{"product_id":"methods-for-teaching-in-diverse-middle-and-secondary-classrooms-9780757596797","title":"Methods for Teaching in Diverse Middle and Secondary Classrooms","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eOnly when several strategies are carefully and systematically integrated will substantial learning become possible. This volume is designed to prepare teachers to become proactive and teach their students how to learn by connecting new information with their prior knowledge.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003ePART 1 TEACHING AND YOU\u003cbr\u003e Chapter 1 Teaching and You \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e The Teaching Profession\u003cbr\u003e The Teacher’s Attitude\u003cbr\u003e Constructivism\u003cbr\u003e The Role of Constructivist Teachers\u003cbr\u003e Cooperative-Learning Programs\u003cbr\u003e Preparing Students to Participate in Cooperative Learning\u003cbr\u003e Conducting Research\u003cbr\u003e Using Research to Improve Teaching\u003cbr\u003e Benefits of Conducting Research\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activity\u003cbr\u003e Looking Ahead\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePART 2 PLANNING\u003cbr\u003e Chapter 2 Using Performance Objectives \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e Which Comes First, Content or Objectives?\u003cbr\u003e National Standards\u003cbr\u003e Outcome-based Education\u003cbr\u003e Education Expectations: Aims, Goals, and Objectives\u003cbr\u003e Performance Objectives in the Three Domains\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activities\u003cbr\u003e Looking Ahead\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eChapter 3 Long-range Planning \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e Curriculum Determiners\u003cbr\u003e Poverty and Schooling\u003cbr\u003e Concept Development\u003cbr\u003e Concept Mapping\/Cognitive Mapping\u003cbr\u003e The Question of Content\u003cbr\u003e Reaching Higher Levels of Thinking\u003cbr\u003e The Unit Plan\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activities\u003cbr\u003e Looking Ahead\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eChapter 4 Planning Daily Lessons \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e Creating Daily Lesson Plans\u003cbr\u003e The Daily Lesson Plan\u003cbr\u003e Applying Constructivism to Daily Planning\u003cbr\u003e The Curriculum\u003cbr\u003e Implementing Daily Lesson Plans\u003cbr\u003e Learning Cycle Theory\u003cbr\u003e Planning Ways to Involve Students\u003cbr\u003e Homework\u003cbr\u003e Parent Involvement\u003cbr\u003e Sample Daily Lesson Plans\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activities\u003cbr\u003e Looking Ahead\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePART 3 ASSESSMENT\u003cbr\u003e Chapter 5 Evaluation \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e Past Use of Evaluation in Schools\u003cbr\u003e Formative Evaluation\u003cbr\u003e Summative Evaluation\u003cbr\u003e Competitive Evaluation\u003cbr\u003e Noncompetitive Evaluation\u003cbr\u003e Grading\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activities\u003cbr\u003e Looking Ahead\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eChapter 6 Test Construction, Administration, and Scoring \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e The Teacher’s Responsibility\u003cbr\u003e Curriculum Alignment and Authentic Tests\u003cbr\u003e Types of Tests\u003cbr\u003e The Purpose of Testing\u003cbr\u003e Test Construction\u003cbr\u003e Writing Test Questions\u003cbr\u003e Higher-level Questions: Cognitive Domain\u003cbr\u003e Affective Domain\u003cbr\u003e Questioning Techniques\u003cbr\u003e Test Administration\u003cbr\u003e Accountability: Standardized and Alternative Tests\u003cbr\u003e Giving the Test\u003cbr\u003e Test Scoring\u003cbr\u003e Returning Tests\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activities\u003cbr\u003e Looking Ahead\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePART 4 PROVIDING FOR INDIVIDUAL DIFFERENCES\u003cbr\u003e Chapter 7 Individualizing Instruction \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e The Need to Individualize\u003cbr\u003e Homogeneous versus Heterogeneous Grouping\u003cbr\u003e In-class Ability Grouping\u003cbr\u003e Interclass Ability Grouping\u003cbr\u003e Grade Contracts\u003cbr\u003e Using Instructional Models\u003cbr\u003e Matching Students’ Learning Styles and Teachers’ Teaching Styles 237\u003cbr\u003e Using Computers to Individualize Instruction\u003cbr\u003e Programs for At-risk Students\u003cbr\u003e Special Education\u003cbr\u003e Gifted and Talented Students\u003cbr\u003e Underachievers\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activities\u003cbr\u003e Looking Ahead\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eChapter 8 Teaching in Multicultural Settings \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e Diverse Classrooms: Opportunity for All\u003cbr\u003e Taking a Positive Approach\u003cbr\u003e Personalizing Teaching\u003cbr\u003e A Reason for Optimism\u003cbr\u003e The Teacher’s Decision\u003cbr\u003e The Teacher’s Role\u003cbr\u003e Selecting Ethnic Materials\u003cbr\u003e Academic Achievement by Everyone\u003cbr\u003e The Teacher’s Wider Role\u003cbr\u003e Using Process to Praise Diversity\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activities\u003cbr\u003e Looking Ahead\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePART 5 TEACHING STRATEGIES AND COMMUNICATIONS\u003cbr\u003e Chapter 9 Teaching Strategies \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e Developing Lessons\u003cbr\u003e The Lecture\u003cbr\u003e The Case Study Method\u003cbr\u003e Tutoring\u003cbr\u003e Inquiry Learning\u003cbr\u003e Questioning\u003cbr\u003e Discovery Learning\u003cbr\u003e Simulation Games\u003cbr\u003e Story Telling\u003cbr\u003e Cooperative Learning\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activities\u003cbr\u003e Looking Ahead\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eChapter 10 Communications \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e The Need for Communication Skills\u003cbr\u003e Messages to Communicate\u003cbr\u003e Verbal Communication Skills\u003cbr\u003e Classifying Questions\u003cbr\u003e The Questioning Grid\u003cbr\u003e Reinforcement\u003cbr\u003e Review\u003cbr\u003e Nonverbal Communication Skills\u003cbr\u003e Effective Schools Research\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activities\u003cbr\u003e Looking Ahead\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePART 6 CLASSROOM MOTIVATION AND DISCIPLINE\u003cbr\u003e Chapter 11 Motivation \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e Importance of Motivating\u003cbr\u003e Extrinsic versus Intrinsic Motivation\u003cbr\u003e Motivating Students in Multicultural Classrooms\u003cbr\u003e Student Attitudes toward the Subject\u003cbr\u003e Student Attitudes toward Themselves\u003cbr\u003e Student Attitudes toward the Teacher\u003cbr\u003e The Role of Humor\u003cbr\u003e Enthusiasm\u003cbr\u003e Using Technology and Unconventional Media\u003cbr\u003e Using Space\u003cbr\u003e Keeping Students Challenged\u003cbr\u003e Clarifying Goals and Procedures\u003cbr\u003e Using Students’ Opinions\u003cbr\u003e Student Contracts as Motivators\u003cbr\u003e Grades, Tests, Projects\u003cbr\u003e Other Strategies\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activities\u003cbr\u003e Looking Ahead\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eChapter 12 From Discipline to Self-discipline \u003c\/strong\u003e\u003cbr\u003e Objectives\u003cbr\u003e Connecting Statements\u003cbr\u003e A Preview of Discipline\u003cbr\u003e Discipline: A Definition\u003cbr\u003e Desirable Teacher Attitudes toward Discipline\u003cbr\u003e Teacher Efficacy\u003cbr\u003e A Focus on Learning\u003cbr\u003e Using Theories\u003cbr\u003e Classroom Management (Discipline) Models\u003cbr\u003e Models Developed Specifically for Education\u003cbr\u003e Trends in Discipline Today\u003cbr\u003e The Cascade Model for Classroom Discipline\u003cbr\u003e Avoiding Discipline Problems\u003cbr\u003e Dealing with Problems\u003cbr\u003e Vignettes\u003cbr\u003e Summary\u003cbr\u003e Recap of Major Ideas\u003cbr\u003e Activities\u003cbr\u003e References\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eName Index\u003cbr\u003e Subject Index \u003c\/strong\u003e\u003c\/p\u003e","brand":"Kendall\/Hunt Publishing Co ,U.S.","offers":[{"title":"Default Title","offer_id":51767995728215,"sku":"9780757596797","price":100.3,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780757596797.jpg?v=1758715831","url":"https:\/\/bookcurl.com\/products\/methods-for-teaching-in-diverse-middle-and-secondary-classrooms-9780757596797","provider":"Book Curl","version":"1.0","type":"link"}