Secondary School Teaching

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