Overview

Now revised to align with the INTASC standards, Secondary School Teaching 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.

Full Product Details

Author:   Richard D. Kellough ,  Noreen G. Kellough
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   3rd edition
Dimensions:   Width: 27.40cm , Height: 2.30cm , Length: 27.40cm
Weight:   0.676kg
ISBN:  

9780131709300

ISBN 10:   0131709305
Pages:   448
Publication Date:   22 March 2006
Audience:   Professional and scholarly ,  Professional & Vocational
Replaced By:   9780137049776
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   Out of stock  

Table of Contents

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

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