Instructional strategies for middle and high school / Bruce E. Larson and Timothy A. Keiper.

Format:

Book

Author/Creator:

Larson, Bruce E.

Contributor:

Keiper, Timothy A.

Language:

English

Subjects (All):

Teaching--Handbooks, manuals, etc.

Teaching.

Lesson planning--Handbooks, manuals, etc.

Lesson planning.

Educational tests and measurements--Handbooks, manuals, etc.

Educational tests and measurements.

Classroom management--Handbooks, manuals, etc.

Classroom management.

Genre:

Handbooks and manuals.

Physical Description:

xxi, 335 pages ; 25 cm

Edition:

Second edition.

Place of Publication:

Milton Park, Abingdon, Oxon ; New York : Routledge, 2012.

Summary:

Instructional Strategies for Middle and High School is an accessible, practical, and engaging methods textbook that introduces pre-service teachers to various instructional strategies and helps them to decide how and when to use these methods in this classroom. Classrooms are comprised of diverse learners, and aspiring teachers will face complex decisions about the assessment of student learning and classroom management. Veteran teacher educators Bruce E. Larson and Timothy A. Keiper offer practical suggestions for ways to integrate effective classroom management and valid assessment techniques with each instructional strategy. Instructional Strategies for Middle and High School equips pre-service teachers with the methodological tools to promote understanding, conceptual awareness, and learning for every child in the classroom. Features and updates to this new edition include: Clear, step-by-stop descriptions and illustrative in-class videos of seven instructional techniques that pre-service teachers can realistically implement within the classroom setting. Increased coverage on teaching English language learners, including a "Making a Lesson More Meaningful for ELLs" in every instructional strategy chapter. "Enhancing Your Lesson with Technology" feature in every instructional strategy chapter, Fresh interior design to better highlight pedagogical elements and key features, all to better engage students. Fully revamped and comprehensive companion website with both student and instructor materials that stress real-world application of strategies, classroom assessment, and management. Book jacket.

Contents:

Part 1 Teaching on a Solid Foundation 1

1 The Classroom Learning Community 3

Adolescent Development and Instruction in the Secondary School 4

Learning 6

Learning Style Preferences 8

Multiple Intelligences 9

Motivating Students to Learn 11

"Flow" Experiences and Motivation 12

Self-Efficacy and Locus of Control 14

Diverse Characteristics and Needs of Middle School and High School Students 15

Ethnic and Cultural Diversity 17

Teaching English to Students of Other Languages 20

Exceptionalities 24

Gender Considerations 25

Poverty in Schools 26

Contexts of Teaching in a Changing and Technological Society 28

Guiding Principles for Classroom Management and Discipline 30

Differences between Management and Discipline 31

Relational Teaching 31

Approaches to Classroom Management 32

Managing the Learning Environment 36

Chapter Review 38

Notes 39

2 Constructing Classroom Curriculum 40

Defining the Curriculum 40

The Formal Curriculum 41

The Delivered Curriculum 42

The Learned Curriculum 42

The Hidden Curriculum 43

Null Curriculum 44

What Should Students Learn? 45

A Hierarchy of Curriculum Influence 49

National Standards 50

State Standards and the Common Core State Standards 51

Practical Suggestions for Determining Classroom Curriculum 54

Asking the Important Questions 54

Seeking Advice from Experienced Teachers 55

Writing Goals 57

Determining the Role of Available Materials 58

Chapter Review 59

Notes 60

3 Preparing Learning Targets and Assessing Student Learning 61

Purpose of Learning Targets 62

Long- and Short-Term Targets 63

Domains of Learning 65

Content, Skills, and Social Interactions: A Different Approach for Thinking about Learning Targets 70

Four Elements of a Target: The ABCD of Target Writing 71

The Role of Targets in Daily Lesson Plans 72

Introduction to Assessment 74

Diagnostic, Formative, and Summative Assessment 82

Three Additional Important Assessment Terms 84

Chapter Review 86

Notes 89

4 Long- and Short-Range Planning 90

Year-Long Scope and Sequence 90

Four Commonplaces in School 93

Differentiation and Planning 96

The Unit Plan 96

The Lesson Plan 110

The Importance of Reflection when Planning 118

Chapter Review 121

Notes 122

Part 2 Instructional Strategies 123

5 Lecture/Interactive Presentation 125

Overview 126

Description of Lecture and Research Findings 127

Step-by-Step Procedures for Planning and Implementing Lecture 129

Logistical Concerns, Including Benefits and Obstacles 135

Classroom Management and Motivation 137

Appropriate Assessment Techniques to Use with Lecture 139

Enhancing Student Learning with Technology 141

Making a Lesson More Meaningful for ELLs 143

Guidelines for Deciding if a Lecture is Appropriate for the Content of a Lesson 144

A Note about Presentations from Guest Speakers and Storytellers 145

Chapter Review 147

Note 148

6 Questioning 149

Overview 150

Defining Questioning 150

A Description of Questioning and Research Findings 151

Step-by-Step Procedures for Planning and Implementing Questioning 154

The Role and Purpose of Student Questions 160

Socratic Seminars 160

Enhancing Student Learning with Technology 163

Making a Lesson More Meaningful for ELLs 164

Logistical Concerns, Including Benefits and Obstacles 165

Classroom Management and Motivation 166

Appropriate Assessment Techniques to Use with Questioning 169

Guidelines for Deciding if Questioning is Appropriate for the Content of a Lesson 170

Chapter Review 171

7 Concept Formation 173

Overview 174

A Description of Concept Formation and Research Findings 175

Step-by-Step Procedures for Planning and Implementing Concept Formation 178

Appropriate Assessment Techniques to Use with Concept Formation 185

Logistical Concerns, Including Benefits and Obstacles 187

Classroom Management and Motivation 188

Enhancing Student Learning with Technology 190

Making a Lesson More Meaningful for ELLs 190

Guidelines for Deciding if Concept Formation is Appropriate for the Content of a Lesson 191

Chapter Review 193

Note 194

8 Cooperative Learning 195

Overview 196

A Description of Cooperative Learning and Research Findings 196

Step-by-Step Procedures for Planning and Implementing Cooperative Learning 203

Three Common Types of Cooperative Learning 205

Classroom Management and Motivation 209

Logistical Concerns, Including Benefits and Obstacles 212

Appropriate Assessment Techniques to Use with Cooperative Learning 213

Enhancing Student Learning with Technology 216

Making a Lesson More Meaningful for ELLs 217

Guidelines for Deciding if Cooperative Learning is Appropriate for the Content of a Lesson 219

Chapter Review 221

Note 222

9 Simulations, Role-Play, and Dramatization 223

Overview 224

Defining Theatric Strategies 225

A Description of Theatric Strategies and Research Findings 226

Using Tone to Communicate 229

Step-by-Step Procedures for Planning and Implementation of Simulation, Role-Play, and Dramatization 230

Key Concepts for Simulation Procedure 232

Logistical Concerns, Including Benefits and Obstacles 236

Enhancing Student Learning with Technology 237

Making a Lesson More Meaningful for ELLs 237

Classroom Management and Motivation 238

Appropriate Assessment Techniques to Use with Simulation, Role-Play, and Dramatization 239

Guidelines for Deciding if Theatric Strategies Are Appropriate 241

Chapter Review 244

Notes 245

10 Discussion and Debate 246

Overview 247

A Description of the Strategy and Research Findings 248

Step-by-Step Procedures for Planning and Implementing Discussion and Debate 250

Logistical Concerns, Including Benefits and Obstacles 261

Classroom Management and Motivation 262

Appropriate Assessment Techniques to Use with Discussion and Debate 264

Enhancing Student Learning with Technology 267

Making a Lesson More Meaningful for ELLs 268

Guidelines for Deciding if a Strategy is Appropriate for the Content of a Lesson 270

Chapter Review 272

Notes 273

11 Student-Directed Investigation 274

Overview 275

Defining SDI 276

A Description of SDI and Research Findings 277

Step-by-Step Procedures for Planning and Implementation 278

Logistical Concerns, Including Benefits and Obstacles 285

Classroom Management and Motivation 287

Appropriate Assessment Techniques to Use with These Strategies 288

Enhancing Student Learning with Technology 292

Making a Lesson More Meaningful for ELLs 294

Guidelines for Deciding if SDI is Appropriate for the Content of a Lesson 295

Chapter Review 297

Note 297.

ISBN:

0415898137

9780415898140

0415898145

9780415898133

9780203096529

0203096525

OCLC:

785786653

Publisher Number:

99954692472