Title:
Teaching, leading, and learning in pre K-8 settings : strategies for success
Personal Author:
Edition:
2nd ed.
Publication Information:
Boston : Houghton Mifflin Company, 2005
ISBN:
9780618416097
Added Author:
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000004709436 | LB1775 J46 2005 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Teaching, Leading, and Learning encourages pre-service and in-service teachers to question the "why, what, when, and how" of instructional strategies. The text combines theory and current research with practice in order to help teachers understand the performances, dispositions, and knowledge base required for success. Teachers are encouraged to consider the "big-picture variables": professional development, teachers as leaders, the intangibles of teaching, parents and families, and working creatively within the system.
Table of Contents
| Note: Each chapter includes New Teachers Talk |
| I Setting the Stage |
| 1 Strategies for Teacher Leaders |
| School Daze: What Do You Remember About School? |
| Why Choose Teaching? |
| What Challenges Do Teachers Face? |
| What Makes Teachers Effective? |
| What Makes Teachers Leaders and Decision Makers? |
| What Skills Do Teacher |
| Leaders and Decision Makers Need? |
| Teaching, Leading, & Learning Concepts |
| 1.1 What Role Do Teacher Leaders and Decision Makers Play? |
| Teaching, Leading, & Learning Concepts |
| 1.2 Applying the Skills and Roles of Leadership and Decision Making |
| What Steps Can You Take Now? |
| Take a Personal Strengths Inventory |
| Why Does Instructional Decision Making |
| Need to Be Situation-Specific? |
| 2 Professional Development Strategies: Charting Your Own direction |
| It's Good to Have a Plan! |
| The Power of Reflection |
| Teaching, Leading, & Learning Concepts |
| 2.1 Charting Your Course for Lifelong Learning |
| The Five-Question Professional Development |
| Plan Teaching, Leading, & Learning Concepts |
| 2.2 Teaching, Leading, & Learning Concepts |
| 2.3 Portfolios: Documenting Your Professional Growth |
| What Should Your Portfolio Contain? |
| Teaching, Leading, & Learning Concepts |
| 2.4 What Teaching Standards Should Be Represented in Your Professional Teaching Portfolio? |
| Teaching, Leading, & Learning Concepts |
| 2.5 Where Do You Go From Here? |
| II Creating a Climate for Learning |
| 3 Strategies for Promoting Social and Emotional Learning |
| What Do Effective Teachers |
| Look Like? Teaching, Learning, & Learning Concepts |
| 3.1 Teaching, Leading, & Learning Concepts |
| 3.2 Teaching, Leading, & Learning Concepts |
| 3.3 Becoming Emotionally Literate Teaching, Leading, & Learning Concepts |
| 3.4 When Does Emotional Literacy Begin? |
| Instructional Strategies for Promoting Social and Emotional Learning |
| Why Should Teachers Be Concerned About Their Own Emotional Literacy? |
| Teaching, Leading, & Learning Concepts |
| 3.5 Collaborating with Parents to Promote |
| Emotional Literacy |
| Creating the Context for Emotional Literacy Programs |
| Professional Ethics for Educators: What Are They and Why Are They Important for Effective Teaching? |
| Teaching, Leading, & Learning Concepts |
| 3.6 |
| 4 Strategies for Designing |
| Productive Learning |
| Environments Seeing the Big Picture: Organizational Culture and Environment |
| Defining and Designing Learning |
| Environments Setting the Social-Emotional Tone of Leaning Environments |
| Creating Responsive Learning |
| Environments That Accommodate Diversity |
| Arranging the Physical Learning Environment |
| Evaluating Classroom Learning |
| Environments Teaching, Leading, & Learning Concepts |
| 4.1 |
| 5 Instructional Guidance Strategies: Moving Beyond Classroom Management |
| What Is Instructional Guidance? |
| Goals of Instructional Guidance |
| Instructional Guidance Approaches |
| Organizing the Learning |
| Environment to Guide Learners |
| What You Should Know About Rules or Learning Community |
| Expectations (LCE) Goodness of Fit |
| Finding Your Leading and Teaching Voice |
| You Make the Call--Again |
| III Instructional Approaches, Planning, and Evaluation |
| 6 Instructional Strategies and Approaches |
| Why Use a Variety of Instructional Approaches? |
| Theories and Frameworks That Guide Decisions |
| About Instructional Strategies |
| Teaching, Leading, & Learning Concepts |
| 6.1 Thinking Strategies |
| Teaching, Leading, & Learning Concepts |
| 6.2 Choosing Instructional Strategies and Approaches |
| Building an Instructional Strategies |
| Repertoire What Role Can Questions |
| Play in the Teaching/Learning Process? |
| What Do You Need to Know to Use Questions Effectively? |
| 7 Curricular Planning Strategies: Seeing the Big Picture |
| What Is a Curriculum? |
| Curriculum Challenges and Opportunities |
| Curriculum Articulation Approaches to the Curriculum Design Process |
| The Context and Components of Unit Planning |
| Teaching, Leading, & Learning Concepts |
| 7.1 Teaching, Leading, & Learning Concepts |
| 7.2 Creating Cross-Curricular Connections |
| Some Basic Structures for Curricular Integration |
| Teaching, Leading, & Learning Concepts |
| 7.3 Teaching, Leading, & Learning Concepts |
| 7.4 The Role of Collaboration in Integrative Unit |
| Planning Issues |
| Surrounding Integrative Units Planning: Process and Product |
| 8 Instructional Planning |
| Strategies: Designing Daily Lessons |
| Levels of Instructional Planning |
| The Instructional Planning Process |
| Three Phases of Instructional Planning and Decision Making |
| Instructional Time An Instructional Aside: The Lesson Plan Book |
| Five Questions to Guide Instructional Planning |
| Teaching, Leading, & Learning Concepts |
| 8.1 Yeah, but Real Teachers Don't Plan That Way! |
| Teaching, Leading, & Learning Concepts |
| 8.2 Teaching, Leading, & Learning Concepts |
| 8.3 Teacher Planning Recommendations |
| 9 Assessment and Evaluation Strategies |
| What Are Assessment and Evaluation? |
| Looking Back, Looking Forward--Joining an Assessment Revolution in Progress |
| What Purposes Do Assessment and Evaluation Serve? |
| Measuring Assessment Quality |
| Assessing the Quality of Your Assessment Program |
| What Do Teachers Need to Know and Be Able to Do to Assess and Evaluate Students? |
| Teaching, Leading, & Learning Concepts |
| 9.1 Performance Assessment and Authentic Assessment |
| Portfolios Teaching, Leading, & Learning Concepts |
| 9.2 Checklists and Rubrics Teacher |
| Observation Surveys, Interviews, and Student-Teacher Conferences |
| Assessment of Learners: Norm-Referenced and Criterion-References Tests |
| Grading and Report Cards |
| A Final Word on Assessment and Evaluation: No Crystal Ball |
| IV Change and Professional Growth |
| 10 Strategies for Change and Moving Forward |
| Creating a Culture of Collaboration |
| Examples of Collaboration and Coping with Change |
| The Only Constant |
| Is Change National Standards, Goals, and Recommendations: The Origins of Education |
| Reform Welcome to the Revolution of Education Reform! |
| Standards for Teachers' Licensure and Development |
| A Nation at Risk Current Educational Goals |
| Assisting New Teachers |
| Teacher Induction |
| Making Magic, Making Mistakes, or Making Misery |
