Secondary School Teaching: A Guide to Methods and Resources (4th Revised edition)

Secondary School Teaching: A Guide to Methods and Resources (4th Revised edition)

By: Richard D. Kellough (author), Noreen G. Kellough (author)Paperback

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Description

Thoroughly revised and updated, Secondary School Teaching: A Guide to Methods and Resources 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. A key strength of this text continues to be the expression of core themes. It provides future and current teachers with relevant guidelines, best options and practices, the most useful research findings, and current resources so that they can reflect and improve their effectiveness.

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About Author

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.

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 Resume 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

Product Details

  • publication date: 03/02/2010
  • ISBN13: 9780137049776
  • Format: Paperback
  • Number Of Pages: 432
  • ID: 9780137049776
  • weight: 1048
  • ISBN10: 0137049773
  • edition: 4th Revised edition

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