Secondary School Teaching: A Guide to Methods and Resources

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 text 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.

Table of Contents:
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 GLOSSARY REFERENCES INDEX