Strategies for Effective Teaching
by Ornstein, Allan C.; Lasley, Thomas J., IIEdition: 4th
Format: Paperback
Pub. Date: 2003-07-25
Publisher(s): McGraw-Hill Humanities/Social Sciences/Languages
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Summary
Strategies for Effective Teaching presents a thorough and current review of teacher planning, teaching methods, and teacher effectiveness research. Using the PRAXIS and INTASC criteria (teacher certification examinations) as a framework, the text explores how to effectively use the science of teaching in ways that ground an artful teaching ability. Teachers are both "born" and "made." The art of teaching emerges from the former; the science grows out of the latter. The text helps prospective teachers see that teaching skills complement effective teaching; they are not the focus of teaching. Tips for Teachers, research on effective teaching, and a focus on the learning paradigm (vs. the instructional paradigm) help pre-service teachers see that teaching is more than talking or telling. The new edition includes expanded treatment of technology, constructivism, and standards. New cases and updated research have been added, and a new book-specific Web Site accompanies the text.
Table of Contents
Part I: Perspectives on Effective Teaching Performance Chapter 1: The Art of Effective TeachingThe Reasons for TeachingThe Art of Effective TeachingThe Concept of Learning How to LearnThe Learning Paradigm and ConstructivismA Final NoteChapter 2: The Effective TeacherReview of the Research on Teaching: The ScienceTeacher StylesTeacher ExpectationsTeacher TraitsTeacher EffectsThe Master TeacherCautions and CriticismsBeyond Effective Teaching: New Research, New ParadigmsPart II: Professional Skills Associated with Effective TeachingChapter 3: Instructional ObjectivesThe Aims of EducationTypes of ObjectivesEducational TaxonomiesEstablishing Specific ObjectivesApplying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
The Reasons for TeachingThe Art of Effective TeachingThe Concept of Learning How to LearnThe Learning Paradigm and ConstructivismA Final NoteChapter 2: The Effective TeacherReview of the Research on Teaching: The ScienceTeacher StylesTeacher ExpectationsTeacher TraitsTeacher EffectsThe Master TeacherCautions and CriticismsBeyond Effective Teaching: New Research, New ParadigmsPart II: Professional Skills Associated with Effective TeachingChapter 3: Instructional ObjectivesThe Aims of EducationTypes of ObjectivesEducational TaxonomiesEstablishing Specific ObjectivesApplying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
The Concept of Learning How to LearnThe Learning Paradigm and ConstructivismA Final NoteChapter 2: The Effective TeacherReview of the Research on Teaching: The ScienceTeacher StylesTeacher ExpectationsTeacher TraitsTeacher EffectsThe Master TeacherCautions and CriticismsBeyond Effective Teaching: New Research, New ParadigmsPart II: Professional Skills Associated with Effective TeachingChapter 3: Instructional ObjectivesThe Aims of EducationTypes of ObjectivesEducational TaxonomiesEstablishing Specific ObjectivesApplying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
A Final NoteChapter 2: The Effective TeacherReview of the Research on Teaching: The ScienceTeacher StylesTeacher ExpectationsTeacher TraitsTeacher EffectsThe Master TeacherCautions and CriticismsBeyond Effective Teaching: New Research, New ParadigmsPart II: Professional Skills Associated with Effective TeachingChapter 3: Instructional ObjectivesThe Aims of EducationTypes of ObjectivesEducational TaxonomiesEstablishing Specific ObjectivesApplying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Review of the Research on Teaching: The ScienceTeacher StylesTeacher ExpectationsTeacher TraitsTeacher EffectsThe Master TeacherCautions and CriticismsBeyond Effective Teaching: New Research, New ParadigmsPart II: Professional Skills Associated with Effective TeachingChapter 3: Instructional ObjectivesThe Aims of EducationTypes of ObjectivesEducational TaxonomiesEstablishing Specific ObjectivesApplying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Teacher ExpectationsTeacher TraitsTeacher EffectsThe Master TeacherCautions and CriticismsBeyond Effective Teaching: New Research, New ParadigmsPart II: Professional Skills Associated with Effective TeachingChapter 3: Instructional ObjectivesThe Aims of EducationTypes of ObjectivesEducational TaxonomiesEstablishing Specific ObjectivesApplying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Teacher EffectsThe Master TeacherCautions and CriticismsBeyond Effective Teaching: New Research, New ParadigmsPart II: Professional Skills Associated with Effective TeachingChapter 3: Instructional ObjectivesThe Aims of EducationTypes of ObjectivesEducational TaxonomiesEstablishing Specific ObjectivesApplying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Cautions and CriticismsBeyond Effective Teaching: New Research, New ParadigmsPart II: Professional Skills Associated with Effective TeachingChapter 3: Instructional ObjectivesThe Aims of EducationTypes of ObjectivesEducational TaxonomiesEstablishing Specific ObjectivesApplying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Part II: Professional Skills Associated with Effective TeachingChapter 3: Instructional ObjectivesThe Aims of EducationTypes of ObjectivesEducational TaxonomiesEstablishing Specific ObjectivesApplying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
The Aims of EducationTypes of ObjectivesEducational TaxonomiesEstablishing Specific ObjectivesApplying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Educational TaxonomiesEstablishing Specific ObjectivesApplying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Applying Gronlund's ObjectivesWriting Your Own Goals and ObjectivesAdditional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Additional Thoughts on ObjectivesChapter 4: Instructional PlanningHow Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
How Teachers PlanUnit PlansLesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Lesson PlansSample Lesson PlansChapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Chapter 5: Instructional StrategiesInstructional Approach I: If Teaching a Specific Skill or Process, then Use Practice and Drill Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Instructional Approach II: If Checking for Student Understanding, then Use Various Forms of QuestioningInstructional Approach III: If Seeking to Present Complex Ideas Efficiently, then Use LectureInstructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Instructional Approach IV: If Fostering Critical or Creative Thinking, then Use Strategies that Emphasize Student-Centered LearningThe Instructional DebateTheory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Theory into PracticeChapter 6: Instructional MaterialsSelecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Selecting Instructional MaterialsPresenting MaterialsTextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
TextbooksTextbook and Pedagogical AidsWorkbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Workbook MaterialsSimulations and GamesTheory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Theory into PracticeChapter 7: Technology in the ClassroomA Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
A Rationale for Using TechnologyChalkboard and Display BoardOverhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Overhead Projectors and PowerPointFilmsTelevisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Televisions and VideosComputersTelecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Telecommunication SystemsTheory into PracticeChapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Chapter 8: Instructional GroupingClassroom Seating ArrangementsWhole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Whole Group InstructionSmall Group InstructionIndividualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Individualized Instruction for Enhanced Student LearningTheory into PracticeChapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Chapter 9: Classroom Management and DisciplineApproaches to Classroom ManagementImplementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Implementing Alternative Approaches to Classroom ManagementDiscipline IssuesTheory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Theory into PracticeChapter 10: Standards and Student AssessmentCriteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Criteria for Selecting TestsStandardized and Nonstandardized TestsTeacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Teacher-Made TestsAuthentic AssessmentsAdministering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Administering and Returning TestsTheory into PracticeChapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Chapter 11: Student Evaluation and Teacher AccountabilityTypes of EvaluationEvaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Evaluation Methods and ApproachesTraditional GradingStandard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Standard-Based GradingRecords and Reports of PerformanceCommunication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Communication with ParentsAccountabilityTheory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Theory into PracticePart III: Professional Development for Effective Teaching PerformanceChapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Chapter 12: Professional DevelopmentReforming Teacher EducationHelping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Helping the Beginning TeacherSelf-EvaluationSupervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
Supervision and EvaluationNew Forms of EvaluationNational Board CertificationProfessional Associations and ActivitiesTheory into Practice
National Board CertificationProfessional Associations and ActivitiesTheory into Practice
Theory into Practice
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