Description
Book SynopsisIn this book you will improve the instructional strategies you are currently using and learn new ones to add to your repertoire. Accomplishing this task will provide you the variety that will better match different kinds of objectives with corresponding instruction and help you deal more successfully with the diverse needs of students in your class. Possessing a strong range of instructional strategies will also give you the flexibility to make your classes more interesting and brain-compatible. Since having a number of different strategies will keep your students more meaningfully engaged in the instructional process, student misbehavior will tend to decrease thereby minimizing your stress level. The book explains when it would be most appropriate to use each strategy and includes the theory behind the strategy and how it can be implemented. Coaching rubrics allow teachers to assess their current mastery of skills and, when necessary, improve performance.
Trade ReviewPagliaro has her finger on the pulse of what works in the classroom. She explains the relationships between effective instructional concepts and processes in a simple, straightforward, and usable way in a concise book that balances theory and practice nicely. Contains coaching rubrics for each section so the book is ready to use. -- Lance R. Angell, Ph.D., dean of institutional effectiveness, Hopkinsville Community College, Hopkinsville, Kentucky
Dr. Pagliaro has hit the mark. What an invaluable tool for applying different teaching techniques to target objectives for students to achieve! Every teacher should include this book with his or her resources. -- Virginia H. Mortillaro, twenty-five year high school English teacher, Rockland County, New York and Bergen County, New Jersey
This book will support teachers of all content areas and at all levels K-12. It articulates simple steps for implementation. Most importantly it also provides teachers, coaches, and administrators with rubrics to assess the various strategies. -- Lauren Allan, Ed.D., assistant superintendent for curriculum and instruction, Ardsley Public Schools, Ardsley, NY
Table of ContentsIntroduction Part I How to Acquire Teaching Strategies and Improve Your Performance Chapter 1 Implementing Teaching Strategies Part I Summary Part II Teacher-Centered Strategies Chapter 2 Concept Attainment Chapter 3 Concept Formation Chapter 4 The Advance Organizer Chapter 5 Direct Instruction Chapter 6 Modeling Chapter 7 The Lecture Part II Summary Part III Student-Centered Strategies Chapter 8 Problem-Based Learning Chapter 9 Cooperative Learning Chapter 10 Mastery Learning Chapter 11 Learning Activity Centers (Learning Stations) Part III Summary References
