Synopses & Reviews
Teaching is extraordinarily important, complex, and demanding work, and a teacher’s workday consists of making hundreds of decisions that promote high-level student learning. The work is and should be daunting. Grounded and concise, Teaching Methods provides readers with theory-based practices that will illuminate the art and craft of teaching.
Through specific examples and sound theories that help teachers build successful classrooms, Teaching Methods presents instruction as a complex profession requiring high-level cogitative work from each teacher. The book successfully synthesizes theories, observations, and research into practical guidelines for instructional planning focused on the emerging needs of the 21st Century.
· Relevant research findings are presented in clear, non-technical language and highlight practical implications that can be put into practice immediately.
· Specific instructional examples provide concrete illustrations of each principle described the book.
· The appendix offers expanded instructional units to further apply chapter content and inform future practice.
About the Author
Charlotte Danielson has taught at all levels, from kindergarten through college, and has worked as an administrator, a curriculum director, and a staff developer. In her consulting work, Danielson specializes in teacher quality and evaluation, curriculum planning, performance assessment, and professional development. She is the author of Enhancing Professional Practice (2007), Teaching for Understanding (1996), Teacher Evaluation to Enhance Professional Practice (2000), Enhancing Student Achievement (2002), and Strengthening the Profession Through Teacher Leadership (2006), all published by ASCD. In addition, she has written several Collections of Performance Tasks and Rubrics, published by Eye on Education.
Table of Contents
Ch1. What we know about content
- The imperative for high-level learning
- Different types of content
Ch2. What we know about assessment
- Different types of assessment
- Matching assessment to learning outcomes
Ch3. What we know about student learning
- Cognitive factors
- Affective factors
- Developmental factors
- Personal and social factors
- Individual differences
Ch4. What we know about motivation
- Extrinsic and intrinsic motivation
- Contributors to intrinsic motivation
Ch5. Knowing our own students
- Home situation
- Cultural environment
- Level of cognitive development
- Skills and knowledge
- Interests and experiences
- Attitudes towards school
Ch6. Establishing learning outcomes
- Level of detail
- Sources of learning outcomes
- Coordination and integration
Ch7. Assessing student learning
- Summative assessments
- Designing scoring guides and rubrics
- Evaluating student work
- Formative assessment
Ch8. Designing learning experiences
Ch9. A safe and challenging environment
Ch10. Management matters
Ch11. Grading student performance
Ch12. Participating in a professional community
CH13. Moving towards leadership
Appendix: Instructional Examples