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Designed for beginning teachers, this text introduces the teacher as "reflective decision maker," responsible for planning, implementing, evaluating, and making management decisions in the classroom. Each chapter considers a particular teaching skill, first discussing the theory behind it, and then presenting the reader with practice situations in which knowledge about the skill can be applied and evaluated.T he Eighth Edition continues to address the importance of core INTASC standards, and highlights developing issues including the "Digital Divide," the use of personal digital assistants (PDAs) in and outside of the classroom, cooperative learning, and dealing with behavioral issues.

Tabla de contenidos provista por Syndetics

• Preliminary
• Note: Each chapter concludes with Notes and Additional Resources
• 1 The Teacher As a Reflective Decision Maker
• 2 Instructional Planning
• 1 Given two concept maps depicting a prospective teacher's "before and after" perspectives of teacher planning, to compare these concept maps and determine what the teacher learned about instructional planning Objective
• 2 Given information from studies of the instructional planning of experienced teachers, to identify key characteristics of productive planning Objective
• 3 Given a description of teacher planning analogous to a dramatic production, to generate additional analogies that highlight important aspects of teacher planning
• 3 Instructional Objectives
• 1 To recognize well-defined instructional objectives Objective
• 2 To write well-defined instructional objectives Objective
• 3 To use instructional objectives in instructional planning Objective
• 4 To use objectives in implementing instruction
• 4 Involving Students in Learning
• 1 To define a planned beginning (set), explain its purposes, and give examples of when it is used to involve students in learning Objective
• 2 To create original planned beginnings (sets) for involving students in learning Objective
• 3 To define planned discussion, explain its purposes, and give examples of when it is used to involve students in learning Objective
• 4 To identify student behaviors that reflect students' ability to engage in effective classroom discussion Objective
• 5 To create original planned discussions for use in a given learning situation Objective
• 6 To define a planned ending (closure), explain its purposes, and give examples of how it is used to involve students in learning Objective
• 7 To create original planned endings (closure) for use in a given learning situation
• 5 Questioning Skills
• 1 To explain the seven characteristics of effective classroom questions Objective
• 2 To classify questions according to Bloom's Taxonomy of Educational Objectives: Cognitive Domain Objective
• 3 To construct classroom questions on all six levels of Bloom's Taxonomy of Educational Objectives: Cognitive Domain Objective
• 4 To write examples of questioning strategies that enhance the quality of student participation Objective
• 5 To describe how the growing diversity and multicultural nature of America's students impact questioning strategies
• 6 Differentiating Instruction for Academic Diversity
• 1 To develop an informed, personal definition of differentiated instruction Objective
• 2 To construct an informed, personal rationale for teaching to address learner needs Objective
• 3 To depict ways in which learner, learning environment, and curriculum are integral to differentiated or academically responsive instruction Objective
• 4 To apply specific ways to differentiate content, activities, and products in response to student readiness, interest, and learning profile Objective
• 5 To analyze and understand general principles of effective differentiation Objective
• 6 To propose personal first steps in becoming a responsive teacher
• 7 Technology for Teaching and Learning with Understanding
• 1 T