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The sixth edition ofEffective Teaching Methods: Research-Based Practice is a practical yet theoretically substantive book that aims to provide teachers with research-based, effective teaching practices.To help prepare new teachers, the book includes significant discussion of standardized tests, and exercises for Praxis test preparation. New to this edition are field experience activities, portfolio-building activities, and classroom observation activities. This book covers the qualities of the effective teacher, understanding students, goals and objectives, unit- and lesson-planning, classroom management, direct instruction strategies, indirect instruction strategies, self-directed learning, cooperative learning, and assessing learners.General K-12 teachers.

Tabla de contenidos provista por Syndetics

• Chapter 1 The Effective Teacher(p. 1)
• What Is an Effective Teacher?(p. 2)
• The Role-Model Definition(p. 2)
• The Psychological Characteristics Definition(p. 2)
• A New Direction(p. 5)
• Key Behaviors Contributing to Effective Teaching(p. 9)
• Lesson Clarity(p. 10)
• Instructional Variety(p. 10)
• Teacher Task Orientation(p. 13)
• Engagement in the Learning Process(p. 14)
• Student Success Rate(p. 15)
• Summary of Five Key Behaviors(p. 17)
• Some Helping Behaviors Related to Effective Teaching(p. 17)
• Using Student Ideas and Contributions(p. 18)
• Structuring(p. 20)
• The Art of Questioning(p. 21)
• Probing(p. 24)
• Teacher Affect(p. 25)
• Teaching Effectively with Diverse Learners and Content(p. 27)
• How Does Effective Teaching Differ with Learners Who Have Different Socioeconomic Levels, Culture, and Ethnicity?(p. 27)
• How Does Effective Teaching Differ Across Content Areas?(p. 28)
• The Complexity of Teaching(p. 30)
• Professional Teaching Standards(p. 30)
• Your Transition to the Real World of Teaching(p. 32)
• For Further Information(p. 34)
• Summing Up(p. 34)
• Key Terms(p. 35)
• Discussion and Practice Questions(p. 35)
• Field Experience Activities(p. 36)
• Digital Portfolio Activities(p. 37)
• Classroom Observation Activities(p. 38)
• Chapter Case History and Praxis Test Preparation(p. 38)
• Chapter 2 Understanding Your Students(p. 41)
• Why Pay Attention to Individual Differences?(p. 43)
• Adaptive Teaching(p. 43)
• The Effects of General Intelligence on Learning(p. 45)
• The Environmentalist Position(p. 45)
• The Hereditarian Position(p. 46)
• General Versus Specific Intelligence(p. 46)
• The Effects of Specific Abilities on Learning(p. 47)
• Multiple Intelligences(p. 47)
• Sternberg's Definition of Intelligence(p. 51)
• The Effects of Prior Achievement on Learning(p. 52)
• The Effects of Cultural Differences on Learning(p. 54)
• Socioeconomic and Cultural Diversity(p. 55)
• Language and Cultural Diversity(p. 56)
• The Teacher's Role in Improving Achievement Among Culturally and Language-Diverse Learners(p. 57)
• The Effects of Personality and Learning Style(p. 59)
• Erikson's Crises of the School Years(p. 59)
• Learning Style(p. 61)
• Field Dependence Versus Field Independence(p. 61)
• The Effects of the Peer Group on Learning(p. 64)
• The Effects of Home Life and Social Context on Learning(p. 66)
• Cultural, Linguistic, and SES Biases in the Classroom(p. 70)
• Final Word(p. 72)
• Summing Up(p. 73)
• Key Terms(p. 74)
• Discussion and Practice Questions(p. 74)
• Field Experience Activities(p. 75)
• Digital Portfolio Activities(p. 75)
• Classroom Observation Activities(p. 76)
• Chapter Case History and Praxis Test Preparation(p. 76)
• Chapter 3 Goals and Objectives(p. 79)
• Standards, Goals, and Objectives(p. 80)
• Tyler's Goal Development Approach(p. 81)
• Societal Goals for Education(p. 82)
• The Purpose of Objectives(p. 85)
• What Does Behavioral Mean?(p. 85)
• An Overview of Behavioral Objectives(p. 86)
• Specifying the Learning Outcomes(p. 86)
• Identifying the Conditions(p. 88)
• Stating Criterion Levels(p. 89)
• Keeping Objectives Simple(p. 91)
• The Cognitive, Affective, and Psychomotor Domains(p. 92)
• The Cognitive Domain(p. 92)
• The Affective Domain(p. 96)
• The Psychomotor Domain(p. 100)
• Some Misunderstandings About Behavioral Objectives(p. 102)
• Are Some Behaviors More Desirable Than Others?(p. 103)
• What Is an Authentic Behavior?(p. 103)
• Are Less Complex Behaviors Easier to Teach?(p. 103)
• Are Cognitive, Affective, and Psychomotor Behaviors Mutually Exclusive?(p. 104)
• The Cultural Roots of Objectives(p. 104)
• Summing Up(p. 105)
• Key Terms(p. 106)
• Discussion and Practice Questions(p. 106)
• Field Experience Activities(p. 107)
• Digital Portfolio Activities(p. 107)
• Classroom Observation Activities(p. 108)
• Chapter Case History and Praxis Test Preparation(p. 108)
• Chapter 4 Unit and Lesson Planning(p. 111)
• Teacher as Decision Maker(p. 112)
• Knowledge of Instructional Goals and Objectives(p. 112)
• Knowledge of the Learner(p. 112)
• Knowledge of Subject Matter(p. 113)
• Knowledge of Teaching Methods(p. 113)
• Summary of Inputs to Planning(p. 113)
• Reflective Practice and Tacit Knowledge(p. 114)
• Unit and Lesson Plans(p. 114)
• Making Planning Decisions(p. 115)
• Goals(p. 115)
• Learners(p. 117)
• Content(p. 117)
• Organization(p. 118)
• Disciplinary and Interdisciplinary Unit Planning(p. 118)
• Disciplinary (Vertical) Unit Plans(p. 119)
• Interdisciplinary (Lateral) Unit Plans(p. 122)
• Making Lesson Plans(p. 130)
• Determining Where to Start(p. 131)
• Providing for Learner Diversity with Alternative Methods and New Technologies(p. 132)
• Events of Instruction(p. 137)
• 1 Gaining Attention (Anticipatory Set)(p. 138)
• 2 Informing Learners of the Objective (Anticipatory Set, Objectives, and Purpose)(p. 139)
• 3 Stimulating Recall of Prerequisite Learning (Review)(p. 140)
• 4 Presenting the Stimulus Material (Input, Modeling)(p. 141)
• 5 Eliciting the Desired Behavior (Checking for Understanding, Guided Practice)(p. 143)
• 6 Providing Feedback (Guided Practice, Closure)(p. 144)
• 7 Assessing the Behavior (Independent Practice)(p. 145)
• Example Lesson Plans(p. 145)
• Summing Up(p. 153)
• Key Terms(p. 154)
• Discussion and Practice Questions(p. 154)
• Field Experience Activities(p. 155)
• Digital Portfolio Activities(p. 155)
• Classroom Observation Activity(p. 155)
• Chapter Case History and Praxis Test Preparation(p. 156)
• Chapter 5 Classroom Management I: Establishing the Learning Climate(p. 158)
• Earning Trust and Becoming a Leader the Old-Fashioned Way(p. 159)
• Expert Power(p. 159)
• Referent Power(p. 160)
• Legitimate Power(p. 160)
• Reward Power(p. 160)
• Coercive Power(p. 161)
• Using Power(p. 161)
• Stages of Group Development(p. 161)
• Stage 1 Forming(p. 161)
• Stage 2 Storming(p. 162)
• Stage 3 Norming(p. 163)
• Stage 4 Performing(p. 165)
• Establishing an Effective Classroom Climate(p. 167)
• The Social Environment(p. 167)
• The Organizational Environment(p. 170)
• Establishing Rules and Procedures(p. 172)
• Problem Areas in Classroom Management(p. 175)
• Monitoring Students(p. 175)
• Making Transitions(p. 176)
• Giving Assignments(p. 176)
• Bringing Closure(p. 179)
• Learner Diversity and Classroom Management(p. 180)
• Planning Your First Day(p. 183)
• Before the Bell(p. 183)
• Introducing Yourself(p. 184)
• Administrative Business(p. 184)
• Rules and Expectations(p. 184)
• Introducing Your Subject(p. 184)
• Closure(p. 185)
• Summing Up(p. 185)
• Key Terms(p. 187)
• Discussion and Practice Questions(p. 187)
• Field Experience Activities(p. 187)
• Digital Portfolio Activity(p. 188)
• Classroom Observation Activities(p. 188)
• Chapter Case History and Praxis Test Preparation(p. 189)
• Chapter 6 Classroom Management II: Promoting Student Engagement(p. 192)
• Systems of Classroom Management(p. 193)
• The Humanist Tradition in Classroom Management(p. 194)
• Ginott's Congruent Communication(p. 194)
• Glasser's Cooperative Learning(p. 196)
• The Applied Behavior Analysis Tradition in Classroom Management(p. 197)
• Behavior Modification(p. 197)
• The Classroom Management Tradition(p. 199)
• An Integrated Approach to Classroom Management(p. 201)
• Low-Profile Classroom Management(p. 201)
• Dealing with Persistent Disruptive Behavior(p. 203)
• Responses to Misbehavior(p. 203)
• Reinforcement Theory Applied in the Classroom(p. 204)
• Punishment(p. 208)
• The Parent-Teacher Conference(p. 210)
• Conducting the Parent Conference(p. 210)
• Evaluating the Parent Conference(p. 211)
• The Influence of Home and Family on Classroom Behavior Problems(p. 213)
• Culturally Responsive Classroom Management(p. 214)
• Summing Up(p. 215)
• Key Terms(p. 217)
• Discussion and Practice Questions(p. 217)
• Field Experience Activities(p. 218)
• Digital Portfolio Activities(p. 218)
• Classroom Observation Activities(p. 218)
• Chapter Case History and Praxis Test Preparation(p. 219)
• Chapter 7 Teaching Strategies for Direct Instruction(p. 221)
• Categories of Teaching and Learning(p. 223)
• Introduction to Direct Instruction Strategies(p. 226)
• When Is Direct Instruction Appropriate?(p. 228)
• An Example of Direct Instruction(p. 231)
• Daily Review and Checking the Previous Day's Work(p. 233)
• Presenting and Structuring(p. 234)
• Part-Whole Relationships(p. 235)
• Sequential Relationships(p. 235)
• Combinations of Relationships(p. 235)
• Comparative Relationships(p. 236)
• Using the Methods(p. 237)
• Guided Student Practice(p. 237)
• Prompting(p. 238)
• Modeling(p. 239)
• Feedback and Correctives(p. 241)
• Correct, Quick, and Firm(p. 242)
• Correct but Hesitant(p. 242)
• Incorrect Because of Carelessness(p. 242)
• Incorrect Because of Lack of Knowledge(p. 242)
• Strategies for Incorrect Responses(p. 243)
• Independent Practice(p. 243)
• Weekly and Monthly Reviews(p. 246)
• Other Forms of Direct Instruction(p. 247)
• Promoting the Goals of Direct Instruction in the Culturally Diverse Classroom(p. 249)
• Summing Up(p. 250)
• Key Terms(p. 252)
• Discussion and Practice Questions(p. 252)
• Field Experience Activities(p. 253)
• Digital Portfolio Activities(p. 253)
• Classroom Observation Activities(p. 254)
• Chapter Case History and Praxis Test Preparation(p. 254)
• Chapter 8 Teaching Strategies for Indirect Instruction(p. 257)
• The Cognitive Processes of Learning(p. 262)
• Reading(p. 262)
• Writing(p. 262)
• Mathematics and Science(p. 263)
• Social Studies(p. 264)
• Comparing Direct and Indirect Instruction(p. 264)
• Teaching Strategies for Indirect Instruction(p. 266)
• An Example of Indirect Instruction(p. 268)
• Content Organization(p. 270)
• Concept Learning(p. 272)
• Inquiry Learning(p. 273)
• Problem-Centered Learning(p. 277)
• Conceptual Movement: Induction and Deduction(p. 279)
• Applying Induction and Deduction(p. 280)
• Using Examples and Nonexamples(p. 281)
• The Use of Questions(p. 283)
• Learner Experience and Use of Student Ideas(p. 284)
• The Changing View(p. 284)
• Productively Using Student Ideas(p. 285)
• Student Self-Evaluation(p. 287)
• Use of Group Discussion(p. 287)
• Comparison of Direct and Indirect Instruction(p. 291)
• Promoting the Goals of Indirect Instruction in the Culturally Diverse Classroom(p. 293)
• A Final Word(p. 294)
• Summing Up(p. 294)
• Key Terms(p. 296)
• Discussion and Practice Questions(p. 296)
• Field Experience Activities(p. 297)
• Digital Portfolio Activities(p. 297)
• Classroom Observation Activities(p. 297)
• Chapter Case History and Praxis Test Preparation(p. 298)
• Chapter 9 Questioning Strategies(p. 301)
• What Is a Question?(p. 302)
• What Consumes 80% of Class Time?(p. 303)
• Are We Asking the Right Questions?(p. 303)
• What Are the Purposes of Questions?(p. 304)
• What Are Convergent and Divergent Questions?(p. 304)
• What Does the Research Say About Asking Convergent and Divergent Questions?(p. 305)
• Who Are the Targets of Questions?(p. 307)
• What Sequences of Questions Are Used?(p. 307)
• What Levels of Questions Are Used?(p. 309)
• Knowledge(p. 310)
• Comprehension(p. 311)
• Application(p. 312)
• Analysis(p. 313)
• Synthesis(p. 313)
• Evaluation(p. 314)
• Summary of Question Types(p. 315)
• What Is a Probe?(p. 316)
• How Should You Use Wait Time?(p. 318)
• Are Questioning Techniques Culture Specific?(p. 322)
• Wait Time(p. 322)
• Rhythm(p. 322)
• Participation Structure(p. 323)
• Language(p. 323)
• What Are Common Problems in Using Questions?(p. 324)
• Do You Use Complex, Ambiguous, or Double Questions?(p. 324)
• Do You Accept Only the Answers You Expect?(p. 326)
• Why Are You Asking This Question?(p. 326)
• Do You Answer the Question Yourself?(p. 327)
• Do You Use Questions as Punishment?(p. 328)
• Summing Up(p. 329)
• Key Terms(p. 331)
• Discussion and Practice Questions(p. 331)
• Field Experience Activities(p. 331)
• Digital Portfolio Activities(p. 332)
• Classroom Observation Activity(p. 332)
• Chapter Case History and Praxis Test Preparation(p. 333)
• Chapter 10 Self-Directed Learning(p. 335)
• Self-Directed Learning(p. 336)
• Metacognition(p. 339)
• Teacher Mediation(p. 340)
• The Zone of Maximum Response Opportunity(p. 340)
• Hitting the Zone of Maximum Response Opportunity(p. 342)
• Functional Errors(p. 344)
• Reciprocal Teaching(p. 346)
• Social Dialogue Versus Class Discussion(p. 348)
• The Role of Inner Speech(p. 349)
• Sample Dialogues of Self-Directed Learning(p. 350)
• Steps in Teaching Self-Directed Inquiry to Individual Learners(p. 353)
• Other Cognitive Strategies(p. 354)
• Mnemonics(p. 354)
• Elaboration/Organization (Note Taking)(p. 355)
• Comprehension Monitoring(p. 357)
• Problem-Solving Strategies(p. 357)
• Project-Based Learning(p. 359)
• The Role of Tasks in Project-Based Learning(p. 359)
• The Role of the Learner in Project-Based Learning(p. 360)
• The Role of the Teacher in Project-Based Learning(p. 360)
• Promoting the Goals of Self-Directed Learning in the Culturally Diverse Classroom(p. 362)
• Summing Up(p. 364)
• Key Terms(p. 365)
• Discussion and Practice Questions(p. 366)
• Field Experience Activities(p. 366)
• Digital Portfolio Activities(p. 366)
• Classroom Observation Activities(p. 367)
• Chapter Case History and Praxis Test Preparation(p. 367)
• Chapter 11 Cooperative Learning and the Collaborative Process(p. 370)
• Outcomes of Cooperation(p. 371)
• Attitudes and Values(p. 371)
• Prosocial Behavior(p. 372)
• Alternative Perspectives and Viewpoints(p. 372)
• Integrated Identity(p. 372)
• Higher Thought Processes(p. 372)
• Components of a Cooperative Learning Activity(p. 373)
• Teacher-Student Interaction(p. 374)
• Student-Student Interaction(p. 374)
• Task Specialization and Materials(p. 374)
• Role Expectations and Responsibilities(p. 375)
• Establishing a Cooperative Task Structure in Your Classroom(p. 375)
• 1 Specifying the Goal(p. 375)
• 2 Structuring the Task(p. 377)
• 3 Teaching and Evaluating the Collaborative Process(p. 382)
• 4 Monitoring Group Performance(p. 384)
• 5 Debriefing(p. 384)
• Team-Oriented Cooperative Learning Activities(p. 388)
• Student Teams-Achievement Division(p. 388)
• Teams-Games-Tournaments(p. 389)
• Jigsaw II(p. 389)
• Team-Assisted Individualization(p. 389)
• Overview of Team-Oriented Cooperative Learning Activities(p. 390)
• Promoting the Goals of Cooperative Learning in the Culturally Diverse Classroom(p. 390)
• Summing Up(p. 393)
• Key Terms(p. 394)
• Discussion and Practice Questions(p. 395)
• Field Experience Activities(p. 395)
• Digital Portfolio Activities(p. 395)
• Classroom Observation Activity(p. 396)
• Chapter Case History and Praxis Test Preparation(p. 396)
• Chapter 12 Assessing Learners(p. 399)
• Norm-Referenced and Criterion-Referenced Tests(p. 400)
• Comparing Norm-Referenced and Criterion-Referenced Tests(p. 402)
• The Test Blueprint(p. 403)
• Objective Test Items(p. 403)
• True-False Items(p. 404)
• Matching Items(p. 405)
• Multiple-Choice Items(p. 407)
• Higher-Level Multiple-Choice Questions(p. 408)
• Completion Items(p. 411)
• Advantages and Disadvantages of Objective-Item Formats(p. 412)
• Essay Test Items(p. 413)
• Extended-Response Questions(p. 413)
• Restricted-Response Questions(p. 414)
• When Should You Use Essay Questions?(p. 414)
• Some Criteria for Scoring Essay Items(p. 416)
• Validity and Reliability(p. 417)
• Types of Validity(p. 417)
• Types of Reliability(p. 419)
• Marks and Marking Systems(p. 420)
• Comparison with Other Students(p. 420)
• Comparison with Established Standards(p. 421)
• Comparison with Aptitude(p. 421)
• Comparison of Achievement with Effort(p. 422)
• Comparison of Achievement with Improvement(p. 422)
• Standardized Tests(p. 422)
• Helping Students Prepare for Standardized Tests(p. 423)
• Performance Assessment(p. 425)
• The Portfolio(p. 428)
• Rationale for the Portfolio(p. 428)
• Step 1 Deciding on the Purposes for a Portfolio(p. 430)
• Step 2 Identifying Cognitive Skills and Dispositions(p. 430)
• Step 3 Deciding Who Will Plan the Portfolio(p. 430)
• Step 4 Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product(p. 431)
• Step 5 Building the Portfolio Rubrics(p. 432)
• Performance and Portfolio Assessment and Report Card Grades(p. 437)
• Plan a Portfolio Conference(p. 438)
• Summing Up(p. 438)
• Key Terms(p. 440)
• Discussion and Practice Questions(p. 440)
• Field Experience Activities(p. 440)
• Digital Portfolio Activities(p. 441)
• Classroom Observation Activities(p. 441)
• Chapter Case History and Praxis Test Preparation(p. 442)
• Appendix A Teacher Concerns Checklist(p. 444)
• Appendix B Answers to Chapter Questions(p. 446)
• Appendix C Higher-Order Thinking and Problem-Solving Checklist(p. 453)
• Appendix D Answers to Short-Answer and Discrete Multiple-Choice Questions(p. 458)
• Glossary(p. 468)
• References(p. 475)
• Name Index(p. 490)
• Subject Index(p. 495)