Classroom Teaching Skills

Designed for beginning teachers, this text introduces the teacher as "reflective decision maker," responsible for planning, implementing, evaluating, and making management decisions in the classroom. Each chapter considers a particular teaching skill, first discussing the theory behind it, and then presenting the reader with practice situations in which knowledge about the skill can be applied and evaluated.T he Eighth Edition continues to address the importance of core INTASC standards, and highlights developing issues including the "Digital Divide," the use of personal digital assistants (PDAs) in and outside of the classroom, cooperative learning, and dealing with behavioral issues.

Table of Contents:
Note: Each chapter concludes with Notes and Additional Resources. 1. The Teacher As a Reflective Decision Maker James M. Cooper 2. Instructional Planning Greta Morine-Dershimer Objective 1. Given two concept maps depicting a prospective teacher's "before and after" perspectives of teacher planning, to compare these concept maps and determine what the teacher learned about instructional planning Objective 2. Given information from studies of the instructional planning of experienced teachers, to identify key characteristics of productive planning Objective 3. Given a description of teacher planning analogous to a dramatic production, to generate additional analogies that highlight important aspects of teacher planning 3. Instructional Objectives Terry D. TenBrink Objective 1. To recognize well-defined instructional objectives Objective 2. To write well-defined instructional objectives Objective 3. To use instructional objectives in instructional planning Objective 4. To use objectives in implementing instruction 4. Involving Students in Learning Robert Shostak Objective 1. To define a planned beginning (set), explain its purposes, and give examples of when it is used to involve students in learning Objective 2. To create original planned beginnings (sets) for involving students in learning Objective 3. To define planned discussion, explain its purposes, and give examples of when it is used to involve students in learning Objective 4. To identify student behaviors that reflect students' ability to engage in effective classroom discussion Objective 5. To create original planned discussions for use in a given learning situation Objective 6. To define a planned ending (closure), explain its purposes, and give examples of how it is used to involve students in learning Objective 7. To create original planned endings (closure) for use in a given learning situation 5. Questioning Skills Myra Sadker and David Sadker Objective 1. To explain the seven characteristics of effective classroom questions Objective 2. To classify questions according to Bloom's Taxonomy of Educational Objectives: Cognitive Domain Objective 3. To construct classroom questions on all six levels of Bloom's Taxonomy of Educational Objectives: Cognitive Domain Objective 4. To write examples of questioning strategies that enhance the quality of student participation Objective 5. To describe how the growing diversity and multicultural nature of America's students impact questioning strategies 6. Differentiating Instruction for Academic Diversity Carol Ann Tomlinson Objective 1. To develop an informed, personal definition of differentiated instruction Objective 2. To construct an informed, personal rationale for teaching to address learner needs Objective 3. To depict ways in which learner, learning environment, and curriculum are integral to differentiated or academically responsive instruction Objective 4. To apply specific ways to differentiate content, activities, and products in response to student readiness, interest, and learning profile Objective 5. To analyze and understand general principles of effective differentiation Objective 6. To propose personal first steps in becoming a responsive teacher 7. Technology for Teaching and Learning with Understanding Susan R. Goldman, Kimberly Lawless, James W. Pellegrino, and Robert Plants Objective 1. To examine assumptions about learning and technology Objective 2. To examine the principles of learning with understanding and how technology can support them Objective 3. To understand principled uses of technology to support learning with understanding Objective 4. To understand how to make hardware and software work for you and your students 8. Classroom Management Wilford A. Weber Objective 1. To describe the four stages of the analytic-pluralistic classroom management process Objective 2. To describe the nature and dynamics of the authoritarian, intimidation, permissive, cookbook, instructional, behavior-modification, socioemotional-climate, and group-process approaches to classroom management Objective 3. To analyze a given classroom situation and to describe and justify the managerial strategy or strategies most likely to be effective in facilitating and maintaining those student behaviors deemed desirable 9. Cooperative Learning Mary S. Leighton Objective 1. To review the functions of teachers, students, and content in effective lessons Objective 2. To describe the attributes of cooperative learning that contribute to student achievement in social and academic arenas and to discriminate academically productive cooperative learning strategies from less structured group activities that may not improve achievement Objective 3. To integrate simple cooperative learning structures into more complex or extended lessons Objective 4. To implement complex cooperative learning strategies, including Student Teams Achievement Divisions (STAD), Jigsaw, and Academic Controversy Objective 5. To describe some of the process skills students use in cooperative learning and explore some ways of teaching those skills Objective 6. To examine how the physical, organizational, and instructional environments support effective use of cooperative learning strategies Objective 7. To explore some of the schoolwide dimensions of classroom use of cooperative learning 10. Assessment Terry D. TenBrink Objective 1. To define evaluation and to describe each of the four stages in the assessment process Objective 2. To select appropriate information-gathering strategies when seeking to make classroom assessments Objective 3. To write effective test items for assessing achievement Objective 4. To develop rubrics (including checklists and rating scales) for evaluating student products and performances Objective 5. To use portfolios to assess ongoing performance and progress Objective 6. To describe how to use information to evaluate; that is, to grade, to judge student progress, and to judge changes in student attitudes Objective 7. To describe how to use assessment data to help students learn more effectively Objective 8. To select and use standardized instruments Objective 9. To describe the role of technology in classroom assessment Answer Keys INTASC Model Standards for Beginning Teacher Licensing and Development