Act Teaching - Malta College of Arts, Science and Technology

A c t T e a c h i n g Second Edition

DONALD R. CRUICKSHANK The Ohio State University

DEBORAH L. BAINER The Ohio State University

KIM K. METCALF Indiana University

Boston Burr Ridge, IL Dubuque, IA Madison, W1 NewYork San Francisco St. Louis Bangkok Bogot5 Caracas Lisbon London Madrid

MexicoCity Milan NewDelhi Seoul Singapore Sydney Taipei Toronto

xv

xvi

P A R T T H R E E

The Effective Teacher 10 Effective Teachers: Personal Attributes

and Characteristics

1 1 Effective Teachers: Professional Skills and Abilities

12 How the Effective Teacher Manages . the Classroom

13 ProblemsTeachers Face

P A R T F O U R

PRACTICE TEACHING MANUAL U N l T 1 Microteaching: Practicing Critical Teaching Skills

U N l T 2 Reflective Teaching: Practicing Being a Thoughtful Practitioner

U N l T 3 Room 221:A Simulation: Solving Classroom Problems

Glossary Credits ltfdexes

his Text Well

! 6 3.

drop of Teaching

at Influence How We Teach baracteristics ender Influences Our Teaching Fe andExperience Influence Our

ng :rsonalityAffects Our Teaching in Education

ke Way We Were Taught Affects Our

18 he Way We Prefer To Be Taught Our Teaching e Way We Prefer To Teach Influences ,aching ur Knowledge of Subject Matter Our Teaching ur Teaching Preparation Influences ,aching

udent Differences Mect Our Teachmg lass and Classroom Size Affect Our ''g vailability of Material and Equipment 3ur Teaching &able Time Affects Our Teaching be Nature of Lesson Objectives Our Teaching .emlent Views of Good Teaching 3ur Teaching

xv

xvi

Some Final Thoughts Chapter Summary Issues and Problems for Discussion Theory into Action Activities References

C H A P T E R 2

Teaching Diverse Children in a Diverse Society The Changing American Population

Population Growth and Geographical Distribution Age Distribution Population Diversity Implications for Teachers

The Changing Family Family Trends Family Influence on Schooling Implications for Teachers

The Changing Nature of Childhood and Youth

Growing up in Poverty Children with Inadequate Supervision Abused and Neglected Children "At Risk" Children "Hurried" Children Children Who Are Disengaged Children Today and Yesterday Implications for Teachers

The Changing School Student Diversity

Socioeconomic Differences Cultural Differences Gender Differences Developmental Differences Learning Style Differences

ig Ability Differences tions for Teachers

Thoughts nmary 'roblems for Discussion Action Activities

01s of Thought about ~d Teaching ve School of Thought ltion processing $ul Learning gnitive Approaches to Learning

istic School of Thought ,f the Humanistic School stic Approaches to teach in^ ~ral School of Thought

'9 Conditioning Conditioning

earning ral Approaches to Teaching ngle ~ ~ s t Approach to Student

rhoughts unary roblems for Discussion

Action Activities

:now Your Students rice of Getting to Know Students

ig Records ive Records Vew formation about Students

[g Students ring Students ~estionuaires ciometly itobiography

Using Parents and Guardians as Sources Using Cases

Evaluating and Using Information Evaluating Information Using Information Properly

Some Final Thoughts Chapter Summaly Issues and Problems for Discussion Theory into Action Activities References Appendix: Cumulative Record Cards for Five Diverse Students

P A R T TWO

The Act of Teaching

C H A P T E R 5

Planning Instruction Some Benefits of Instructional Planning

Planning Benefits Teachers Planning Benefits Students

Instructional Planning May Be Mandated Different Approaches to Planning

The Process Approach The Product Approach Which Approach to Use When

Deciding What to Teach Factors That Influence What We Teach

The Formal and the Taught Curricula The Formal Curriculum The Taught Curriculum

Writing Instructional Objectives Kinds and Classifications of Learning Outcomes Another Way of Classifying Learning Outcomes General (Broad) versus Specific (Narrow) Objectives

'Writing Specific Objectives When Are Objectives Good?

Preparing Instructional Plans of Varying Duration

The "Long and Short" of Planning Resources Useful When Planning

Plans of Varying Duration

Hems for Discussion

ernatives Defined eaching as Telling and,Showing

on Presentation arning through Informative

es and Characteristics of Discussion QiFcussion Leaders

nt Study: Teaching as Giving and at-Work and Homework Assignments

es and Limitations of Independent

Independent Study Should Be Used aq' on Independent Study Instructional Alternatives

Twenty-Nine Instructional


C H A P T E R 7

Four More Instructional Alternatives: Cooperative Learning, Discovery Learning, Direct Instruction, and Individualized Instruction 204

Cooperative Learning: Teaching Learners to Like and Care for One Another 205

What Is Cooperative Learning? 205 Purpose and Characteristics of Cooperative Learning 206 Variations on the Theme of Cooperative Learning 207 Good Leaders of Cooperative Learning 208 Good Cooperative Learning 209 Advantages and Limitations of Cooperative Learning 212 When Cooperative Learning Should Be Used 213 Summary on Cooperative Learning 214

Discovery Learning: Figuring Things Out for Yourself 215

What Is Discovely Learning? 216 Purposes and Characteristics of Discovely Learning 216

Good Facilitators of Discovely Learning 217 Good Discovery Learning 218 Facilitating Discovery Learning Online 219 Advantages and Limitations of Discovery Learning 220 When Discovery Learning Should Be Used 222 Snmmaly on Discovery Learning 222

Direct Instruction: Teaching in the Most Efficient Way 223

What Is Research-Based Direct Instrnction? 224 Purpose and Characteristics of Research-Based

' Direct Instruction 224 Variations of Research-Based Direct Instruction 225 Good Direct Instructors 227 Good Research-Based Direct Instruction 227 Advantages and Limitations of Research-Based Direct Instruction 229

CONTENTS IN DETAIL xi

search-Based Instruction Should

,earning Theory-Based Direct ~ n ? md Characteristics of Learning ased Direct Instruction 5 of Learning Theory-Based Direct n lrning Theory-Based Direct -S

rning Theory-Based Direct n 3s and Limitations of Learning sed Direct Instruction uning Theory-Based Instruction : Used on Direct Instruction

I Instruction: Tailoring Teaching ldividualized Instruction? nd Characteristics of Individualized n

ldividualized Instruction Program rs of Individualized Instruction ividualized Education Programs :S and Limitations of Individualized n

ividualized Instruction Should

on Individualized Instruction ~oughts

lary blems for Discussion :tion Activities

udents' Learning room Assessment, Measurement, l

Icing Assessment Qualiy Information SInformation - - -. ssessment: Formative Versus

'esting and Standard Scores ardized Testing Process ~g Standardized Test Results

Types of Standard Scores Summary of Standardized Testing

Teacher-Made Tests Pencil-and-Paper Tests Observational and Performance Assessment

Grading and Assigning Grades What Should you Consider When Assigning a Grade? What Standard Should You Use? How Will Assessment Information Be Synthesized?


C H A P T E R 9

Reflecting on Teaching A Tale of Two Student Teachers Characteristics of Reflective Practitioners Benefits of Reflecting on Teaching Developing Reflective Abilities

Dialogue Journals Discussions Action Research On-Campus Laboratory Experiences


P A R T T H R E E

The Effective Teacher 305

C H A P T E R 1 0

Effective Teachers: Personal Attributes and Characteristics Research on Teaching

Defining Effective Teaching Th- ca-.rrh 'O&C+: .~ T-",.h-

Effective Teachers: Personal Attributes and Characteristics Motivating Personality

Enthusiasm Warmth and Humor Credibility

Orientation toward Success High Expectations for Success Encouraging and Supportive

Professional Demeanor Businesslike Adaptable/Flexible Knowledgeable


C H A P T E R 1 1

Effective Teachers: Professional Skills and Abilities Focusing and Engaging Students' Attention

Establishing Set Using Variety

Using Insuuctional Time Efficiently Optimizing Time

Conducting Interactive Instrnction Using Questions Providing Clear Instructions Monitoring Students' Progress Providing Feedback and Reinforcement


C H A P T E R 1 2

How the Effective Teacher Manages the Classroom What Is Classroom Management? Preventing Management Problems

Establishing the Physical and Psychological Environments Establishing Classroom Rules and Routines Starting the School Year

Monitoring Students' Behavior Holding Students Accountable Rewarding and Reinforcing Students

Reacting to Misbehavior Why Students Misbehave Deciding How to React to Misbehavior Types of Intervention Using Punishment in the Classroom

Reestablishing the Learning Environment Some Final Thoughts Chapter Summary Issues and Problems for Discussion Theory into Action Activities References

C H A P T E R 1 3 -

Problems Teachers Face What Is a Problem? Sources of Problems What Are the Professional, orJobRelated, Problems Teachers Face?

Affiliation Control Parent Relationships and Home Conditions Student Success Time

How Are the Problems of Teachers Related to Their Personalities? Preventing and Resolving Classroom Problems

Preventing Classroom Problems Resolving Classroom Problems Developing a Problem-Solving Attitude


CONTENTS IN DETAIL xiii

Roles during Reflective Teaching Reflective Teaching Lessons

\CHING MANUAL 417 Learner Satisfaction Form

UNIT 3

Practicing Critical Room 221: A Simulation: Solving 418 Classroom Problems

oteaching 418 Meet the Principal $son One: Conveying Positive Fourteen Classroom Incidents es 419

:son Two: Establishing Set 420 Glossary :son Three: Using Questions 421 Credits :son Four: Providing Clear

422 Indexes ce 423

hing: Practicing Being actitioner : Teaching? reaching

e I n d e x

308 i., 364 330 ., 363 W,, 81, 83, 94, 95, 138 l82 M. K., 28 P. A., 378,379,384 ooks, J., 184,188 9 :ouncil on Education, 18 30 ,89,218,259,260,261 >., 184, 188, 342

M,, 188, 371, 375, 376, 388 >.W., 71, 361, 367, 368, 369, 370 L., 74, 321 l., 170, 178, 197, 408 258,261,279,280,282 346 ., 207,330 37 T., 43 ,207 , 5 ,386 78,379,384 3. K, 212,213 P., 59 ,384

.., 301,402, 403, 405, 407, 410 rea Committee on Student hing, 129 ,69 l8 339

338,368,381,382,385,387,388 ., 232 C., 81, 165, 171, 181, 184, 187, Re1 RRR R41

Best, K. M., 28 Bettencourt, E., 310 Beyerbach, B., 338,342 Biddle, B. J., 7, 308,364, 377,381 Biddle, R, 24 Biehler, R. F., 35,36, 37, 39,64, 74, 141 Biemiller, A., 213 Blair, T , 184 Blanchard, L. J., 39 Blaney, N., 207 Blank, M. A., 338,368,381,382,385,

387,388 Block, J. H., 71 Bloom, B., 135 Bloom, R, 350 Boersman, F., 260 Bolin, F. S., 299 Borich, G. D., 264,267,280,335,340, 366 Borko, H., 81 Boud, D., 295,296 Bourbon, L., 350 Bower, E. M., 32, 183 Bown, 0. H., 5 Boyd, E. M., 297 Bracey, G., 21 Bradley, A., 21,279 Brandt, R, 41 Bremer, N., 340 Bridges, D., 175 Briggs, L., 137, 149 Brodie, T. A., Jr., 366 Brooks, J. G., 62 Brooks, M. G., 62 Brophy, J,, 36, 38, 39, 94, 213, 236, 258,

310, 314, 316, 321, 330, 332, 333, 336,338,342,351,376

Brophy, J. E , 184, 361, 362, 376, 378, 381, 385,387,388

Broudy, H. S,, 163 Brown, B. F., 21,29 Brown, G. A., 165 Brown, L., 346 Brown, S., 190 Brubaker, N., 184,188 Bmner, J. S., 61,216,222 Bush, A., 345 Buter-Par, N., 39 Butler, R., 350

Cahen, L. S., 181,184, 187 Callahan, J., 351 Calllhm~ R C l 0 21R 211

Callahan, S., 149 Campbell, J., 308 Cane, V. A., 388 Cangelosi, J. S., 381 Canter, L., 369,371,383 Cantrell, D., 301 Cao, H. T., 180 Caplan, N., 21 Carter, D. B., 35 Carter, K., 81 Camsso, V., 310,311 Cazden, C., 338,344 Center for the Study of Social Policy, 19, 25 Center for Vocational Education, 149 Checkley, K., 41,42 Chen, C., 31 Children's Defense Fund, 24 Cho, J., 57 Choate, J., 274 Choy, M. H., 21 Clark, L., 351 Clegg, A., 338 Clementr, B. S., 184, 187,374 Clode, D., 18 Cohen, D., 27,308 Cohen, E. G., 207 Cohen, L., 338 Coladarci, T., 342, 344 Cole, A., 9 Coleman, J., 308 Combs, A. W., 67 Comer, J. P,, 404 Compton, N. H., 84,89,90 Connell, W. F., 163 Cooper, H., 314 Cooper, P , 153 Corno, L,, 240, 332,350 Couch, R., 331 Coulter, F., 4, 5 Cox, P,, 40 Crawford,J., 314 Crawhrd, L., 278 Crooks, T , 264,282 Cmickshank, D. R., 5, 10, 34, 64,65,92,

135, 168, 170, 178, 197,248,295, 296, 297, 298, 299, 301,318,321, 329, 345, 346, 361, 378,384, 400, 402,403,405,407,408,409, 410,413

Csikszentmihalyi, M., 311 CuMiin, R L., 383 Cushing, K., 81 h s h n e r . K.. 34

Dahmke, B., 27 Danielson, C., 63,343 Daridson, A. L., 180 Deci, E., 66 Della-Dora, D., 39 Delucchi, E, 179 Delucci, K., 215 Dembo, M. H., 39,73,188 Denight, J., 310 Deparhnent of the Air Force, 149 Desberg, P., 312 Dewey, J., 216,222,295,297 Diagnostic and Statistical Manual of

Mental Disorder, 1980,43 Dillon, J. T., 175,340 Dimmiom, 24 Dishaw,M.M., 181,184,187,338 Dollard, N., 361 Dornbusch, S., 29 Dowd, F. S., 25 Doyle. A. G., 215 Doyle, W., 81,332, 333, 334, 336, 362, 372,

376,381,382,383 Drahman, R. S., 388 Dreikers, R, 382, 383 Driscoll, D. C., 170 Druva, C., 321 D@, G., 184,188 Duke, D. L., 362 Dulaney, C., 175 Dunkin, M. J., 4,7, 181,377,381 Dunn, K., 41 Dunn, R, 41 Dusek, J. B., 35,93 Dykman, B., 364

Ehmeier, H., 224,227 Ehy, J. W., 149, 278, 330 EXucafion Wak, 18 Educational Testing Service, 35 Edwards, R., 362,371,372 Eggen, P. D., 175,207,218,363 Eisner, J., 300 Elawar, M., 350 Elias, M., 42 Elkind, D., 28, 29 Ellena, W., 308 Elliot, S., 277 Ellson, D., 71,242 Emery, W. G., 296,300 Emmer, E. T., 81, 184, 187, 371, 374, 375,

381,385,388 Engels, I. L., 97 Englander, M. E., 361,387 English, C. S., 184 Enright, B., 274 Erickson, F., 383 Erikson, E., 36

Evertson, C. M., 187,236,321,332,342, 361, 362, 371, 374, 375,376, 378, 382,385,387,388,389

Ewing, J. A., 190 Exter, T., 17

Fales,A. W,, 297 Farrell, B. R., 41 Fay, D. E., 297, 301 Feasley, C. E., 239 Fedeu, P,, 329,330,338,346 Fien, J., 296 Filby, N., 181, 184, 187, 338 Finn, J. D., 11 Fisher, C. W., 181, 184, 187,338 Fisher, D. L., 87 Fisher, R, 313 Flanders, N. A., l71 Fletcher, C,, 35 Fowler, W., 21,308 Foyle, H. C,, 369 Fraser, B. J., 87 Frederick, B. P,, 362, 371, 372 Frederickson, N., 64 Freeman, D., 4 Freiherg, H. J., 370 French, L., 43 Freshley, D., 312 Frieherg, H., 170 Fritz, R. L., 40

Fly, K, 42 Fry, R, 296 Fuchs, L,, 274 Fuchs, R F., 23 Fuller, F. F., 5 Furst,N., 310,318,321,331,345,351,352

Gabbras, R., 318,319 Gage, J., 309 Gage, N. L., 165,171,329,342,344 GagnC, E., 349 GagnC, R, 137,149 Call, J., 172,174, 175 Gall, M. D., 172,174,175,178,179,310,340 Gardner, H,, 41,42 Gardner, J., 188 Garmezy, N., 28 Garner, B., 379 Gartland, D., 187 Gelardo, M. S., 25 General Accounting Office, 321 . Gersten, R., 230, 233 Ghadala, E., 387 Ghatala, E., 167 Gibbons, M., 240 Gibson, H., 218,231 Gill, W. M., 364

Gillett, M., 310 Gilstrap, R. L., 165, 184, 218 Gintis, H., 308 Glass, G. V., 11 Glasser, W., 382 Glatthorn, A., 134,145 Gliessman, D., 346 Goetz, E., 378,379,384 Gold Rush, 193 Goldstein, A. P,, 384 Goleman, D., 42 Good, T. L., 36, 38, 39, 48, 94, 184, 187,

205, 213, 224, 227, 310, 314, 330, 332,333,338,343,346,376,380

Goodenough, D., 40 Goodlad,J. L, 163 Goodman, J., 295 Goodwin, W., 263 Gordon, E. W., 28 Gordon, T,, 67 Gowan, J., 39 Greenberg, M , 42 Gregory, T., 218 Griffey, D., 5 Grouws, D., 205, 224,227,346 Grouws, L., 187 Gruher, K. D., 212,213 Gtuner, C., 312 Grunwald, B., 382,383 Gump, P.V., 187,336, 383,384,385

Hacker, A., 19 Haertel, E., 264 Haertel, G. D., 310, 316, 329, 341, 363,

366,368 Hake, D. J., 384 Hamburg, D. A., 19 Hamilton, R., 167, 387 Hamilton-Lee, M., 404 Hammond, K. M,, 372,375 Han, E. P., 293, 296, 297 Hansen, L. R., 212, 213 Harder, R. J., 218,231 Hargreaves, A., 335 Harmin, M,, 218 Harnischfeger, A., 333 Harris, A. H., 371,378,388 Hatch, T., 41 Hawley, W. D., 321,362 Haynes, N. M,, 42,404 Headden, S., 34 Heck, S., 240 Henderson, A. T., 404 Henjum. J., 6 Henschal, D., 312 Henson, K, 331 Heyns, B., 308 Hidi, S., 149

Name Index 470

Keough, A. J., 218,231 Keough, R., 295,296 Kenchenbaurn, H., 67 Kessler, R, 42 Kidder, T., 82 Kindsvatter, R, 165 King, L. H., 209 Kinuch, W., 331 Klausmeier, H., 263 Knapp, M. S., 34 Knowles, J., 9 Kohlberg, L., 37,38 Kohn, A., 36 Kolb, D. A, 41,296 Konicek, R, 63 Koser, L., 378 Kounin, J. S., 184, 185, 187, 336, 349,

376,383,384,385 Kozol, J., 33 Krapp, A., 149

Languis, M., 39 Lasley, J. O., 385 Lasley, T. J., 385 Latham, A., 342 Lawry, J. R, 237,238,239 Lee, S., 31 Leinhardt, G., 59,372,375 Lepper, M., 351,379 Lewin, K, 363 Lewis, J. L., 87 Lickona, T, , 67 Linn, M,, 35 Linn, R., 259 Lippitt, R, 363 Liston, D. P , 296 Livingston, C., 81 Lortie, D., 279 Louv, R, 25 Luiten, J., 330 Lyman, L., 369

Maccoby, E., 35 MacDonald, R. E., 7,253 Madden, N. A., 223,242 Madsen, C. H., Jr., 378 Mager, G., 170, 178, 197,405,406 Maker, C., 39 Marliave, R. S., 181, 184, 187, 338 Marshall, C., 312 Marso, R., 6 Martin, D., 297 Martin, J. R., 184,384 Martin, W. R., 165, 184, 218 Maruyama, G., 215 Maslow, A. H., 66,363,366,368,370 Masten, A. S., 28

McCaslin, M., 380 McClelland, A., 34 McCormack, J., 311 McGinnis, J. C., 362,371,372 McGreal, T., 224,225 Mdntyre, D., 5,153 McLeish, J., 171 Medley, D., 318 Medway, F. J., 194 Meichenbaum, D., 40 Meister, C., 224, 225 Mencke, D., 340 Mender, A. N., 383 Menuin, W. C., 223 MetcalE, R, 168,329,346 Metropolitan Life, 22

362, Meyer, L. A., 233 Michaels, J. W., 215 Michelson, S., 308 Middlestadt, S., 314 Mignano, A. J., Jr., 366,405 Miller, L., 274 Mintz, N. L., 366 Mohatt, G., 383 Moore, C., 40 Moore, J. E., 181, 184, 187 Moore, R, 264,338 Morgan, M,, 380 MorineDenhimer, G., 338,342 Morris, M,, 364 Morrison, A., 5 Mostert, M. P,, 5 M u l ~ n , C. M., 205 Murphy, J., 224,225 Murray, H. A., 5,168,169,189,229,310 Musgrave, G. R, 366 Myers, B., 170, 178, 197, 345, 402, 409

Napell, S., 331 National Center for Children in Poverty, 24 National Center for Education Statistics, 21 National Governors' Association, 138 Needels, M,, 309 Neill, A. S., 66 Nelson, D., 215 Ng, Y. Y., 364 Nisan, M,, 350 Nixon-John, G. D., 239 Novak, C., 170,178, 197,403 Nuthall, G., 60,221,223

O'Leaq, R D., 351,388 O'Leary, S., 351 Olsen, J., 366 Olson, L., 239 Omdal, S., 29 O'Neill, J., 41, 62

Rogers, C. R., 66,370 Rohrkemper, M. M., 332,388 Rosenholtz, S. J., 362 Rosenshine, B., 163,165,184,187,191,

224, 225,228, 230, 231,232,310, 318,321, 331,333,334,335,343, 345,351,352

Rosenthal, R., 314,315 Rosnow, R., 313 Ross, D. D., 294,296 Roamiller, R A., 238 Rothman, R., 277 Rothman, S., 83 Rousseau, E., 338,340 Rowe, M., 341 Runkel, P. J., 215 Rnpley, W., 184 Ryan, R, 66 Ryans, D., 310,318,319

Saben, D., 81 Sadker, D., 341,343 Sadker, M,, 341,343 SafEord, P,, 34 Sanders, T., 39

Statistics Branch, 24 Sanford, E. E., 25 Sanford, J. P,, 184,187,374 Sanuock, J. W., 366 Savage, T. V., 363,382,387 Schaps, E., 207 Schmnck, R A., 215 Schoenfeld, k H., 65 Schdn, D. A., 297,300 Schuck, R., 330 SchwabStone, M,, 42 Scollon, R, 370 Smtt, R. M., 187 Scriven, M,, 257 Seifert, E. H., 188 Select Committee on Children, Youth and

Families, 33 Shade, B. J., 379 Sharon, S., 205,207,214 Sharon,Y., 205,207 Shavelson, R., 127,152 Shields, P. M., 34 Shriver, T., 42 Shuell, T. J., 190 Shulman, L. S., 81,293 Sigel, I., 338, 340 Sikes, J., 207 Simon, H., 74 Simon, S. B., 67 Simpson, E., 136 Slavin, R. E., 35, 36, 39, 67, 141, 184,206,

207,209,212,213.214.215,223, 228,230,231,232,233,242,381

Smith, M,, 308 Q-:+L D E 91 97 PR

Smyth, J., 298,300 Smyth, W. J., 11 Snapp, M , 207 Snook, I., 221, 223 Snow, R. E., 240 Snowman,J., 35,36, 37, 39,64, 74, 141 Snyderman, M., 83 Soar, R, 310,312 Solomon, D., 179,207,215 Solomon, J., 207 Sommer, R., 366 Stallmgs, J. A., 214,215,230,232,233 Stanley, J., 265 Steele, B. F., 372,381,387 Steinberg, L., 29 Stephan, C., 207 Stevens, R., 165,225,228,232,343 Stevenson, H. W., 31 Stipek, D. J., 214,215,232,233,387 Suatton, L., 238 Strike, K A., 216 Snchman, R. J., 216 Sulzer-Azaroff, B., 72 Summer, H., 278 Super, D. E., 402 Snransky, V., 19 Swang, J., 237 Swick, K J., 383 Sylwester, R., 57,382 Szent-Gyorgyi, A., 222 Szpiczka, N, A., 5

Taba, H., 216 Tamir, P,, 221, 222 Tankersley, M., 5 Tannen, D., 36 Taylor, R N., 33 TenBrink, T. D., 86 Thomas, D. R., 378 Tippins, D. J., 150 Tipps, S., 39 Tohin, K, 341 Toll, D., 193 Tom, D., 314 Touliatos, J., 84,89,90 Tracey, R, 170,178,197,402 Troyer, M. B., 301 Tumbull, B. J., 34 Tyler, R., 131, 137

U.S. Bureau of the Census, 24 U.S. Department of Education, 242 U.S. Department of Health, Education and

Welfare, 21

Valencia, S., 278 Valverde, L., 297

Waxman, H., 330 Webb, N. W., 215 Weil, M. L., 216,218,222,224, 225 Weinfeld, F., 308 Weinstein, C. S., 364, 365, 366,405 Weinstein, R., 314 Weisman, J., 25 Weissberg, R., 42 Weldman, C., 372,375 Wellington, B., 295,298 Wenglinsky, H., 11 Werner, E. E., 21,27,28 Wheldall, K, 364 White, K A., 366 White, M. A., 385 White, R, 363 Whiunore. J. K, 21, 39 Wiggins, G., 259 W~lcox, R. T., 62 Wilen, W., 165,338 Wdey, D., 333 Willianls, C. R, 240 WiUiams, E. J., 297,301,346 Williams, R, 331

Willis, S., 35, 132,258 Witson, S. M,, 293 Winfield, L. F., 28 Wingert, P,, 25 Witkin, H. A., 40 Wittebols, J. H., 11 Wittrock, M. C., 55,223,350,351 Wolfgang, C. H., 361,372,383,384,387 Wood, A., 308 Woolfolk, A. E., 40,380,381 Worsham, M. E., 374 Wynn, R., 35

Yinger, R. J., 153,372,373 York, R, 308

Zahorik, J. A., 8, 349 Zeichner, K M,, 296 Zheng, J., 81 Zimiles, H., 29 Zins, J., 42 Zlomick, M,, 321

1 o time, 334 ime, 335

>m environment,

379 3 :tive teachers, 320-321 1 types of, 59-60 vels of, 136, 140 2

with, 402,409 402 Ilation, 18

3 at (ACT), 258-259,262

S, 83-84 :d from, 84 , 84 plans, 148-149 0 malysis, 72 information, 83

nts nation, 255-257 ent, 257

:es for, 254-255 3-254 ssment, 274277 tests, 264-274 mt, 277-279

,258-263 oent, 257-258 nation far grade,

At-risk children, 2628 case example, 27 characteristics of, 26 interventions for, 27-28 and resilient children, 28

Attending, 136,140 Attention, 57

guidelines for holding studenrs' attention, 57

and set induction, 330-331 and Mliety in teaching, 331-333

Attention deficit disorder, 4- incidence of, 43 signs of, 44 teaching interventions, 43

Attention seeking, of students, 382 Attitudes, 137 Audio materials, 143 Audiovisual materials, 143 Autobiography, students, 89

Baseline, 72 Basic practice model, 225 Behavior modification, 72 Behavior problems. Seestudent

misbehavior; Student misbehavior management

Behavioral theory, 68-72 classical conditioning, 69 contiguity, 68-69 operant conditioning, 69 social learning, 69-70 teaching approaches, 70-72 teaching principles, 70 See also Reinforcement

Bibliography, unit plans, 146 Bilingual Education Act, 34 Block plans, 147

example of, 148 Bloom's taxonomy, learning outcomes,

135-137 Brainstorming, 191 Businesslike teachers, qualities of, 318-320

California Aptitude Test (CAT), 259 Case approach

date needed, 90-91 example of case, 92

Cases, by students, 191 Centers of interest, 191

Challenged students, 38-39 IEPs, 3&39 inclusion, 38 types of, 38

Characterization, 136 Checklists, in observational assessment,

275-276 Child abuse and neglect, 25-26

definition of, 25 indicators of, 26 and parental background, 25

Children and youth abused/neglected children, 25-26 at-risk children, 2628 disengaged children, 29 hurried children, 28-29 latchkey children, 24-25 poverty effects, 24

Children's Defense Fund, 33 Class size, influences on teachers, 10-11 Classical conditioning, 69 Classroom environment, 363-370

action zone, 364365 class size, 366 dimensions OF, 363 equipment/materials, 366 influences on teachers, 11 inviting classroom, features of, 368-370 and lesson planning, 152 planning of, 363 psychological environment, 363-370 room anangement, 366367 seating patterns, 363-366 task orientation in, 370 tone of, 368-370

Classroom management communication about rules/

routines, 375 definition of, 362 first day of class, 374 group alerting, 377-378 momenmm, 377 overlapping, 376377 proximity, 377-378 reinforcement theoly, 378-381 routines, 372-374 rules, 371-372 smoothness, 377 withimess, 376 See also Student misbehavior; Student

misbehavior intemntions Clear instruction. SeeInsuuctional clarity

ssroom. See Classroom lment se questions, 339 ~lans, 150 [ties, gender differences, 35 :lopment :es, 37 mentions, 37 lain, 135-136 5,140 ome, 12. egies, 137 , meaning of, 39 sries, 5665 13 wing, 61-63 processing, 5659 learning, 56,59 ving, 64-65 arning, 59-60 .aching, 60-61

Economic Development, 33 n patterns, gender ices, 36 191 ,ms, 271-272 Inse, 137, 140 n, 135,140 ted instruction (M), 71, 3

rning software, 219-220 net npo, and learning styles,

~tional stage, 37 ion, 67 ,652-63,217 zsson, 63 Ins, 340 69

ized instruction, 237 her, 191 14 :d problems, 403,409 r tighter control, 403404 :stions, 339 iking, 40-41 egrated reading and tion (CIRC), 208 rning, 191, 193-194,

S of, 206207

ntegrated reading and tion (CIRC), 208 205 211

Internet resources, 214 preparation, 209-210 pros/cons of, 212-"213 plupose of, 206 research findings on, 215 skills needed by team members, 210 student teams, achievement divisions

(STAD), 207 teacher role in, 208-209,211 team-accelerated instruction (TAI), 208 team-assisted individualization, 208 teams, games, tournaments (TGT),

207-208 time for use, 213-214

Created response test items, 264-267 Credibility, of effective teachers, 313 Criterion-referenced grading, 282 Criterion-referenced scores, 260-261 Cue, and lesson planning, 152 Culture, and school achievement, 21 Cumulative records, 82-84

achievement tests, 83 anecdotal comments, 83-84 aptitude tesw, 83 examples for diverse students, 100-124 standardized test scores, 82-83

Curriculum formal curriculum, 133-134 influencingfactors, 131-133 taught cumculum, 134

Curriculum guides, organization of contenw, 133-134

Daily planning, 155 Dalton plan, individualized instruction, 237 Day care, effects of, 25 Debates, 191 Declarative knowledge, 137 Demonstrations, 191 Developmental differences, 3639

cognitive development, 37 exceptional children, 38-39 moral development, 37-38 psychosocial differences, 3637

Dialoguejournals, of teacher, 299 Direct instruction, 191,223-234

definition of, 223 learning theory-based direct instruction,

231-234 research-based direct instruction,

224-231 Seealsoindividual methods of direct

instruction Direct Instruction System for

Teaching and Learning (DISTAR), 232-233

Direct teaching effectiveness of, 7 meaning of, 7

Discipline definition of, 361 See abo Classroom management; Student

misbehavior interventions Discovery learning, 6143,167,191,

215-223 characteristics of, 217 closure, 219 computer software for, 219-220 constructivism, 62-63 definition of, 216 delivery, 218-219 examples of, 61 guidelines for, 63 preparation, 218 pros/cons of, 220-222 I

purpose of, 216 questions promoting learning, 219 research findings, 223 teacher role in, 217-218 time for use, 222

Discussions, 171-181, 192 characteristics of, 173-174 closure, 177 definition of, 172 delivery, 176177 effective discussion, criteria for, 179 good leader of, 17+175,177 guidelines for students, 176 preparation, 175-176 pros/cons of, 178-179 purposes of, 172-174 compared to recitation, 172 time for use, 179-180

Disengaged children, interventions for, 29 Distance education, 239 Divergent questions, 339-340 Divergent thinking, 4041 Diversity, 31, 32-45

American population, 18 developmental differences, 3639 gender differences, 35-36 implications for teachers, 44-45 learning ability differences, 41-44 learning style differences, 39-41 minority students, 3435 poor children, 33-34

Drill and practice, 192 Drive of learner, and lesson planning, 150,152

Educational materials accessibility in classroom, 366 lesson plans, 148 limited vnmahundant 11 types of, 143

Edwerdr Pnsmality Invmtmy (EPI), 409 Effective teachers

businesslike manner of, 318-320 credibiliw of, 313

i0-331 mess, 314-316 m, 349-350 ility of, 320-321 :larity, 345-348 use of, 333-338 :ct matter, 321 lens, 348-349 i38-345 tudent behavion,

09 couragement of -318 331-333

r, 310-312 33 :e, 42 ffective teachers,

ill er, 310 Oppmtunitystudy, 308 hosocial 36 tdgments, 135,140

~utines, 374 lences on teacher, 4-5

L67 rning, 216

st items, 265-266

ated to, 19 ling, 20-22

aspects of, 350

ld-independence, teristics, 40

r, 320-321 5,152 ystem,

Formal cu~~iculum, 133-134 Fomal interviews, 86 Formal observation, 85 Formal operational stage, 37 Formative assessment, 257

Gender differences, 35-36 cognitive abilities, 35 communication/language, 36 and teacher feedback, 36

Gender, of teacher, 4 Gender roles, learning of, 35 Gifted and Talented Act of1978, 39 Gifted students, 39

characteristics of, 39 Grade equivalent (GE) scores, 83, 263 Grading, 279-285

and comparisons of students, 281-282 components of grades, 280 criterion-referenced grading, 282 normreferenced eradins. 281-282 -. self-referenced grading, 282-283 standards used, 280-283 teacher anxiety about, 279

Group alerting, classroom management, 377-378

Guided response, 136, 140

Handicapped students. See Challenged students

Handouts, l 67 Head Start, 33 Home of student, condition of, 405-406 Homeless children, 33 Human relationships programs, 34 Humanistic theory, 65-68

basic principles in, 6667 humanistic teaching approaches, 67-68

Humor, and effective teacher, 310-312 Hurried children, 28-29

Impulsive students, 40-41 Inclusion, 38 Independent study, 181-189,192

characteristics of, 183 closure, 186 context of, 183 criteria for good leaders/good study, 186 definition of, 181 delivery, 185 effective, criteria for, 187 preparation, 185 pros/cons of, 187-188 purposes of, 181-182 role of teacher, 183 teacher abilities related to, 184 time for imp. 188-189

Indirect teaching, meaning of, 7 Individual Education Program (IEP),

38-39,128,234,242 Individualized discussion, 192 Individualized instruction, 234-243

characteristics of, 235 computer-assisted instmction (CAI), 238 conmcts in, 237 criteriafor good program, 240 Dalton plan, 237 definition of, 234235 distance education, 239 individually guided education (IGE), 238 individually prescribed instruction

(IPI), 238 instructional goals, 235 learning activities, 235 programmed instmction (PI), 238 Project Method, 239 pros/cons OF, 240-242 purpose of, 235 research findings on, 242 resource materials in, 236 and student mastery level, 236 teacher role in, 240 time factors, 236 time for use, 242 tutoring, 238-239 Winnetka plan, 237-238

Individually guided education (IGE), 238 Individually prescribed instruction

(IPI), 238 Individuals with Disabilities Education

Act (Public Law 101476), 128, 234,242

Influences on teachen class size, 10-11 classroom environment, 11 matenals/equipment, 11 ohjectives, l1 personal characteristics, 3-6 schooling experiences of teacher, 68 teaching theories, 12-13 time limits, 11

Informal interviews, 86 Information about students

case studies, 90-91 cumulative records, 82-84 evaluation of, 91-94 from intemiews with students, 8546 from observation of students, 8485 parenw/guardians as sources, 89-90 questionnaires, 8 6 8 7 sociomeuy, 87-89

Information obsenation, 85 Information processing theoly, 5 6 5 9

attention, 57 memory, 56-59

Inquiry-oriented teaching, reflective ~ractice as. 295

alternatives e learning, 205-215 of, 163 uction, 22g234 zarning, 215-223 ,171-181 nt study, 181-189 zed instruction, 234-243 ternatives, 191-194 Ins, 163-171 ,as about, 190 clarity, 345-348 I on important ideas, 347 n important points, 346347 F, 345 : students, 347-348 og, 346 methods, direct and indirect og, 7 objectives ~ f , 134 ,f objectives, 139,141 ;ur specific objectives, 18 g outcomes, 135-137 tdings related to, 141 I students, 13&135 :ific objectives, 138-139 ~lanning 127-128,154 ~proach, 130-131 f, 127 e-range planning, 141-142 i, 147-153 G154 planning, 141-142,144-145 r, 128-129 roach, 130 roach, 130 ;ed, 143 planning, 141-142 il planning, 143-144 n planning, 143 45-147 outines, 373-374 ime, 333-338 struction time, 334 arning time, 335 le, 334 se of, 335-336 me, 333-334 turn in instruction, 336 ,333 136837 ts, 145-146 11, 137 L42 ~telligence, 42 :lligences theory, 41-42 :hing, 221

Intermediate-range planning, 141-142 Internet resources

cooperative learning, 214 lesson planning, 153

In te~ews, 85-86 formal and informal, 86 guidelines for, 86

Invitational learning, 67 Iowa Test of Basic Skills (ITBS), 259

Knowledge of effective teachers, 321 students, 135,140

Kohlberg's theory, moral development, 38

Laboratory experiences, by teachers, 30&301

Latchkey children, 24-25 effects ofselfcare, 25

Learning ability, 41-44 and attention deficit disorder, 43-44 and intelligence, 41-42

Learning modules, 192 Learning outcomes, 135-137

affective outcome, 12,136,140 Bloom's taxonomy, 135-137 cognitive outcome, 12,135-136,140 GagnC and Briggs arrangement, 137 psychomotor outcome, 12,136137,140 types of, 12

Learning styles, 39-41 and conceptual tempo, 89-40 convergent vmmdivergent m e n ,

40-41 fielddependency vmus field-

independence, 40 and sensory modaliry preferences, 41

Learning theories hehavioral theory, 68-72 cognitive theory, 5 6 6 5 humanistic theory, 65-68 use of different theories, 72-74

Learning theory-based direct instruction, 231-234

definition OF, 231-232 Direct Instruction System for Teaching

and Learning (DISTAR), 232-233 Mastery Teaching Program, 232-233 pros/cons of, 233 research findings on, 233 time for use, 233

Lectures. SeePresentations, Lesson plans, 147-153,155

example plan, 151 factors affecting planning, 150, 152 formats used by teachers, 150 good plan, criteriafor, 153 Internet resources, 153 parts of, 147-150

purpose of, 147 time span for lessons, 154

Long-range planning, 141-142,144-145 Long-term memory, 5657,58

Mainstreaming, 38 Management routines, 372-373 Mandated time, 33G334 Mastery learning, 71-72,192 Mastery Teaching Program, 232-233 Matching items, 269-270 Meaningful learning, 56,59 Measurement, studentpelfarmance, 253-254 Mechanism, 136,140 Memory, 5659

aids to, 58 long-term memory, 5658 short-term memory, 5658

Mild desists, 384-385 Minority students, 34-35

teaching programs for, 3435 Momentum

classroom management, 377 in instruction, 336

Monitoring students, 3 4 3 4 9 forms of, 349 and instructional clarity, 347-348 and stage of learning, 348-349

Moral development, 37-38 Kohlberg's theory, 38 Piaget's theory, 37-38

Moral education, 67-68 Morality of constraint, meaning of, 37-38 Morality of cooperation, meaning of, 38 Motorskih, l37 Multicultural education, 35 Multiethnic education, 68 Multiple intelligences theory, 4142 Multiplechoice tests, 268-269

Needs of students, and problems, 400-401 Nongraded schools, 238 Nonnegative Sect , 225 Norm-referenced grading, 281-282 Norm-referenced scores, 260-261 Normal curve, and standardized tests,

261-262 Norming group, 261

Objectives lesson plans, 147 and manner of teaching, 12 unit plans, 146 See also Learning outcomes

Observation of students formal and informal, 85 midelines for, 85

nanagement,

,274-277 Precision teaching, 72 P~eo~erational, prelogical stage, 37

7 Presentations, 16M71,192 75 characteristics of, 164

dosure, 168-169 9-7n concept presentation, 167 1 definition of, 164

delivery, 166167,169 effective presentation, criteriafor, 171 good presenters, characteristic; of,

165,169 handouts, 167 and personality needs, 169-170 preparation for, 165-166,169 pros/cons of, 168,170 purpose of, 164 as reception learning, 163

407 time for lectures, 171 her effect on, and visual aids, 166

Probing, questioning students, 342-344 Problem solving by students, 6465,192

ts from, 89-90 teaching strategies, 65 , influences on Problem solving by teachers, 410413

and positive attitude, 413 54474 problem%olving approach (PSA), -274 411-412 -272 Problems S, 264-267 definition of, 399 ms, 265-266 sources of, 400-401 !70 types of, 64 268-2139 Problems of teachers ms, 265 atfiliation, 401402 IS, 264,267-272 control, 405-404 3 prevention of, 410

relationships with parents, 404-407 2 student success problems, 407408 82-263 and teacher personality, 409410 of, 169-170 time constraints, 408-409 -6 Prohlem-solving approach (PSA), 411-412 cers stages/steps in, 411-412

Process approach, instmctional G, 37 planning, 130 )7-38 Process questions, 340

Product approach, instructional planning, 130

Programmed instruction (PI), 71, ;for teachers, 18 193,238

Project 2061,133 on of, 18 Pmject method, 193,239

Protocols, l93 '7-279 Proximity, classroom management, 15 377-378 378 Psychological environment, of classroom,

363-370 . :hildren, 33 Psychomotor domain, levels of, 3 196137,140

Psychomotor outcome, 12 en, 21,24,400 Psyhosocial development, 3637 u for children, Erikson's stages, 36

P--!,:...:-.. -c *c %"

Punishment, 387-388 criticisms of, 387 detinition of, 387 guidelines for use, 387-388,404

Questioning students, 338-345 benefits of, 338 effective questions, elements of, 338-340 follow-up on responses, 342-345 and presentations, 168 probing, 343-344 redirecting, 344 rephrasing, 345 tips for, 340 types ~Fquestions, 339-340 wait time and answer, 341-342

Questionnaires, 86-67 types of questions, 8687

Rating scales, in observational assessment, 276277

Reception Learning, 59-60,163 characteristics of, 60 versus discovely learning, 216 principles of, 59-60

Reciprocal teaching, 60-61 characteristics of, 60-61

Recitation, l93 compared to discussions, 172

Redirecting, questioning students, 344 Reflection of teacher

action research, 300 beneiits of, 296298 characteristics of, 294295 dialogue journals for, 299 discussions in, 299-300 as inquily-oriented teaching, 295 laborat07 experiences, 30C-301 meaning of, 293 Sa also Reflective Teaching program

Reflective students, 40 Reflective Teaching program, 301 Reinforcement, 350-351,378-381

activity reinforcers, 379 criticism of use, 381 effectiveness of, 351 forms of, 332-333,351 guidelines for use, 378-379 and lesson planning, 152 positive reinforcement, 378 purpose of, 350 reinforcement menu, 380 schedules of reinforcement, 380-381 social reinforcers, 379 tangible reinforcers, 379-380 tips for use, 351

Reliability coefficients, 257 Reliabilitv of test. 256257, 272

,nforstudents, 316 5 questioning students, 345 Is, 385 ased direct insuuction, 224-231 iching, 227 .ctice model, 225 ristics of, 224-225 228-229 n of, 224 228 eaching, 225-226 ion, 228 S of, 229-230 of, 224 fmdings on, 231 ole in, 227,229 rse, 230-231 ildren, 28 nits, 143,145 :, 136,140 nd lesson planning, 152 esponse test items, 265 luestions, 339 c, 193 72-374 utines, 373 planning routines, 374 lay of class, 37G375 nal routines, 373-374 lent routines, 372-373 '-278 isroom, 371-372

60 ~titude Test (SAT), 258-259,262 Fteacher, effects on teaching,

llenges related to, 30-32 263 :ms, 36s366 :formation, 366 65 louse test items, 264, 267-272 meaning of, 36 ;prophesy, and teacher sns, 314 ed grading, 282-283 r stage, 37 ,136,140

1,218,330-331 set, 330 for, 330-331 1 set, 330 set, 330 148-149

~lanning, 141-142 lemoly, 56 193

simulation games, 193 Single-group studies, 34 Single-parent family, and school

achievement, 21,23 Smoothness, classroom management, 377 Social learning, 69-70 Social reinforcers, 379 Society, and teaching decisions, 131-132 Socioeconomic status, and school

achievement, 20-21,409 Sociomeuy, 8749

sociogram, 87-88 Standard deviation, 261-262 Standardized tests, 258-263

administration of, 258-259 criterion-referenced scores, 260-261 grade equivalent (GE) scores, 263 and normal curve, 261,262 and norming group, 261 norm-referenced scores, 260-261 percentile rank (PR), 262-263 preparing students for, 259-260 score hand, 263 score information, 8243 and standard deviation, 261-262 stanine scores, 263 Tscore, 262 Zscore, 262

Stanine scores, 263 Statewide adoption, textbooks, 134 Student mishehavior

causes of, 382 definition of, 381 teacher reaction to, 382-383

Student mishehavior interventions extinction, 384 mild desists, 384-385 negative responses, 383-384 overcorrection, 385-386 positive approach to, 404 punishment, 387-388 reprimands, 385 time-out, 386387 See also Classroom management

Student teams, 193-194 Student teams, achievement divisions

(STAD), 207 Subject matter units, 145 Substance abuse, and latchkey children, 25 Success of students, 407-408

obstacles to, 407 and teacher expectations, 314-316 See also Effective teach~rs

Snmmative assessment, 257-258 Supporriveness, of effective teachem, 316318 Synthesis, 135, 140

Tscore, 262 Tangible reinforcers, 379-380

Task orientation, 225 and classroom environment, 370

Taught curriculum, 134 Teacher hias, and student information,

91,93 Teacher centrality, 224-225 Teacher effectiveness training (TET), 67 Teacher expectations, 314-316

high expectations, effects of, 314-316 high vmzlrlow, characteristics of, 317 and self-fulfilling prophesy, 314 study of, 315 sustained expectations, 314

Teacher-pupil planning, 143-144 Teacher-team planning, 143 Teachen

ifiuences on. SeeIduences on teachers successful teachers. SeeEffective teachers

Teaching units, 145 Team teaching, 164 Team-accelerated insuuction (TAI), 208 Team-assisted individualization, 208 Teams, games, tournaments (TGT),

207-208 Technology, acceptance by schools, 31-32 Television, effects on children, 28 Term planning, 154 Test blueprint, 272-273 Testing

achievement tests, 83 aptitude tests, 83 effective tests, 255 pencil-and-paper tests, 2 6 2 7 4 reliability of test, 256257 standardized tests, 82-83, 258-263 validily of test, 256

Textbooks, 143 statewide adoption, 134 use in determining curriculum, 134

Thinking styles, convergent and divergent, 4041

Time factors teacher planning, 141-142, 154 time constraints, influences on teachers,

11,408409 time management tips, 408-409 See alsolnstructional time

Time on task, 333 Timwut, 386387 Tone, of classroom environment, 368-370 Transition set, 330 Transitions, insuuctional, 336337 True-false items, 270 Tutoring, 194,238-239

Unit plans, 145-147,154 henefits of, 147 block plans, 147-148 components of, 146

e units, 145 units, 145-146

mnits, 145 ktter units, 145 mits, 145

st, 256, 272 cation, 67 140

:chin& 331-333 32-333 :r effectiveness, 331-332

Verbal information, 137 Ninnetka plan, individualized instruction, Visual aids, and presentations, 166 237-238 Visual materials, 143 Withitness, classroom management, 376

Work groups. SeeCooperative learning

Wait time, and questioning smdents, 341-342 Yearly planning, 154

Warmth dimensions of, 312 and effective teacher, 31&312 Zscore, 262

Weekly planning, 154 Weighted scores, 284-285

Documents

Act Teaching - Malta College of Arts, Science and Technology