Synopses & Reviews
TEACHING STRATEGIES: A GUIDE TO EFFECTIVE INSTRUCTION, 9th Edition, is known for its practical, applied help with commonly used classroom teaching strategies and tactics. Perfect for anyone studying education or involved in a site-based teacher education program, the book focuses on topics such as lesson-planning, questioning, and small-group and cooperative-learning strategies. The book is known for its solid coverage of teaching strategies and applications, and the new edition continues on in this tradition, with even more teaching applications and an engaging feature that highlights real-life voices from the field.
Synopsis
Teaching Strategies is an introductory core text known for its practical, applied help with commonly used classroom teaching strategies and tactics. Accommodating both traditional and non-traditional education students as well as site-based teacher education programs, the text focuses on topics such as lesson-planning, questioning, and small-group and cooperative-learning strategies. Continuing its hallmark strength--solid coverage of teaching strategies and applications--this new edition includes even more teaching applications and a new feature that highlights real-life voices from the field.New Chapter 1: The Professional Challenges of Teaching focuses on the teacher's role as a professional and introduces key overarching topics such as meeting standards, working with diverse students, and decision making.New Professional Voices from the Field features illustrate topics in the text through real-world case studies in which teachers describe methods or strategies that they have used in their own classrooms.Houghton Mifflin Video Cases, four- to six-minute video modules presenting real classroom scenarios, enable students to observe the day-to-day challenges and rewards of teaching from the convenience of their computers. Available on the Online Teaching and Study Centers, HM Video Cases are enhanced by classroom artifacts, Viewing Questions, Interview Transcripts, Key Terms, and bonus video footage.Increased standards coverage now features INTASC, PRAXIS II, and NCATE correlation charts inside the textbook covers. A California State Standards correlation chart will also be included for texts sold in California.Technology Insight boxes appear in each chapter to furtheremphasize technology-related issues. These boxes have been updated to include new information on such topics as cooperative learning with multimedia technology and using gradebook software.Improved pedagogy, including more reflection questions, enhanced marginal notes, and redesigned chapter-opening graphic organizers helps facilitate student comprehension and recall.
Synopsis
Teaching Strategies is an introductory core text known for its practical, applied help with commonly used classroom teaching strategies and tactics. Accommodating both traditional and non-traditional education students as well as site-based teacher education programs, the text focuses on topics such as lesson-planning, questioning, and small-group and cooperative-learning strategies. Continuing its hallmark strength, solid coverage of teaching strategies and applications, this new edition includes even more teaching applications and a new feature that highlights real-life voices from the field.
About the Author
Donald Orlich is Professor Emeritus with the Science Mathematics Engineering Education Center at Washington State University. He has been active in public education since 1955 and has directed numerous in-service education projects relating to the improvement of instruction. On March 16, 2001, he was honored by the 160,000-member Association for Supervision and Curriculum Development with their "Outstanding Affiliate Article Award. In 2003, the University of Montana honored him with the Educational Leadersh Robert J. Harder is director of International Programs and Professor of Education at Washington State University. His current focus is the internationalization of higher education through education, research, and extension partnerships. He is the author of many monographs and articles. Richard C. Callahan is president of Callahan Associates, a consulting firm that provides organizational development and proposal management to major corporations. Prior to entering the private sector, he taught at Washington State University. For the past decade, he has provided assessment and evaluation training and technical assistance to many school districts in the Northwest. He has published widely on issues of student assessment, program evaluation, applied measurement, and large-scale testing. Michael Trevisan is professor and director of the Assessment and Evaluation Center in the College of Education at Washington State University. For the past decade, he has provided assessment and evaluation training and technical assistance to many school districts in the Northwest. He is published widely on issues of student assessment, program evaluation, applied measurement and large scale testing. Abbie Brown is an associate professor in the College of Education at East Carolina University. His interests include instructional design/technology, instructional media production, and educational uses of the Internet. He is an experienced classroom teacher and is co-author of a number of books including, Making the Most of the Web in Your Classroom: A Teacher's Guide to Blogs, Podcasts, Wikis, Pages, and Sites (2008); The Essentials of Instructional Design (2006); Technology and the Diverse Learner (2004); and Multimedia Projects in the Classroom (2002).
Table of Contents
Note: Each chapter concludes with a Summary, Print Resources, Internet Resources, and References. I. Foundations of Instructional Design 1. The Professional Challenges of Teaching Section 1: A Snapshot of Teaching as a Profession Section 2: The Challenge of Reflective Teaching and Decision Making Section 3: Meeting Mandated Professional Standards 2. The Big Picture in Your Classroom: Focusing the Instruction Kaleidoscope Section 1: A Holistic View of Instruction Section 2: Three Perspectives on Instructional Decision Making Section 3: Educational Equity as the Big Picture II. Fundamental Tools for Instructional Planning 3. Objectives, Taxonomies, and Standards for Instruction Section 1: A Rationale for Planning as a Tool Section 2: Using a Cognitive Taxonomy as an Instructional Guide Section 3: Using Objectives to Guide Learners Section 4: Converting Standards to Objectives 4. Instructional Design Section 1: Overall Considerations for Instructional Planning Section 2: Instructional Planning Procedures Section 3: How Expert Teachers Plan 5. Sequencing and Organizing Instruction Section 1: Basic Concepts Section 2: Models of Lesson Organization Section 3: Multimethodology as an Instructional Process III. Instruction as a Dynamic Process in Classrooms 6. Managing the Classroom Environment Section 1: The Goal of Managing a Classroom Section 2: Classroom Routines Section 3: A Continuum of Management Systems Section 4: Society and Classroom Management 7. The Process of Classroom Questioning Section 1: The Importance of Questioning Section 2: Questioning Strategies Section 3: Appropriate Questioning Behaviors Section 4: How Questioning Can Create a Dynamic Learning Environment Section 5: Common Challenges of Questioning 8. Small-Group Discussions and Cooperative Learning Section 1: Organizing and Initiating Discussion Groups Section 2: Six Basic Small-Group Discussion Types Section 3: Cooperative Learning 9. Inquiry Teaching and Higher-Level Thinking Section 1: Helping Students Become Better Thinkers Section 2: Inquiry Teaching Section 3: Methods for Developing Higher-Level Thinking Skills 10. Classroom Assessment Section 1: Basic Contexts and Concepts Section 2: Formative Classroom Assessment Section 3: Understanding Assessment Tools Section 4: Constructing Classroom Assessments Section 5: Grading to Improve Student Learning