Constructivist Teaching Strategies for Diverse Middle-Level Classrooms
Published on 14. January 2004
Book
Paperback/Softback
432 pages
978-0-205-39181-3 (ISBN)
Description
Constructivist Strategies for Diverse Middle-Level Teachers is designed to prepare prospective middle-level teachers for their first classroom experience and to help in-service teachers improve their teaching skills.
Each of the themes in this text addresses a major goal set by the Carnegie Council on Academic Development or by the National Middle School Association particularly selected for middle-level programs. The book employs as its focus constructivism, multiculturalism, and a proactive approach to teaching-all topics of importance to teacher educators.
Each of the themes in this text addresses a major goal set by the Carnegie Council on Academic Development or by the National Middle School Association particularly selected for middle-level programs. The book employs as its focus constructivism, multiculturalism, and a proactive approach to teaching-all topics of importance to teacher educators.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 232 mm
Width: 191 mm
Weight
712 gr
ISBN-13
978-0-205-39181-3 (9780205391813)
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
Kenneth T. Henson
Constructivist Teaching Strategies for Diverse Middle-Level Classrooms, MyLabSchool Edition
Book
01/2005
Pearson
€77.17
Article is exhausted; no reprint
Content
I.
1. Teaching and You.
The Teaching Profession.
The Teacher's Attitude.
Constructivism.
Role of Constructivist Teachers.
Cooperative Learning Programs.
Sample Programs.
Conducting Research.
Using Research to Improve Teaching.
Benefits of Conducting Research.
II. PLANNING.
2. Using Performance Objectives.
Outcome-Based Education.
Education Expectations: Aims, Goals, Objectives.
Performance Objectives in Three Domains
3. Long Range Planning.
Curriculum Determiners.
Concept Development.
The Question of Content.
Researching Higher Levels of Thinking.
The Unit Plan.
4. Planning Daily Lessons.
The Daily Lesson Plan.
Applying Constructivism to Daily Planning.
The Curriculum.
Implementing the Lesson Plan.
Learning Cycle Theory.
Sample Daily Lesson Plan.
III. ASSESSMENT.
5. Evaluation.
Past Use of Evaluation in Schools.
Formative Evaluation.
Summative Evaluation.
Competitive Evaluation.
Grading Systems.
6. Test Administration, Administration, and Scoring
The Teacher's Responsibility.
Curriculum Alignment and Authentic Tests.
Types of Tests.
The Purpose of Testing.
Test Construction.
Writing Test Questions.
Higher Level Questions: Cognitive Domain.
A Balance Is Needed.
Affective Domains.
Questioning Techniques.
Test Administration.
Accountability: Standardized and Alternative Tests.
IV. PROVIDING FOR INDIVIDUAL DIFFERENCE.
7. Individualizing Instruction.
The Need to Individualize.
In-Class Ability Grouping.
Grade Contracts.
Using Instructional Models.
Mastery Learning.
Matching Students' Learning Styles and Teachers' Teaching Styles.
Using Microcomputers to Individualize.
Programs for At-Risk Students.
Other Ways to Involve Students.
Homework.
Discussion.
8. Teaching in Multicultural Classrooms.
Taking a Positive Approach.
Personalizing Teaching.
A Reason for Optimism.
The Teacher's Decision.
The Teacher's Role.
Selecting Ethnic Materials.
Academic Achievement from Everyone.
The Teacher's Wider Role.
Using Process to Praise Diversity.
V. TEACHING STRATEGIES AND COMMUNICATIONS.
9. Teaching Strategies.
Developing Lessons.
The Lecture.
The Case Study Method.
Tutoring.
Inquiry Learning.
Questioning.
Discovery Learning.
Simulation Games.
Cooperative Learning (Revisited).
10. Communications
The Need for Communications.
Messages to Communicate.
Verbal Communication Skills
Classifying Questions.
The Questioning Grid.
Reinforcement.
Review
Nonverbal Communication Kills.
Effective Schools Research.
VI. CLASSROOM MOTIVATION AND DISCIPLINE.
11. Motivation.
Student Attitudes Toward the Subject.
Student Attitudes Toward Themselves.
Arts Education Affects Students' Attitudes Toward Themselves.
Student Attitudes Toward the Teacher.
The Role of Humor.
Enthusiasm.
Keeping Students Challenged.
Clarifying Goals and Procedures.
Using Students' Opinions.
Student Contracts as Motivators.
Grades, Tests, Projects.
Other Strategies.
12. From Discipline to Self-Discipline.
A Preview of Discipline.
Discipline: A Definition.
Desirable Teacher Attitudes Toward Discipline.
Teacher Efficacy.
Discipline: A Continuum of Views.
Management Theories and Education.
Classroom Management Models.
Models Developed Specifically for Education.
Trends in Discipline Today.
The Cascade Model for Classroom Discipline.
Avoiding Discipline Problems.
Dealing with Problems.
1. Teaching and You.
The Teaching Profession.
The Teacher's Attitude.
Constructivism.
Role of Constructivist Teachers.
Cooperative Learning Programs.
Sample Programs.
Conducting Research.
Using Research to Improve Teaching.
Benefits of Conducting Research.
II. PLANNING.
2. Using Performance Objectives.
Outcome-Based Education.
Education Expectations: Aims, Goals, Objectives.
Performance Objectives in Three Domains
3. Long Range Planning.
Curriculum Determiners.
Concept Development.
The Question of Content.
Researching Higher Levels of Thinking.
The Unit Plan.
4. Planning Daily Lessons.
The Daily Lesson Plan.
Applying Constructivism to Daily Planning.
The Curriculum.
Implementing the Lesson Plan.
Learning Cycle Theory.
Sample Daily Lesson Plan.
III. ASSESSMENT.
5. Evaluation.
Past Use of Evaluation in Schools.
Formative Evaluation.
Summative Evaluation.
Competitive Evaluation.
Grading Systems.
6. Test Administration, Administration, and Scoring
The Teacher's Responsibility.
Curriculum Alignment and Authentic Tests.
Types of Tests.
The Purpose of Testing.
Test Construction.
Writing Test Questions.
Higher Level Questions: Cognitive Domain.
A Balance Is Needed.
Affective Domains.
Questioning Techniques.
Test Administration.
Accountability: Standardized and Alternative Tests.
IV. PROVIDING FOR INDIVIDUAL DIFFERENCE.
7. Individualizing Instruction.
The Need to Individualize.
In-Class Ability Grouping.
Grade Contracts.
Using Instructional Models.
Mastery Learning.
Matching Students' Learning Styles and Teachers' Teaching Styles.
Using Microcomputers to Individualize.
Programs for At-Risk Students.
Other Ways to Involve Students.
Homework.
Discussion.
8. Teaching in Multicultural Classrooms.
Taking a Positive Approach.
Personalizing Teaching.
A Reason for Optimism.
The Teacher's Decision.
The Teacher's Role.
Selecting Ethnic Materials.
Academic Achievement from Everyone.
The Teacher's Wider Role.
Using Process to Praise Diversity.
V. TEACHING STRATEGIES AND COMMUNICATIONS.
9. Teaching Strategies.
Developing Lessons.
The Lecture.
The Case Study Method.
Tutoring.
Inquiry Learning.
Questioning.
Discovery Learning.
Simulation Games.
Cooperative Learning (Revisited).
10. Communications
The Need for Communications.
Messages to Communicate.
Verbal Communication Skills
Classifying Questions.
The Questioning Grid.
Reinforcement.
Review
Nonverbal Communication Kills.
Effective Schools Research.
VI. CLASSROOM MOTIVATION AND DISCIPLINE.
11. Motivation.
Student Attitudes Toward the Subject.
Student Attitudes Toward Themselves.
Arts Education Affects Students' Attitudes Toward Themselves.
Student Attitudes Toward the Teacher.
The Role of Humor.
Enthusiasm.
Keeping Students Challenged.
Clarifying Goals and Procedures.
Using Students' Opinions.
Student Contracts as Motivators.
Grades, Tests, Projects.
Other Strategies.
12. From Discipline to Self-Discipline.
A Preview of Discipline.
Discipline: A Definition.
Desirable Teacher Attitudes Toward Discipline.
Teacher Efficacy.
Discipline: A Continuum of Views.
Management Theories and Education.
Classroom Management Models.
Models Developed Specifically for Education.
Trends in Discipline Today.
The Cascade Model for Classroom Discipline.
Avoiding Discipline Problems.
Dealing with Problems.