procedures
Materials
Evaluation of Students
Other Possible Items
4. Differentiating Instruction for Diverse Learners.
Implications for Diverse Classrooms
Sources of Student Diversity
Cognitive Area
Affective Area
Physical Area
Learning Styles
Creative Potential
Gender
Language
Cultural Diversity
Disabilities
Students at Risk
Socioeconomic Status
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
Direct Instruction
Presentations
Demonstrations
Questions
Recitations
Practice and Drills
Reviews
Guided Practice and Homework
6. Indirect Instructional Strategies.
Inductive Approaches
Concept Attainment Approaches
Inquiry Lessons
Projects, Reports, and Problems
Social Approaches
Discussions
Cooperative Learning
Panels and Debates
Role Playing, Simulations, and Games
Independent Approaches
Learning Centers or Stations
Contracts and Independent Work
7. Strategies that Promote Student Understanding
Identifying Similarities and Differences
Summarizing and Note Taking
Summarizing
Note Taking
Reinforcing Effort and Providing Recognition
Reinforcing Effort
Providing Recognition
Homework and Practice
Homework
Practice
Nonlinguistic Representations
Setting Objectives and Providing Feedback
Setting Objectives
Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Cues and Questions
Advance Organizers
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
Managing Paperwork
Giving Students Feedback
Managing Whole-Group Instruction
Preventing Misbehavior
Managing Movement Through the Lesson
Maintaining a Group Focus
Maintaining Student Attention and Involvement
9. Classroom Management.
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
Floor Space
Storage Space
Bulletin Boards and Wall Space
Selecting and Teaching Rules and Procedures
Rules
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
Misbehavior in Context
Causes of Misbehavior
Types of Misbehavior
Degrees of Severity
Interventions
The Principle of Least Intervention
Some Practices to Avoid
Cautions and Guidelines for Punishment
A Three-Step Response Plan
Situational Assistance
Mild Responses
Moderate Responses
Dealing with Chronic Misbehaviors
V. ASSESSING AND REPORTING STUDENT PERFORMANCE.
11. Assessing Student Performance.
Evaluation
Types of Evaluation
Measurement, Assessment, and Evaluation
Norm-referenced and Criterion-referenced Evaluation
Characteristics of Good Assessment Instruments
Establishing a Framework for Evaluation
Performance-Based Assessments
Product Assessments
Performance Assessments
Ways to Rate Student Products or Performances
Teacher-Made Tests
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
Grading Systems
Percentage Grades
Letter Grades
Descriptive Evaluations
Parent-Teacher Conferences
Pass-Fail Grading
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
Nonachievement Outcomes
Rating Scales
Checklists
Special Reports
Designing a Gradebook
Daily Record
Achievement Scores
Summary Charts
Reporting Grades and Communicating to Parents
Report Cards
Cumulative Record Files
Newsletters to All Parents
Open House
Parent-Teacher Conferences
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
Parent-Teacher Conferences
References.
Name Index.
Subject Index.