A Resource Guide for Elementary School Teaching
Planning for Competence
5th Edition
Published on 13. June 2001
Book
Paperback/Softback
445 pages
978-0-13-027844-9 (ISBN)
Description
A Resource Guide for Elementary School Teaching is a practical, comprehensive, and concise methods text designed to engage readers in "hands-on" and "minds-on" learning about effective teaching. Features new to the fifth edition include: *Sample projects and resources for service learning that reflect national efforts to help children connect academic learning, personal growth, and a sense of civic responsibility *A new chapter on elementary school children, their development and their diversity, and specific strategies for working with them *Instructional scenarios and classroom vignettes that serve as additional springboards for thinking and class discussion *A companion website at www.prenhall.com/kellough
More details
Edition
5th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 276 mm
Width: 210 mm
Weight
939 gr
ISBN-13
978-0-13-027844-9 (9780130278449)
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
Previous edition
Richard D. Kellough | Patricia L. Roberts
A Resource Guide for Elementary School Teaching
Planning for Competence
Book
07/1997
4th Edition
Pearson
€47.03
Article exhausted; check for reprint
Content
(NOTE: Each chapter begins with Chapter Objectives and concludes with Summary, Extending My Competency: Questions for Class Discussion, and For Further Reading.)I. ORIENTATION TO ELEMENTARY SCHOOL TEACHING AND LEARNING.
1. What Do I Need to Know about Today's Elementary Schools?
The Elementary School: Getting to Know It. The Fundamental Characteristic of Exemplary Elementary School Education. Vehicles for Sharing Information and Responsibility: Telecommunications Networks, Members of the Community, and Parent/Guardian Organizations. The Emergent Overall Picture.
2. What Do I Need to Know about Elementary School Children: The Nature of the Challenge?
Dimensions of the Challenge. Supporting the Challenge: Styles of Learning and Implications for Teaching. Meeting the Challenge: Recognizing and Providing for Student Differences.
3. What Are the Expectations, Responsibilities, and Facilitating Behaviors of a Classroom Teacher?
The Teacher as a Reflective Decision Maker. Teaching Style. The Teacher's Professionalism and Commitment. Identifying and Building Your Instructional Competencies. Teacher Behaviors That Facilitate Student Learning.
4. What Do I Need to Know to Establish and Maintain an Effective, Safe, and Supportive Classroom Learning Environment?
The Importance of Perceptions. Classroom Control: Its Meaning-Past and Present. Providing a Supportive Learning Environment. Preparation Provides Confidence and Success. Classroom Procedures and Guidelines for Acceptable Behavior. Using Positive Rewards. Managing Class Meetings. Student Misbehavior. Teacher-Caused Student Misbehavior.
II. PLANNING FOR INSTRUCTION.
5. Why Should I Plan and How Is Curriculum Content Selected?
Providing Successful Transitions. Planning for Instruction. Thinking about the Sequencing of Content. Preparing for and Dealing with Controversy. Aims, Goals, and Objectives: The Anticipated Learning Outcome. Preparing Instructional Objectives. Using the Taxonomies. Integrated Curriculum. Planning for Instruction: A Three-Level and Seven-Step Process.
6. How Do I Prepare an Instructional Plan and Daily Lessons?
The Instructional Unit. Theoretical Considerations for the Selection of Instructional Strategies. Selecting Learning Activities That Are Developmentally Appropriate. Planning and Developing an Interdisciplinary Thematic Unit. Preparing Lesson Plans: Rationale and Assumptions. Constructing a Lesson Plan: Format, Components, and Samples.
III. STRATEGIES, AIDS, MEDIA, AND RESOURCES FOR EFFECTIVE INSTRUCTION.
7. What Do I Need to Know to Effectively Use Questioning as an Instructional Tool?
Purposes for Using Questioning. Types of Cognitive Questions: A Glossary. Socratic Questioning. Levels of Cognitive Questions and Student Thinking. Guidelines for Using Questioning. Questions from Students: The Question-Driven Classroom.
8. What Guidelines Are Available for Using Grouping and Assignments to Promote Positive Interaction and Quality Learning?
Mastery Learning and Personalized Instruction. Learning Alone. Learning in Pairs. Learning in Small Groups. Cooperative Learning. Learning in Large Groups. Equality in the Classroom. Learning from Assignments and Homework. Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports. Writing across the Curriculum.
9. What Guidelines Are Available for My Use of Teacher Talk, Demonstrations, Thinking, Inquiry, and Games?
Teacher Talk: Formal and Informal. Demonstration. Teaching Thinking for Intelligent Behavior. Inquiry Teaching and Discovery Learning. Integrating Strategies for Integrated Learning. Learning by Educational Games.
10. What Guidelines Are Available for My Use of Aids and Media Resources?
Printed Materials, Visual Displays, and the Internet. The Community as a Resource. Media Tools. The Placement and Use of Computers: The Online Classroom.
IV. ASSESSMENT AND PROFESSIONAL DEVELOPMENT.
11. How Do I Assess and Report Student Achievement?
Purposes and Principles of Assessment. Terms Used in Assessment. Assessing Student Learning: Three Avenues. Student Involvement in Assessment. Portfolio Assessment: Dealing with Its Limitations. Maintaining Records of Student Achievement. Grading and Marking Student Achievement. Testing for Achievement. Preparing Assessment Items. Types of Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using. Reporting Student Achievement. Teacher-Parent/Guardian Communications.
12. How Can I Assess My Teaching Effectiveness and Continue My Professional Development?
Professional Development through Student Teaching. Finding a Teaching Position. Professional Development through Preparing an Emergency Teaching Kit. Professional Development through Reflection and Self-Assessment. Professional Development through Mentoring. Professional Development through Inservice and Graduate Study. Professional Development through Participation in Professional Organizations. Professional Development through Communications with Other Teachers. Professional Development through Summer Workshops and Work Experience. Professional Development through Micro Peer Teaching.
Glossary.
Index of Children's Books, Authors, and Illustrators.
Name Index.
Subject Index.
1. What Do I Need to Know about Today's Elementary Schools?
The Elementary School: Getting to Know It. The Fundamental Characteristic of Exemplary Elementary School Education. Vehicles for Sharing Information and Responsibility: Telecommunications Networks, Members of the Community, and Parent/Guardian Organizations. The Emergent Overall Picture.
2. What Do I Need to Know about Elementary School Children: The Nature of the Challenge?
Dimensions of the Challenge. Supporting the Challenge: Styles of Learning and Implications for Teaching. Meeting the Challenge: Recognizing and Providing for Student Differences.
3. What Are the Expectations, Responsibilities, and Facilitating Behaviors of a Classroom Teacher?
The Teacher as a Reflective Decision Maker. Teaching Style. The Teacher's Professionalism and Commitment. Identifying and Building Your Instructional Competencies. Teacher Behaviors That Facilitate Student Learning.
4. What Do I Need to Know to Establish and Maintain an Effective, Safe, and Supportive Classroom Learning Environment?
The Importance of Perceptions. Classroom Control: Its Meaning-Past and Present. Providing a Supportive Learning Environment. Preparation Provides Confidence and Success. Classroom Procedures and Guidelines for Acceptable Behavior. Using Positive Rewards. Managing Class Meetings. Student Misbehavior. Teacher-Caused Student Misbehavior.
II. PLANNING FOR INSTRUCTION.
5. Why Should I Plan and How Is Curriculum Content Selected?
Providing Successful Transitions. Planning for Instruction. Thinking about the Sequencing of Content. Preparing for and Dealing with Controversy. Aims, Goals, and Objectives: The Anticipated Learning Outcome. Preparing Instructional Objectives. Using the Taxonomies. Integrated Curriculum. Planning for Instruction: A Three-Level and Seven-Step Process.
6. How Do I Prepare an Instructional Plan and Daily Lessons?
The Instructional Unit. Theoretical Considerations for the Selection of Instructional Strategies. Selecting Learning Activities That Are Developmentally Appropriate. Planning and Developing an Interdisciplinary Thematic Unit. Preparing Lesson Plans: Rationale and Assumptions. Constructing a Lesson Plan: Format, Components, and Samples.
III. STRATEGIES, AIDS, MEDIA, AND RESOURCES FOR EFFECTIVE INSTRUCTION.
7. What Do I Need to Know to Effectively Use Questioning as an Instructional Tool?
Purposes for Using Questioning. Types of Cognitive Questions: A Glossary. Socratic Questioning. Levels of Cognitive Questions and Student Thinking. Guidelines for Using Questioning. Questions from Students: The Question-Driven Classroom.
8. What Guidelines Are Available for Using Grouping and Assignments to Promote Positive Interaction and Quality Learning?
Mastery Learning and Personalized Instruction. Learning Alone. Learning in Pairs. Learning in Small Groups. Cooperative Learning. Learning in Large Groups. Equality in the Classroom. Learning from Assignments and Homework. Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports. Writing across the Curriculum.
9. What Guidelines Are Available for My Use of Teacher Talk, Demonstrations, Thinking, Inquiry, and Games?
Teacher Talk: Formal and Informal. Demonstration. Teaching Thinking for Intelligent Behavior. Inquiry Teaching and Discovery Learning. Integrating Strategies for Integrated Learning. Learning by Educational Games.
10. What Guidelines Are Available for My Use of Aids and Media Resources?
Printed Materials, Visual Displays, and the Internet. The Community as a Resource. Media Tools. The Placement and Use of Computers: The Online Classroom.
IV. ASSESSMENT AND PROFESSIONAL DEVELOPMENT.
11. How Do I Assess and Report Student Achievement?
Purposes and Principles of Assessment. Terms Used in Assessment. Assessing Student Learning: Three Avenues. Student Involvement in Assessment. Portfolio Assessment: Dealing with Its Limitations. Maintaining Records of Student Achievement. Grading and Marking Student Achievement. Testing for Achievement. Preparing Assessment Items. Types of Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using. Reporting Student Achievement. Teacher-Parent/Guardian Communications.
12. How Can I Assess My Teaching Effectiveness and Continue My Professional Development?
Professional Development through Student Teaching. Finding a Teaching Position. Professional Development through Preparing an Emergency Teaching Kit. Professional Development through Reflection and Self-Assessment. Professional Development through Mentoring. Professional Development through Inservice and Graduate Study. Professional Development through Participation in Professional Organizations. Professional Development through Communications with Other Teachers. Professional Development through Summer Workshops and Work Experience. Professional Development through Micro Peer Teaching.
Glossary.
Index of Children's Books, Authors, and Illustrators.
Name Index.
Subject Index.