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Author:   Richard Kellough ,  Noreen Kellough
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   4th edition
Dimensions:   Width: 21.50cm , Height: 2.50cm , Length: 27.50cm
Weight:   1.021kg
ISBN:  

9780137049776

ISBN 10:   0137049773
Pages:   432
Publication Date:   05 August 2010
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

CHAPTER 1: Secondary School Teaching Today: Recognizing and Understanding the Challenge The Classroom in a Nation of Diversity and Shifting Demographics      Skill Areas Around Which This Resource Guide is Centered      The Realities of Teaching Today      A Rather Recent and in Our Opinion Unfortunate Addition to the Challenge Orientation: No Single Shoe Fits All      Start of the School Year Orientation      The School Year and Teachers’ Schedules      Teaching Teams      The Community of Learners Concept      Nontraditional Scheduling      Quality Education for Every Student      Instruction that is Differentiated      Responsive Practices for Helping Each Student Succeed Middle-Level Schools High Schools The Fundamental Characteristic of Quality Education      Committed Teachers      Reflective Decision Making      School Leadership      Effects of No Child Left Behind Legislation Parents, Guardians, and the Community      Community Service Learning The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues      Key Trends and Positive Practices      Major Problems, Concerns, and Issues Meeting the Challenge: Initial Guidelines for Recognizing and Providing for Student Differences Thereby Effectively Differentiating the Instruction Reviewing The Developmental Characteristics of Young People of Particular Age Groups      Young Adolescents (Ages 9–14)      Older Adolescents (Ages 15–19) Summary Questions for Class Discussion Exercises References   CHAPTER 2: Teacher Professional Responsibilities The Teacher as a Reflective Decision Maker      Decision-Making Phases of Instruction      Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher Responsibility Selected Legal Guidelines      Student Rights      Cellular Phones and Other Handheld Electronic Devices in the Classroom      Teacher Liability and Insurance      Student Safety Should Always be on Your Mind Teaching Style      Multilevel Instruction, Individualized Instruction, and Differentiated Instruction: A Clarification of Terms      The Theoretical Origins of Teaching Styles and Their Relation to Constructivism Commitment and Professionalism      Noninstructional Responsibilities      Instructional Responsibilities Identifying and Building Your Instructional Competencies      Characteristics of the Competent Classroom Teacher: An Annotated List Teacher Behaviors Necessary to Facilitate Student Learning      Three Basic Rules for Becoming a Competent Teacher      Facilitating Behaviors and Instructional Strategies: A Clarification      Structuring the Learning Environment      Accepting and Sharing Instructional Accountability      Demonstrating Withitness and Overlapping      Providing a Variety of Motivating and Challenging Activities      Modeling Appropriate Behaviors      Facilitating Student Acquisition of Data      Creating a Psychologically Safe Environment      Clarifying Whenever Necessary      Using Periods of Silence      Questioning Thoughtfully Tools For Instruction      The Internet      Professional Journals and Periodicals      The ERIC Information Network      Copying Printed Materials      The Classroom Writing Board      The Classroom Bulletin Board and Other Nonprojected Visual Displays      The Community as a Resource      Guest Speaker or Presenter      Field Trips      Media Tools      Computers and Computer-Based Instructional Tools      Using Copyrighted Video, Computer, and Multimedia Programs      Distance Learning Summary Questions For Class Discussion Exercises References   CHAPTER 3: Thinking and Questioning: Skills for Meaningful Learning Teaching Thinking for Intelligent Behavior      Characteristics of Intelligent Behavior      Direct Teaching for Thinking and Intelligent Behavior Purposes for Using Questioning      Questions to Avoid Asking Types of Cognitive Questions: A Glossary      Analytic Question      Clarifying Question      Convergent-Thinking Question      Cueing Question      Divergent-Thinking Question      Evaluative Question      Focus Question      Probing Question Socratic Questioning Levels of Cognitive Questions and Student Thinking Guidelines for Using Questioning      Preparing Questions      Implementing Questioning Using an Audience Response Student Clicker System Questions From Students: The Question-Driven Classroom and Curriculum      Questioning: The Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful Learning Summary Questions For Class Discussion Exercises References   CHAPTER 4: The Classroom Learning Environment The Importance of Perceptions Classroom Control–Its Meaning–Past and Present      Historical Meaning of Classroom Control      Today’s Meaning of Classroom Control and the Concept of Classroom       Management      Classroom Management: Contributions of Some Leading Authorities Developing Your Own Effective Approach to Classroom Management Providing a Supportive Learning Environment      Consider the Physical Layout      Create a Positive Ambiance      Behaviors to Avoid When Using Encouragement to Motivate Students      Get to Know Your Students as People Preparation Provides Confidence and Success      Effective Organization and Administration of Activities and Materials      Natural Interruptions and Disruptions to Routine Classroom Procedures and Guidelines for Acceptable Behavior      Starting the School Term Well      Procedures Rather Than Rules; Consequences Rather Than Punishment      The First Day      Procedural Matters: What Students Need to Understand Early On Using Positive Rewards as Motivators Managing Class Sessions      Opening Activities      Smooth Implementation of the Lesson      Transitions Within Lessons Inappropriate Student Behavior      Transient Nondisruptive Behaviors      Disruptions to Learning      Defiance, Cheating, Lying, and Stealing      Bullying, Fighting, Sexual Misconduct, and Violence Teacher Response to Student Misbehavior      Direct Versus Indirect Assertive Intervention Strategies: A Clarification      Order of Behavior Intervention Strategies Teacher-Caused Student Misbehavior      Scenarios for Case Study Review      Preventing a Ship From Sinking is Much Easier Than is Saving a Sinking One: Mistakes to Avoid Situational Case Studies for Additional Review Summary Questions for Class Discussion Exercises References   CHAPTER 5: The Curriculum: Selecting and Setting Learning Expectations Program Organization: Providing Successful Transitions      Curriculum and Instruction: Clarification of Terms      Core Curriculum      Curriculum Content: Essential Versus Supplemental      Exploratory Opportunities      Co-Curricular Versus Extracurricular      Advisory/Homebase Program Planning for Instruction: Three Levels      Teacher–Student Collaborative Team Planning      Reasons for Planning      Components of an Instructional Plan      Curriculum Content Selection: Documents that Provide Guidance Curriculum Standards      Curriculum Standards and High-Stakes Testing Student Textbooks      Benefit of Textbooks to Student Learning      Problems with Reliance on a Single Textbook      Guidelines for Textbook Use      Multitext and Multireadings Approach Beginning to Think About the Sequencing of Content Preparing for and Dealing with Controversy Aims, Goals, and Objectives: The Anticipated Learning Outcomes      Instructional Objectives and Their Relationship to Aligned Curriculum and Authentic Assessment      Learning Targets and Goal Indicators      Overt and Covert Performance Outcomes      Balance of Behaviorism and Constructivism      Teaching Toward Multiple Objectives, Understandings, and Appreciations: The Reality of Classroom Instruction      Preparing Instructional Objectives      Components of a Complete Objective Classifying Instructional Objectives The Domains of Learning and the Developmental Needs of           Students      Cognitive Domain Hierarchy      Affective Domain Hierarchy      Psychomotor Domain Hierarchy Using the Taxonomies      Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals      Character Education and the Domains Of Learning Learning That Is Not Immediately Observable Integrated Curriculum      Level 1 Curriculum Integration      Level 2 Curriculum Integration      Level 3 Curriculum Integration      Level 4 Curriculum Integration      Level 5 Curriculum Integration      Integrated Curriculum in a Standards-Based Environment Planning for Instruction: A Seven-Step Process The Syllabus      Use and Development of a Syllabus      Content of a Syllabus Summary Questions for Class Discussion Exercises References   CHAPTER 6: Planning the Instruction The Instructional Unit      Planning and Developing any Unit of Instruction      Unit Format, Inclusive Elements, and Time Duration Theoretical Considerations for the Selection of Instructional Strategies      Decision Making and Strategy Selection      Direct and Indirect Instruction: A Clarification of Terms      Degrees of Directness      Principles of Classroom Instruction and Learning: A Synopsis      Conceptual and Procedural Knowledge      Direct Versus Indirect Instructional Modes: Strengths and Weaknesses of Each Selecting Learning Activities that are Developmentally Appropriate Styles of Learning and Implications for Teaching      Learning Modalities      Learning Styles      The Three-Phase Learning Cycle      Learning Capacities: The Theory of Multiple Intelligences The Learning Experiences Ladder      Direct, Simulated, and Vicarious Experiences Help Connect Student Learning Planning and Developing an Interdisciplinary Thematic Unit      Specific Guidelines for Developing an Interdisciplinary Thematic Unit      Developing the Learning Activities: The Heart and Spirit of the ITU      The Common Thread      Initiating Activities      Developmental Activities      Culminating Activity Preparing the Lesson Plan      Rationale for Preparing Written Plans      Assumptions about Lesson Planning      A Continual Process      Well Planned but Open to Last-Minute Change      The Problem of Time      The Pressure of Standards-Based and High-Stakes Testing and the Felt Need to “Cover” the Prescribed Curriculum      Caution about “The Weekly Planning Book” Constructing a Lesson Plan: Format, Elements, and Samples      For Guidance, Reflection, and Reference      Basic Elements in a Lesson Plan      Descriptive Data      Goals and Objectives Setting the Learning Objectives      A Common Error and How to Avoid It      No Need to Include All Domains and Hierarchies in Every Lesson      Rationale      Procedure      Assignments      Special Considerations, Notes, and Reminders      Materials and Equipment to be Used      Assessment, Reflection, and Revision Summary Questions for Class Discussion Exercises References CHAPTER 7: Assessing and Reporting Student Achievement Purposes and Principles of Assessment The Language of Assessment      Assessment and Evaluation      Measurement and Assessment      Validity and Reliability      Authentic Assessment: Advantages and Disadvantages      Diagnostic, Formative, and Summative Assessment Assessing Student Learning: Three Avenues      Assessing What a Student Says and Does      Assessing What a Student Writes      Assessment for Affective and Psychomotor Domain Learning Student Involvement in Assessment      Using Portfolios      Using Checklists Maintaining Records of Student Achievement      Recording Teacher Observations and Judgments Grading and Marking Student Achievement      Criterion-Referenced Versus Norm-Referenced Grading      Determining Grades Testing for Achievement      Standardized (Formal) Versus Nonstandardized (Informal) Tests      Purposes for Informal Testing      Frequency for Informal Testing      Anxiety: Symptom Recognition and Helping Students (and Yourself) Deal with It      Test Construction      Administering Tests      Controlling Cheating      Determining the Time Needed to Take a Test Preparing Assessment Items      Classification of Assessment Items      Performance Testing      General Guidelines for Preparing for Informal Assessment of Student Learning      Attaining Content Validity Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types      Arrangement      Completion Drawing      Completion Statement      Correction      Essay      Grouping      Identification      Matching      Multiple Choice      Performance      Short Explanation      True–False Reporting Student Achievement      The Grade Report Teacher Parental/Guardian Connections      Contacting Parents/Guardians      Meeting Parents/Guardians      Parent/Guardian Conference      Dealing with an Angry Parent or Guardian Summary Questions for Class Discussion Exercises References   CHAPTER 8: The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and Games Teacher Talk: Formal and Informal      Cautions in Using Teacher Talk      Teacher Talk: General Guidelines      Teacher Talk: Specific Guidelines Demonstration      Reasons for Using Demonstrations      Guidelines for Using Demonstrations Inquiry Teaching and Discovery Learning      Problem Solving      Inquiry Versus Discovery      True Inquiry      The Critical Thinking Skills of Discovery and Inquiry Integrating Strategies for Integrated Learning Educational Games      Classification of Educational Games      Functions of Educational Games Summary Questions for Class Discussion Exercises References   CHAPTER 9: Mastery Learning and Differentiated Instruction Today’s Emphasis: Quality Learning for Every Student      Assumptions About Mastery, or Quality, Learning      Elements of Any Mastery Learning Model: The Cycle of Teaching      Strategies for Personalizing (Individualizing) the Instruction Now! Working with and Individualizing the Learning Experiences for Specific Learners      Recognizing and Working with Students with Special Needs      Recognizing and Working with Students of Diversity and Differences      Language-Minority Students      Recognizing and Working with Students Who are Gifted      Curriculum Tracking      Meaningful Curriculum Options: Multiple Pathways to Success      Recognizing and Working with Students Who Take More Time but are Willing to Try      Recognizing and Working with Recalcitrant Learners      Recognizing and Working with Abused Children Learning Alone Summary Questions For Class Discussion References   CHAPTER 10: Organizing and Guiding Student Learning in Groups Learning in Pairs      The Learning Center Learning in Small Groups      Purposes for Using Small Groups Cooperative Learning      The Cooperative Learning Group (CLG)      The Theory and Use of Cooperative Learning      Roles Within the Cooperative Learning Group      What Students and the Teacher Do When Using Cooperative Learning Groups      When to Use Cooperative Learning Groups      Cooperative Group Learning, Assessment, and Grading      Why Some Teachers Experience Difficulty Using CLGs Learning in Large Groups      Student Presentations      Whole-Class Discussion Equality in the Classroom      Ensuring Equity Learning from Assignments and Homework      Purposes for Assignments      Guidelines for Using Assignments      Opportunities for Recovery      How to Avoid Having So Many Papers to Grade that Time for Effective Planning is Restricted Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports      Values and Purposes of Project-Centered Learning      Guidelines for Guiding Students in Project-Centered Learning      Writing as a Required Component of Project-Centered Learning      Assessing the Final Product Writing Across the Curriculum      Kinds of WritingPreventing Plagiarism       Journals and Blogs A Collection of 130 Annotated Motivational Teaching Strategies with Ideas for Lessons, Interdisciplinary Teaching, Transcultural Studies, and Student Projects      The Visual and Performing Arts      Family and Consumer Economics, Foods, and Textiles      English, Languages, and the Language Arts      Mathematics      Physical Education      Science      Social Studies/History      Vocational Career Education Summary Questions For Class Discussion Content Area Websites References   CHAPTER 11: Professional Development: A Continuing Process Professional Development Through Student Teaching or Internship      Whether Student Teaching or Intern Teaching, It Is the Real Thing      Getting Ready for the Beginning Teaching Experience      First Impressions      Continuing to Get Ready      Student Teaching from the Cooperating Teacher’s Point of View      Comments from the University Supervisor      What to do Before an Observation      What to do During an Observation      What to do During an Observation Conference      What to do After the Supervisor Leaves Finding a Teaching Position      Guidelines for Locating a Teaching Position      The Professional Career Portfolio (Or How to Get Hired by Really Trying)      Resources for Locating Teaching Vacancies      The Professional Résumé      The In-Person Interview Professional Development Through Reflection and Self-Assessment Professional Development Through Mentoring      It is Helpful to Have a Mentor, Sometimes More Than One      When Should I Seek Help?      Coping Strategies: Avoiding Feelings of Aloneness      Make Career Plans: A Life Plan Map Professional 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 Questions for Class Discussion Summary References   GLOSSARY SUBJECT INDEX

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Author Information

Richard Kellough is author and coauthor of more than 50 textbooks, including A Primer For New Principals: Guidelines For Success (Rowman & Littlefield, 2008), A Resource Guide For Teaching K-12, 6/E (Allyn & Bacon, 2011), Teaching Young Adolescents: Methods And Resources, 5/E (Pearson, 2008), Teaching And Learning K-8: A Guide To Methods And Resources, 9/E (Pearson, 2008), Your First Year Of Teaching: Guidelines For Success, 5/E (Pearson, 2009), Science K-8: An Integrated Approach, 11/E (Allyn & Bacon, 2008), and A Guide For Developing Interdisciplinary Thematic Units, 4/E (Pearson, 2008), as well As numerous journal articles. His many recognitions include being named a National Science Foundation Research Fellow at The University Of California, Davis, as well as listings in the International Authors And Writers Who's Who, Leaders In Eco Education, Men Of Achievement (Vol. 1), Dictionary Of International Biography, and Leaders In Education. His 46-year teaching career includes 13 years as a teacher of grades 7-12 (3 years as a teaching principal) and 34 years as university professor.   Coauthor of Teaching Young Adolescents: A Guide To Methods And Resources, 5/e (Allyn & Bacon, 2008), Noreen Kellough's 22-year teaching career includes 6 years of middle school foreign languages teaching, 6 years of high school teaching of French, and 12 years at the university level. At the college and university level she has taught Spanish at Los Rios Community College, was assistant clinical professor at University of the Pacific, and at California State University, Sacramento, taught Italian, courses in teacher preparation. Until her retirement, she served as director of the children's reading program where she supervised the training of university students as tutors of reading for public school children. Recognitions include recipient of Outstanding Community Service Award (2004) from CSU,S, and 1995 delegate representing the U.S. in Berlin, Germany, at the Deutsche Schreberjugend International Youth Conference.

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