Teaching and Learning K-8

List of contents

BRIEF CONTENTS
Chapter 1
Elementary School Teaching Today: An Overview of Influences and Challenges
Chapter 2
The Teacher's Professional Responsibilities
Chapter 3
Developing Thinking and Questioning Skills
Chapter 4
Planning and Managing the Classroom Learning Environment
Chapter 5
Planning the Curriculum
Chapter 6
Planning the Instruction
Chapter 7
Assessing and Evaluating Student Performance
Chapter 8
Organizing and Grouping Children for Quality Learning
Chapter 9
Additional Strategies and Strategy Integration
 
Glossary
References
Index
  DETAILED CONTENTS
CHAPTER 1 ELEMENTARY SCHOOL TEACHING TODAY: AN OVERVIEW OF INFLUENCES AND CHALLENGES
ANTICIPATED OUTCOMES
FUNDAMENTAL PURPOSES OF ELEMENTARY EDUCATION
      Literacy
      Citizenship Education
      Personal Development
      Quality Education for Each and Every Child
DIVERSITY IN THE CLASSROOM
FAMILY LIFE
SOCIOECONOMIC INFLUENCES
EQUALITY OF EDUCATIONAL OPPORTUNITY
      Student Rights
Activity 1.1 Teach but Don't Touch
      Learning Styles
      Race and Racism
      Gender Equity
      Inclusion
      Newcomers to the English Language
      School Choice and Organizational Change
      Grade-Level Organization
      The Graded School Concept
Activity 1.2 Graded vs. Nongraded School: Study, Debate, and Vote
CURRICULUM STANDARDS AND ACHIEVEMENT TESTING
      Preparing Students for High-Stakes Achievement Testing
SOCIAL TRAGEDIES
      Acquired Immune Deficiency Syndrome (AIDS): The Threat Continues
      Illicit Drug Use
      Child Abuse and Neglect
      Youth Gangs
      Bullying and Violence
PARENTS, GUARDIANS, AND THE COMMUNITY
Activity 1.3 Neighborhood Violence
SERVICE LEARNING
SUMMARY
STUDY QUESTIONS AND ADDITIONAL ACTIVIES
WEB SITES RELATED TO CONTENT OF THIS CHAPTER
FOR FURTHER READING
 
CHAPTER 2 THE TEACHER'S PROFESSIONAL RESPONSIBILITIES
Activity 2.1 Is This a Typical Day for a Fifth-Grade Teacher?
ANTICIPATED OUTCOMES
THE TEACHER AS A REFLECTIVE DECISION MAKER
      Decision-Making Phases of Instruction
      Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher 
     Responsibility
COMMITMENT AND PROFESSIONALISM
IDENTIFYING AND BUILDING YOUR INSTRUCTIONAL COMPETENCES
      Fundamental Assumptions
      Facilitating Behaviors and Instructional Strategies: A Clarification
      Structuring the Learning Environment
      Accepting and Sharing Instructional Accountability
      Demonstrate Withitness and Overlapping
      Providing a Variety of Motivating and Challenging Activities
      Modeling Appropriate Behaviors
      Facilitating Student Acquisition of Data
      Creating and Maintaining a Psychologically Safe Environment
      Clarifying Whenever Necessary
      Using Periods of Silence
      Questioning Thoughtfully
CHARACTERISTICS OF THE COMPETENT CLASSROOM TEACHER: AN ANNOTATED LIST
Activity 2.2 Are Teachers Prepared to Deal with the Severe Social and
  Emotional Problems Many Children Bring to School? If Not, Who Is?
SELECTING AND USING MEDIA AND OTHER RESOURCES AND TOOLS FOR INSTRUCTION
Activity 2.3 Is Technology Changing the Role of the Classroom Teacher?
      The Internet
      Professional Journals and Periodicals
      Copying Printed Materials
      The Classroom Writing Board
      The Classroom Bulletin Board
      Community Resources
      Media Tools
      Computers and Computer-Based Instructional Tools
      Using Copyrighted Video, Computer, and Multimedia Programs
SUMMARY
STUDY QUESTIONS AND ADDITIONAL ACTIVITIES
WEB SITES RELATED TO CONTENT OF THIS CHAPTER
FOR FURTHER READING
 
CHAPTER 3 DEVELOPING THINKING AND QUESTIONING SKILLS
ANTICIPATED OUTCOMES
TEACHING THINKING
      Characteristics of Intelligent Behavior
      Direct Teaching for Thinking and Intelligent Behavior
      Direct Teaching of Skills Used in Thinking
DEVELOPING SKILL IN USING QUESTIONS
      Framing and Stating Questions
      Sequencing Questions
      Pacing the Questioning
Activity 3.1 Create a Story
THE TEACHER'S RESPONSES TO STUDENTS
      Passive (Nonjudgmental) Acceptance Response
      Evaluative (Judgmental) Response
Activity 3.2 How Would You Say It?
      Restating and Clarifying
      Probing
      Cueing
SOCRATIC QUESTIONING
QUESTIONS THAT FOCUS ON SPECIFIC PURPOSES
      Procedural Questions
      Questions That Check Literal Comprehension
      Reflective or “Thought” Questions
QUESTIONS FROM STUDENTS
Activity 3.3 And Then You Said . . .
Activity 3.4 And Elliot Eisner Said . . .
      The Question-Driven Classroom
      Questioning: The Cornerstone of Critical Thinking, Real-World Problem
     Solving, and Meaningful Learning
Activity 3.5 Think Time and the Art of Questioning
SUMMARY
STUDY QUESTIONS AND ADDITIONAL ACTIVITIES
WEB SITES RELATED TO CONTENT OF THIS CHAPTER
FOR FURTHER READING
 
CHAPTER 4 PLANNING AND MANAGING THE CLASSROOM LEARNING ENVIRONMENT
ANTICIPATED OUTCOMES
A VALUES-BASED MANAGEMENT PLAN
A CLARIFICATION OF TERMS
      Classroom Management: Contributions of Leading Experts
CHARACTERISTICS OF AN EFFECTIVELY MANAGED CLASSROOM
      Enhancing Mental and Social Development
      Facilitating the Achievement of Instructional Goals
      Providing Boundaries of Intellectual and Physical Freedom
      Thinking in Terms of Procedures Rather Than Rules; Consequences Rather
     Than Punishment
      Developing Skills of Self-Direction and Responsible Involvement
      Working Toward Warm Human Relations
SERIOUSNESS OF PROBLEMS
      Goofing Off
      Disruptions to Learning
      Defiance, Cheating, Lying, and Stealing
      Bullying and Violence
Activity 4.1 Shouldn't Punishment Fit the Crime?
CONFLICT RESOLUTION
      Minimizing Conflict and Encouraging Harmonious Social Relations
      Resolving Conflicts Immediately, with a Plan for Longer-Range Solutions
      Providing Instruction on Conflict and Conflict Resolution
ORGANIZATIONAL ASPECTS OF CLASSROOM MANAGEMENT
      Starting the School Term Well
Activity 4.2 My Emerging Plan for Classroom Management
      Schedule and Routines
Activity 4.3 Ms. Badger's Effort to Empower Children
      Clarity of Directions and Goals
      Physical Arrangements
Activity 4.4 First Day of Spring-What Would You Have Done?
      Transitions
Activity 4.5 What's Wrong Here?
SUMMARY
STUDY QUESTIONS AND ADDITIONAL ACTIVITIES
WEB SITES RELATED TO CONTENT OF THIS CHAPTER
FOR FURTHER READING
 
CHAPTER 5 PLANNING THE CURRICULUM
ANTICIPATED OUTCOMES
HELPING CHILDREN MAKE SUCCESSFUL TRANSITIONS
CURRICULUM AND INSTRUCTION: CLARIFICATION OF TERMS
Activity 5.1 What Really is Being Learned?
      Curriculum Components
PLANNING FOR INSTRUCTION: THREE LEVELS
      Teacher-Student Collaborative Planning
      Reasons for Planning
COMPONENTS OF AN INSTRUCTIONAL PLAN
CURRICULUM CONTENT SELECTION: DOCUMENTS THAT PROVIDE GUIDANCE
Curriculum Standards
Curriculum Standards and High Stakes Testing
Activity 5.2 Examining Curriculum Documents and Standards
Student Textbooks
Activity 5.3 Examining Student Textbooks and Teacher's Editions
BEGINNING TO THINK ABOUT THE SEQUENCING OF CONTENT
Activity 5.4 Preparing a Full Semester Content Outline
PREPARING FOR AND DEALING WITH CONTROVERSY
AIMS, GOALS, AND OBJECTIVES: THE ANTICIPATED OUTCOMES
      Instructional Objectives and Their Relationship to Aligned Curriculum and
     Authentic Assessment       Learning Targets and Goal Indicators: Meaning of “Quality Learning”
            Overt and Overt Performance Outcomes
      Balance of Behaviorism and Constructivism
TEACHING TOWARD MULTIPLE OBJECTIVES, UNDERSTANDINGS, AND APPRECIATIONS: THE
  REALITY OF MODERN CLASSROOM INSTRUCTION
PREPARING INSTRUCTIONAL OBJECIVES
      Components of a Complete Objective
Activity 5.5 Recognizing Verbs That Are Acceptable for Overt Objectives
Activity 5.6 Recognizing the Parts of Criterion-Referenced Instructional
  Objectives
Activity 5.7 Recognizing Objectives That Are Measurable
      Classifying Instructional Objectives
The Domains Of Learning and the Developmental Characteristics Of Children
      Cognitive Domain Hierarchy
      Affective Domain Hierarchy
      Psychomotor Domain Hierarchy
Activity 5.8 Assessing Recognition of Objectives According to Domain
Activity 5.9 Preparing Instructional Objectives for Use in My Teaching
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 THREE-LEVEL AND SEVEN-STEP PROCESS
THE SYLLABUS
      Use and Development of a Syllabus
      Content of a Syllabus
SUMMARY
STUDY QUESTIONS AND ADDITIONAL ACTIVITIES
WEB SITES RELATED TO CONTENT OF THIS CHAPTER
FOR FURTHER READING
 
CHAPTER 6 PLANNING THE INSTRUCTION
ANTICIPATED OUTCOMES
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
      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 INSTRUCTIONAL PLANNING
      Learning Modality
      Learning Style
      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 ITU
      Developing the Learning Activities: The Heart and Spirit of the ITU
      The Common Thread
      Initiating Activities
      Developmental Activities
      Culminating Activity
PREPARING THE LESSON PLANS: RATIONALE AND ASSUMPTIONS
      Rationale for Preparing Written Plans
      Assumptions About Lesson Planning
      A Continual Process
Activity 6.1 Was This Lesson “Set in Concrete”?
      Making Adjustments as Needed
      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”
LESSON PLAN CONSTRUCTION: FORMAT, ELEMENTS, AND SAMPLES
      For Guidance, Reflection, and Reference
      Basic Elements of a Lesson Plan
Setting the Learning Objectives
Activity 6.2a Preparing a Lesson Plan
Activity 6.2b Self- and Peer-Assessment of My Lesson Plan
Activity 6.3 Bringing It All Together: Preparing an Instructional Unit
SUMMARY
STUDY QUESTIONS AND ADDITIONAL ACTIVITIES
WEB SITES RELATED TO CONTENT OF THIS CHAPTER
FOR FURTHER READING
 
CHAPTER 7 ASSESSING AND EVALUATING STUDENT PERFORMANCE
ANTICIPATED OUTCOMES
THE LANGUAGE OF ASSESSMENT
      Evaluation, Assessment, and Measurement
      Authentic and Performance Assessment
      Formative and Summative Assessment
      Norm-Referenced and Criterion-Referenced Tests
      Readiness Testing
      Validity and Reliability
ASSESSMENT IN THE CONTEXT OF INSTRUCTION
Activity 7.1 Make It Right, Write!
ASSESSMENT IN THE CLASSROOM
      Helping Children Deal with Test Anxiety
STUDENT PARTICIPATION IN ASSESSMENT
      Using Student Portfolios
      Using Checklists and Scoring Rubrics
      Guidelines for Using Portfolios for Instruction and Assessment
DIAGNOSTIC ASSESSMENT AND CORRECTIVE INSTRUCTION
      The Teacher as Diagnostician
      Avoid Labeling
      Diagnostic and Corrective Procedures
      What Evidence is There That A Learning Problem Exists?
Activity 7.2 Selecting the Right One
      What Specific Learning Difficulty is the Child Encountering?
      What Level of Corrective Work is Required?
GRADING AND MARKING
      Determining Grades
      Assessment and Grading: Not Synonymous Terms
REPORTING STUDENT PROGRESS IN ACHIEVEMENT
SUMMARY
STUDY QUESTIONS AND ADDITIONAL ACTIVITIES
WEB SITES RELATED TO CONTENT OF THIS CHAPTER
FOR FURTHER READING
 
CHAPTER 8 ORGANIZING AND GROUPING CHILDREN FOR QUALITY LEARNING
ANTICIPATED OUTCOMES
MASTERY LEARNING AND PERSONALIZED INSTRUCTION
      Today's Emphasis: Quality Learning for Every Child
      Assumptions about Mastery, or Quality, Learning
      Elements of Any Mastery Learning Model: The Cycle of Teaching
      Strategies for Personalizing the Instruction Now!
ACCOMMODATING STUDENT DIFFERENCES: RECOGNIZING AND WORKING WITH SPECIFIC
  LEARNERS
      Children with Special Needs
      Children of Diversity and Differences
      Children Who Are Gifted
Meaningful Curriculum Options: Multiple Pathways to Success
      Children Who Take More Time but Are Willing to Try
      Recalcitrant Learners
LEARNING ALONE
Activity 8.1 The Self-Instructional Module
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 Grouops
      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
Activity 8.2 Whole-Class Discussion as a Teaching Strategy
EQUALITY IN THE CLASSROOM
      Ensuring Equity
Activity 8.3 Teacher Interaction with Students According to Student Gender (or Other Student Difference)
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: EVERY TEACHER'S RESPONSIBILITY
      Kinds of Writing
      Student Journals
A COLLECTION OF ANNOTATED MOTIVATIONAL TEACHING STRATEGIES WITH IDEAS FOR LESSONS, INTERDISCIPLINARY TEACHING, TRANSCULTURAL STUDIES, AND STUDENT PROJECTS
      The Visual and Performing Arts
      English, Languages, and the Language Arts
      Mathematics
      Physical Education
      Science
      Social Studies/History
SUMMARY
STUDY QUESTIONS AND ADDITIONAL ACTIVITIES
WEB SITES RELATED TO CONTENT OF THIS CHAPTER
FOR FURTHER READING
 
CHAPTER 9 ADDITIONAL STRATEGIES AND STRATEGY INTEGRATION
ANTICIPATED OUTCOMES
TEACHER TALK: FORMAL AND INFORMAL
      Cautions in Using Teacher Talk
      Teacher Talk: General Guidelines
      Teacher Talk: Specific Guidelines
DEMONSTRATIONS
      Reasons for Using Demonstrations
      Guidelines for Using Demonstrations
INQUIRY TEACHING AND DISCOVER LEARNING
      Problem Solving
      Inquiry versus Discovery
      True Inquiry
Activity 9.1 Does It Really Matter What It's Called?
      The Critical Thinking Skills of Discovery and Inquiry
INTEGRATING STRATEGIES FOR INTEGRATED LEARNING
Activity 9.2 A Study of Inquiry and Strategy Integration
EDUCATIONAL GAMES
      Classification of Educational Games
      Functions of Educational Games
Activity 9.3 Developing a Lesson Using Inquiry Level II, Thinking Skill Development, a Demonstration, or an Interactive Lecture
SUMMARY
STUDY QUESTIONS AND ADDITIONAL ACTIVITIES
WEB SITES RELATED TO CONTENT OF THIS CHAPTER
FOR FURTHER READING

Summary

  For General Elementary Methods courses.
Teaching and Learning in the Elementary School is built on the most current research and "best" practice. It thoroughly examines all of the fundamental teaching skill categories - planning for instruction, assessing student learning, grouping for instruction, and creating a safe and effective learning environment - while constantly reinforcing the idea that effective elementary school teaching requires continual, thoughtful, and reflective decision-making. In this popular volume, three well-known authors paint a realistic portrait of elementary school teaching as a call to motivate, to encourage, to simulate, to build self-esteem, and to care for elementary school children.
 
NEW! Teaching and Learning K-8: A Guide to Methods and Resources now includes a 6-month access code to our robust Teacher Prep Website. Ask your local Merrill Education/Prentice Hall representative for more information about this popular resource today! Or better yet, click on Take A Guided Tour of the Ultimate Classroom in the Teacher Prep Website above and explore the vast resources available to you and your students.

Product details

• Authors: John Jarolimek, John D. Jarolimek, Richard D. Kellough
• Publisher: Pearson Academic
• Languages: English
• Product format: Paperback / Softback
• Released: 01.01.2007
• EAN: 9780131589629
• ISBN: 978-0-13-158962-9
• No. of pages: 432
• Weight: 660 g
• Series: Allyn & Bacon; Allyn & Bacon
• Subject: Humanities, art, music > Education > Education system