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

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

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

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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.

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, taughtItalian, 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.


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 ChallengeOrientation: 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 SucceedMiddle-Level SchoolsHigh SchoolsThe Fundamental Characteristic of Quality Education Committed Teachers Reflective Decision Making School Leadership Effects of No Child Left Behind LegislationParents, Guardians, and the Community Community Service LearningThe Emergent Overall Picture: Current Actions, Trends, Problems, and Issues Key Trends and Positive Practices Major Problems, Concerns, and IssuesMeeting the Challenge: Initial Guidelines for Recognizing and Providing for Student Differences Thereby Effectively Differentiating the InstructionReviewing The Developmental Characteristics of Young People of Particular Age Groups Young Adolescents (Ages 9-14) Older Adolescents (Ages 15-19)SummaryQuestions for Class DiscussionExercisesReferences CHAPTER 2: Teacher Professional ResponsibilitiesThe Teacher as a Reflective Decision Maker Decision-Making Phases of Instruction Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher ResponsibilitySelected 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 MindTeaching Style Multilevel Instruction, Individualized Instruction, and Differentiated Instruction: A Clarification of Terms The Theoretical Origins of Teaching Styles and Their Relation to ConstructivismCommitment and Professionalism Noninstructional Responsibilities Instructional ResponsibilitiesIdentifying and Building Your Instructional Competencies Characteristics of the Competent Classroom Teacher: An Annotated ListTeacher 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 ThoughtfullyTools 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 LearningSummaryQuestions For Class DiscussionExercisesReferences CHAPTER 3: Thinking and Questioning: Skills for Meaningful LearningTeaching Thinking for Intelligent Behavior Characteristics of Intelligent Behavior Direct Teaching for Thinking and Intelligent BehaviorPurposes for Using Questioning Questions to Avoid AskingTypes of Cognitive Questions: A Glossary Analytic Question Clarifying Question Convergent-Thinking Question Cueing Question Divergent-Thinking Question Evaluative Question Focus Question Probing QuestionSocratic QuestioningLevels of Cognitive Questions and Student ThinkingGuidelines for Using Questioning Preparing Questions Implementing QuestioningUsing an Audience Response Student Clicker SystemQuestions From Students: The Question-Driven Classroom and Curriculum Questioning: The Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful LearningSummaryQuestions For Class DiscussionExercisesReferences CHAPTER 4: The Classroom Learning EnvironmentThe Importance of PerceptionsClassroom 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 AuthoritiesDeveloping Your Own Effective Approach to Classroom ManagementProviding 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 PeoplePreparation Provides Confidence and Success Effective Organization and Administration of Activities and Materials Natural Interruptions and Disruptions to RoutineClassroom 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 OnUsing Positive Rewards as MotivatorsManaging Class Sessions Opening Activities Smooth Implementation of the Lesson Transitions Within LessonsInappropriate Student Behavior Transient Nondisruptive Behaviors Disruptions to Learning Defiance, Cheating, Lying, and Stealing Bullying, Fighting, Sexual Misconduct, and ViolenceTeacher Response to Student Misbehavior Direct Versus Indirect Assertive Intervention Strategies: A Clarification Order of Behavior Intervention StrategiesTeacher-Caused Student Misbehavior Scenarios for Case Study Review Preventing a Ship From Sinking is Much Easier Than is Saving a Sinking One: Mistakes to AvoidSituational Case Studies for Additional ReviewSummaryQuestions for Class DiscussionExercisesReferences CHAPTER 5: The Curriculum: Selecting and Setting Learning ExpectationsProgram 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 ProgramPlanning for Instruction: Three Levels Teacher-Student Collaborative Team Planning Reasons for Planning Components of an Instructional Plan Curriculum Content Selection: Documents that Provide GuidanceCurriculum Standards Curriculum Standards and High-Stakes TestingStudent Textbooks Benefit of Textbooks to Student Learning Problems with Reliance on a Single Textbook Guidelines for Textbook Use Multitext and Multireadings ApproachBeginning to Think About the Sequencing of ContentPreparing for and Dealing with ControversyAims, 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 HierarchyUsing the Taxonomies Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals Character Education and the Domains Of LearningLearning That Is Not Immediately ObservableIntegrated 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 EnvironmentPlanning for Instruction: A Seven-Step ProcessThe Syllabus Use and Development of a Syllabus Content of a SyllabusSummaryQuestions for Class DiscussionExercisesReferences CHAPTER 6: Planning the InstructionThe Instructional Unit Planning and Developing any Unit of Instruction Unit Format, Inclusive Elements, and Time DurationTheoretical 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 EachSelecting Learning Activities that are Developmentally AppropriateStyles of Learning and Implications for Teaching Learning Modalities Learning Styles The Three-Phase Learning Cycle Learning Capacities: The Theory of Multiple IntelligencesThe Learning Experiences Ladder Direct, Simulated, and Vicarious Experiences Help Connect Student LearningPlanning 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 ActivityPreparing 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 ObjectivesSetting 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 RevisionSummaryQuestions for Class DiscussionExercisesReferencesCHAPTER 7: Assessing and Reporting Student AchievementPurposes and Principles of AssessmentThe Language of Assessment Assessment and Evaluation Measurement and Assessment Validity and Reliability Authentic Assessment: Advantages and Disadvantages Diagnostic, Formative, and Summative AssessmentAssessing Student Learning: Three Avenues Assessing What a Student Says and Does Assessing What a Student Writes Assessment for Affective and Psychomotor Domain LearningStudent Involvement in Assessment Using Portfolios Using ChecklistsMaintaining Records of Student Achievement Recording Teacher Observations and JudgmentsGrading and Marking Student Achievement Criterion-Referenced Versus Norm-Referenced Grading Determining GradesTesting 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 TestPreparing Assessment Items Classification of Assessment Items Performance Testing General Guidelines for Preparing for Informal Assessment of Student Learning Attaining Content ValidityAssessment 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-FalseReporting Student Achievement The Grade ReportTeacher Parental/Guardian Connections Contacting Parents/Guardians Meeting Parents/Guardians Parent/Guardian Conference Dealing with an Angry Parent or GuardianSummaryQuestions for Class DiscussionExercisesReferences CHAPTER 8: The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and GamesTeacher Talk: Formal and Informal Cautions in Using Teacher Talk Teacher Talk: General Guidelines Teacher Talk: Specific GuidelinesDemonstration Reasons for Using Demonstrations Guidelines for Using DemonstrationsInquiry Teaching and Discovery Learning Problem Solving Inquiry Versus Discovery True Inquiry The Critical Thinking Skills of Discovery and InquiryIntegrating Strategies for Integrated LearningEducational Games Classification of Educational Games Functions of Educational GamesSummaryQuestions for Class DiscussionExercisesReferences CHAPTER 9: Mastery Learning and Differentiated InstructionToday'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 ChildrenLearning AloneSummaryQuestions For Class DiscussionReferences CHAPTER 10: Organizing and Guiding Student Learning in GroupsLearning in Pairs The Learning CenterLearning in Small Groups Purposes for Using Small GroupsCooperative 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 CLGsLearning in Large Groups Student Presentations Whole-Class DiscussionEquality in the Classroom Ensuring EquityLearning 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 RestrictedProject-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 ProductWriting Across the Curriculum Kinds of WritingPreventing Plagiarism Journals and BlogsA 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 EducationSummaryQuestions For Class DiscussionContent Area WebsitesReferences CHAPTER 11: Professional Development: A Continuing ProcessProfessional 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 LeavesFinding 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 InterviewProfessional Development Through Reflection and Self-AssessmentProfessional 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 MapProfessional Development Through Inservice and Graduate StudyProfessional Development Through Participation in Professional OrganizationsProfessional Development Through Communications with TeachersProfessional Development Through Off-Teaching Work ExperienceProfessional Development Through Micro Peer TeachingQuestions for Class DiscussionSummaryReferences GLOSSARYSUBJECT INDEX

Product Details

  • ISBN13: 9780137049776
  • Format: Paperback
  • Number Of Pages: 432
  • ID: 9780137049776
  • weight: 1021
  • ISBN10: 0137049773
  • edition: 4th edition

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