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Effective Teaching Methods Research-Based Practice 7th Edition,0131381318,9780131381315

Effective Teaching Methods Research-Based Practice 7th Edition

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Publisher:Prentice-Hall
Published In:2010
ISBN-10:0131381318
ISBN-13:9780131381315
Binding Type:Paperback
Weight:2.73 lbs
Pages:504 Pages

The Title "Effective Teaching Methods Research-Based Practice 7th Edition" is written by Gary D. Borich. This book was published in the year 2010. The ISBN number 0131381318|9780131381315 is assigned to the Paperback version of this title. The book displayed here is a 7th Edition edition. This book has total of pp. 504 (Pages). The publisher of this title is Prentice-Hall. Effective Teaching Methods Research-Based Practice 7th Edition is currently Not Available with us.You can enquire about this book and we will let you know the availability.

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About the Book

For graduate and undergraduate courses in general K-12 methods.



The new edition of this market-leading text prepares prospective teachers to meet the challenges of today's changing classrooms by providing effective, practical, research-based practices in an accessible, conversational style. Based on over 25 years of actual, in-classroom research, this text offers solidly research-grounded strategies empirically related to positive outcomes rather than the common anecdotal suggestions for good teaching found in other books. Gary Borich portrays the experiences of real teachers in real classrooms to show future teachers both what to do to meet today's teaching challenges in the classroom and How To do it.

Contents

CHAPTER 1: The Effective Teacher

What Is an Effective Teacher?

The Role-Model Definition

The Psychological Characteristics Definition

A New Direction

Key Behaviors Contributing to Effective Teaching

Lesson Clarity

Instructional Variety

Teacher Task Orientation

Engagement in the Learning Process

Student Success Rate

Summary of Five Key Behaviors

Some Helping Behaviors Related to Effective Teaching

Using Student Ideas and Contributions

Structuring

The Art of Questioning

Probing

Teacher Affect

Teaching Effectively with Diverse Learners and Content

How Does Effective Teaching Differ with Learners Who Have Different Socioeconomic Levels, Culture, and Ethnicity?

How Does Effective Teaching Differ Across Content Areas?

The Complexity of Teaching

Professional Teaching Standards

Your Transition to the Real World of Teaching

For Further Information

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activities

Classroom Observation Activities

Chapter Case History and Praxis Test Preparation



CHAPTER 2: Understanding Your Students

Why Pay Attention to Individual Differences?

Adaptive Teaching

Differentiated Instruction

The Effects of General Intelligence on Learning

The Environmentalist Position

The Hereditarian Position

General Versus Specific Ability

The Effects of Specific Abilities on Learning

Multiple Intelligences

Sternberg’s Definition of Intelligence

The Effects of Prior Achievement on Learning

The Effects of Culture, SES and Language on Learning

The Effects of Culture on Learning

The Effects of Socioeconomic Status on Learning

The Effects of Language on Learning

The Effects of Personality and Learning Style

Erikson’s Crises of the School Years

Learning Style

The Effects of the Peer Group on Learning

The Effects of Home Life and Social Context on Learning

The Teacher’s Role in Improving the Academic Success of All Learners

Cultural, Linguistic, and SES Biases in the Classroom

Final Word

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activities

Classroom Observation Activities

Chapter Case History and Praxis Test Preparation



CHAPTER 3: Goals, Standards and Objectives

Goals, Standards and Objectives

Tyler’s Goal Development Approach

The Origin of Educational Standards

The Purpose of Objectives

What Does Behavioral Mean?

Steps in Preparing Behavioral Objectives

Specifying the Learning Outcomes

Identifying the Conditions

Stating Criterion Levels

Keeping Objectives Simple

The Cognitive, Affective, and Psychomotor Domains

The Cognitive Domain

The Affective Domain

The Psychomotor Domain

Some Misunderstandings About Behavioral Objectives

Are Some Behaviors More Desirable Than Others?

What Is an Authentic Behavior?

Are Less Complex Behaviors Easier to Teach?

Are Cognitive, Affective, and Psychomotor Behaviors Mutually Exclusive?

The Cultural Roots of Objectives

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activities

Classroom Observation Activities

Chapter Case History and Praxis Test Preparation



CHAPTER 4: Unit and Lesson Planning

Teacher as Decision Maker

Knowledge of Instructional Goals and Objectives

Knowledge of the Learner

Knowledge of Subject Matter

Knowledge of Teaching Methods

Summary of Inputs to Planning

Reflective Practice and Tacit Knowledge

Unit and Lesson Plans

Making Planning Decisions

Standards and Objectives

Learners

Content

Outcomes

Disciplinary and Interdisciplinary Unit Planning

Disciplinary (Vertical) Unit Plans

Interdisciplinary (Lateral) Unit Plans

Making Lesson Plans

Determining Where to Start

Providing for Differentiated Instruction with Tutorial and Communication Technologies

Events of Instruction

Getting Started: Some Lesson Planning Questions

1. Gaining Attention (Anticipatory Set)

2. Informing Learners of the Objective (Anticipatory Set, Objectives, and Pur- pose)

3. Stimulating Recall of Prerequisite Learning (Review)

4. Presenting the Content (Input, Modeling)

5. Eliciting the Desired Behavior (Checking for Understanding, Guided Prac-tice)

6. Providing Feedback (Guided Practice, Closure)

7. Assessing the Behavior (Independent Practice)

Example Lesson Plans

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activities

Classroom Observation Activity

Chapter Case History and Praxis Test Preparation



CHAPTER 5: Classroom Management I: Establishing the Learning Climate

Earning Trust and Becoming a Leader the Old-Fashioned Way

Expert Power

Referent Power

Legitimate Power

Reward Power

Coercive Power

Using Power

Stages of Group Development

Stage 1: Forming

Stage 2: Storming

Stage 3: Norming

Stage 4: Performing

Establishing an Effective Classroom Climate

The Social Environment

The Organizational Environment

Establishing Rules and Procedures

Problem Areas in Classroom Management

Monitoring Students

Making Transitions

Giving Assignments

Bringing Closure

Culturally Responsive Classroom Management I

Planning Your First Day

Before the Bell

Introducing Yourself

Administrative Business

Rules and Expectations

Introducing Your Subject

Closure

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activity

Classroom Observation Activities

Chapter Case History and Praxis Test Preparation



CHAPTER 6: Classroom Management II: Promoting Student Engagement

Systems of Classroom Management

The Humanist Tradition in Classroom Management

Ginott’s Congruent Communication

Glasser’s Cooperative Learning

The Applied Behavior Analysis Tradition in Classroom Management

Behavior Modification

The Classroom Management Tradition

An Integrated Approach to Classroom Management

Low-Profile Classroom Management

Dealing with Persistent Disruptive Behavior

Responses to Misbehavior

Reinforcement Theory Applied in the Classroom

Punishment

The Parent–Teacher Conference

Conducting the Parent Conference

Evaluating the Parent Conference

The Influence of Home and Family on Classroom Behavior Problems

Culturally Responsive Classroom Management II

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activities

Classroom Observation Activities

Chapter Case History and Praxis Test Preparation



CHAPTER 7: Teaching Strategies for Direct Instruction

Categories of Teaching and Learning

Introduction to Direct Instruction Strategies

When Is Direct Instruction Appropriate?

An Example of Direct Instruction

Daily Review and Checking the Previous Day’s Work

Presenting and Structuring

Part–Whole Relationships

Sequential Relationships

Combinations of Relationships

Comparative Relationships

Using the Methods

Guided Student Practice

Prompting

Modeling

Feedback and Correctives

Correct, Quick, and Firm

Correct but Hesitant

Incorrect Because of Carelessness

Incorrect Because of Lack of Knowledge

Strategies for Incorrect Responses

Independent Practice

Weekly and Monthly Reviews

Other Forms of Direct Instruction

Culturally Response Direct Instruction

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activities

Classroom Observation Activities

Chapter Case History and Praxis Test Preparation



CHAPTER 8: Teaching Strategies for Indirect Instruction

The Cognitive Processes of Learning

Reading

Writing

Mathematics and Science

Social Studies

Comparing Direct and Indirect Instruction

Teaching Strategies for Indirect Instruction

An Example of Indirect Instruction

Content Organization

Concept Learning

Inquiry Learning

Problem-Centered Learning

Conceptual Movement: Induction and Deduction

Applying Induction and Deduction

Using Examples and Nonexamples

The Use of Questions

Learner Experience and Use of Student Ideas

The Changing View

Productively Using Student Ideas

Student Self-Evaluation

Use of Group Discussion

Comparison of Direct and Indirect Instruction

Culturally Responsive Indirect Instruction

A Final Word

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activities

Classroom Observation Activities

Chapter Case History and Praxis Test Preparation



CHAPTER 9: Questioning Strategies

What Is a Question?

What Consumes 80% of Class Time?

Are We Asking the Right Questions?

What Are the Purposes of Questions?

What Are Convergent and Divergent Questions?

What Does the Research Say About Asking Convergent and Divergent Questions?

Who Are the Targets of Questions?

What Sequences of Questions Are Used?

What Levels of Questions Are Used?

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Summary of Question Types

What Is a Probe?

How Should You Use Wait Time?

What is Culturally Responsive Questioning?

Wait Time

Rhythm

Participation Structure

Language

What Are Common Problems in Using Questions?

Do You Use Complex, Ambiguous, or Double Questions?

Do You Accept Only the Answers You Expect?

Why Are You Asking This Question?

Do You Answer the Question Yourself?

Do You Use Questions as Punishment?

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activities

Classroom Observation Activity

Chapter Case History and Praxis Test Preparation



CHAPTER 10: Self-Directed Learning

Self-Directed Learning

Metacognition

Teacher Mediation

The Zone of Maximum Response Opportunity

Hitting the Zone of Maximum Response Opportunity

Functional Errors

Reciprocal Teaching

Social Dialogue Versus Class Discussion

The Role of Inner Speech

Sample Dialogues of Self-Directed Learning

Steps in Teaching Self-Directed Inquiry to Individual Learners

Other Cognitive Strategies

Mnemonics

Elaboration/Organization (Note Taking)

Comprehension Monitoring

Problem-Solving Strategies

Project-Based Learning

The Role of Tasks in Project-Based Learning

The Role of the Learner in Project-Based Learning

The Role of the Teacher in Project-Based Learning

Culturally Responsive Self-directed Learning

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activities

Classroom Observation Activities

Chapter Case History and Praxis Test Preparation



CHAPTER 11: Cooperative Learning and the Collaborative Process

Outcomes of Cooperation

Attitudes and Values

Prosocial Behavior

Alternative Perspectives and Viewpoints

Integrated Identity

Higher Thought Processes

Components of a Cooperative Learning Activity

Teacher–Student Interaction

Student–Student Interaction

Task Specialization and Materials

Role Expectations and Responsibilities

Establishing a Cooperative Task Structure in Your Classroom

1. Specifying the Goal

2. Structuring the Task

3. Teaching and Evaluating the Collaborative Process

4. Monitoring Group Performance

5. Debriefing

Team-Oriented Cooperative Learning Activities

Student Teams—Achievement Division

Teams-Games-Tournaments

Jigsaw II

Team-Assisted Individualization

Overview of Team-Oriented Cooperative Learning Activities

Culturally Responsive Cooperative Learning

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activities

Classroom Observation Activity

Chapter Case History and Praxis Test Preparation



CHAPTER 12: Assessing Learners

Norm-Referenced and Criterion-Referenced Tests

Comparing Norm-Referenced and Criterion-Referenced Tests

The Test Blueprint

Objective Test Items

True-False Items

Matching Items

Multiple-Choice Items

Higher-Level Multiple-Choice Questions

Completion Items

Advantages and Disadvantages of Objective-Item Formats

Essay Test Items

Extended-Response Questions

Restricted-Response Questions

When Should You Use Essay Questions?

Some Criteria for Scoring Essay Items

Validity and Reliability

Types of Validity

Types of Reliability

Marks and Marking Systems

Comparison with Other Students

Comparison with Established Standards

Comparison with Aptitude

Comparison of Achievement with Effort

Comparison of Achievement with Improvement

Standardized Tests

Helping Students Prepare for Standardized Tests

Performance Assessment

The Portfolio

Rationale for the Portfolio

Step 1: Deciding on the Purposes for a Portfolio

Step 2: Identifying Cognitive Skills and Dispositions

Step 3: Deciding Who Will Plan the Portfolio

Step 4: Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product

Step 5: Building the Portfolio Rubrics

Performance and Portfolio Assessment and Report Card Grades

Plan a Portfolio Conference

Assessing the Academic Progress of Special Learners in the Heterogeneous Classroom

Summing Up

Key Terms

Review Questions

Field Experience and Practice Activities

Digital Portfolio Activities

Classroom Observation Activities

Chapter Case History and Praxis Test Preparation



Appendix A: Teacher Concerns Checklist

Appendix B: Answers to Chapter Questions

Appendix C: Higher-Order Thinking and Problem-Solving Checklist

Appendix D: Answers to Short-Answer and Discrete Multiple-Choice Questions

Glossary

References

Name Index

Subject Index.

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