Pathways to Teaching Series: Teaching Methods

Teaching is extraordinarily important, complex, and demanding work, and a teacher’s workday consists of making hundreds of decisions that promote high-level student learning. The work is and should be daunting. Grounded and concise, this first edition text provides readers with theory-based practices that will illuminate the art and craft of teaching.   Through specific examples and sound theories that help teachers build successful classrooms, Teaching Methods presents instruction as a complex profession requiring high-level cogitative work from each teacher. The book successfully synthesizes theories, observations, and research into practical guidelines for instructional planning focused on the emerging needs of the 21st Century.   Part 1 describes the foundations of educational practice: what we know about important learning, and how that learning is assessed, how students learn, and how they are motivated to work hard and engage in high-level learning. The theoretical grounding of high-level teaching, from developmental psychology, cognition, and curriculum and assessment planning, are presented in simple, but not simplistic, language.   Part 2 translates the principles of Part 1 into specific guidelines for instructional planning. It outlines how the big ideas of student learning and cognition may be converted into setting instructional outcomes, developing assessments, and designing learning experiences to promote high-level learning for students.   Part 3 addresses teaching responsibilities beyond the classroom, from grading student performance to communicating with families and participating in a professional community.

Table of Contents:
    Ch1. What we know about content  The imperative for high-level learning  Different types of content Ch2. What we know about assessment Different types of assessment Matching assessment to learning outcomes Ch3. What we know about student learning Cognitive factors Affective factors Developmental factors Personal and social factors Individual differences Ch4. What we know about motivation Extrinsic and intrinsic motivation Contributors to intrinsic motivation  Ch5. Knowing our own students Home situation Cultural environment Level of cognitive development Skills and knowledge Interests and experiences Attitudes towards school Ch6. Establishing learning outcomes Terminology Level of detail Sources of learning outcomes Coordination and integration  Ch7. Assessing student learning Summative assessments Designing scoring guides and rubrics Evaluating student work Formative assessment   Ch8. Designing learning experiences Characteristics Ch9. A safe and challenging environment   Ch10. Management matters   Ch11. Grading student performance   Ch12. Participating in a professional community   CH13. Moving towards leadership   Appendix: Instructional Examples   Additional Resources

About the Author :
Charlotte Danielson has taught at all levels, from kindergarten through college, and has worked as an administrator, a curriculum director, and a staff developer. In her consulting work, Danielson specializes in teacher quality and evaluation, curriculum planning, performance assessment, and professional development. She is the author of Enhancing Professional Practice (2007), Teaching for Understanding (1996), Teacher Evaluation to Enhance Professional Practice (2000), Enhancing Student Achievement (2002), and Strengthening the Profession Through Teacher Leadership (2006), all published by ASCD.  In addition, she has written several Collections of Performance Tasks and Rubrics, published by Eye on Education.