An Introduction to Standards-based Reflective Practice for Middle and High School Teaching

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ISBN: 9780807750551 | 0807750557
Cover: Paperback
Copyright: 3/7/2010

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This easy-to-use introductory guide to teaching in contemporary middle and high schools provides teachers with the tools to become reflective practitioners. It shows pre- and inservice teachers how to use standards to choose instructional materials and methods that are appropriate with particular students at a particular time in a particular setting for a particular purpose. While the authors are specialists in English and social studies, this resource is appropriate for aspiring middle and high school teachers of any subject.

Dedication	p. xi
Acknowledgments	p. xii
Introduction	p. 1
Conceptual Framework	p. 2
Organization of the Text	p. 3
Features of the Text	p. 4
Personal Contexts of Teaching
Becoming a Reflective Practitioner	p. 7
How Reflection Can Improve Teaching	p. 7
Constructing a Teaching Identity	p. 8
Reflecting on Life Experience	p. 9
How Reflective Thinking Supports Reflective Practice	p. 13
Reflection and Pedagogical Content Knowledge	p. 16
Reflection in an Era of Standards and Accountability	p. 18
Summary	p. 20
Knowing Middle and High School Students	p. 22
Reflecting on Practice: Liz Spalding-"From Being Smart to Being Cool"	p. 23
Societal Changes Affecting Adolescents	p. 24
Good News about Adolescents	p. 25
Sociocultural Characteristics of Adolescents	p. 25
Exceptional Students	p. 31
Learning Styles	p. 32
Multiple Intelligences	p. 32
Creating Equitable Learning Environments	p. 33
Summary	p. 35
Classroom Contexts of Teaching
Rethinking Classroom Management	p. 39
Reflecting on Practice: Joseph Braun-"Managing More Than Misconduct"	p. 40
Toward Greater Awareness of Classroom Management	p. 40
Easing Concerns About Classroom Management	p. 41
Toward Successful Classroom Management	p. 41
Summary	p. 51
Considering Curriculum for Middle and High School Students	p. 53
Reflecting on Practice: Joseph Braun-"Clueless About Curriculum"	p. 54
Case Study: A Tale of Teaching Biology in Two Cities	p. 55
Toward a Definition of Curriculum	p. 56
Who Decides? Curriculum at the National, State, District, School, and Classroom Levels	p. 57
Models of Curriculum Development	p. 61
Deciding who Really Makes the Curriculum	p. 61
Summary	p. 65
Planning for Middle and High School Instruction	p. 67
Reflecting on Practice: Jesus Garcia-"Teaching a Personal Interpretation of History"	p. 67
What Do Teachers Bring to the Planning Table?	p. 68
Approaches to Standards-Based Planning	p. 70
Planning for Instruction	p. 72
An Outcomes-Based Approach to Unit Planning	p. 74
Lesson Planning	p. 75
Sample Lesson Plan: Introduction to Abstract Art	p. 76
A Subject-Based Approach to Unit Planning	p. 78
Sample Lesson Plan: The Roaring Twenties	p. 82
Summary	p. 83
Selecting Instructional Materials	p. 85
Reflecting on Practice: Jesus Garcia-"Textbooks as Tools for Building Instruction"	p. 86
Using Multiple Tools for Multiple Purposes	p. 87
Teacher Knowledge as an Instructional Tool	p. 87
Textbooks as Instructional Tools	p. 88
Other Commercially Prepared Materials as Instructional Tools	p. 91
Community Resources as Instructional Tools	p. 92
Trade Books as Instructional Tools	p. 93
Media as Instructional Tools	p. 94
Realia as Instructional Tools	p. 95
Evaluating Instructional Materials	p. 95
National and Local, Standards as Instructional Tools	p. 97
Summary	p. 97
Using Technology to Support Learning	p. 99
Reflecting on Practice: Joseph Braun-"Teaching on the Cutting Edge"	p. 99
Facilitate and Inspire Student learning and Creativity	p. 100
Design and Develop Digital-Age Learning Experiences and Assessments	p. 102
Model Digital-Age Work and Learning	p. 104
Promote and Model Digital Citizenship and Responsibility	p. 105
Engage in Professional Growth and Leadership	p. 107
Summary	p. 108
Implementing Instruction: Teacher-Directed Strategies	p. 109
Reflecting on Practice: Liz Spalding-"My Learning Style Odyssey, Part I"	p. 110
Standards for Authentic Intellectual Achievement	p. 111
Authentic and Effective Pedagogy	p. 111
Creating a Classroom Community	p. 112
Direct Instruction	p. 113
Mastery Learning	p. 113
Lecture	p. 114
Helping Students Develop, Process, and Organize Knowledge	p. 115
Helping Students Develop Thinking Skills	p. 116
Encouraging Higher-Order Thinking Through Questions	p. 119
Teacher-Directed Discussion	p. 122
Summary	p. 123
Implementing Instruction: Student-Centered Strategies	p. 125
Reflecting on Practice: Liz Spalding-"My Learning Style Odyssey, Part II"	p. 126
Differentiating Instruction	p. 127
Learning in Small Groups	p. 128
Student-Directed Discussion	p. 129
Students Teaching Students	p. 130
Thinking Skills Revisited	p. 132
Teaching for Understanding	p. 134
Literacy in the Content Areas	p. 136
Making Connections to the World Beyond the Classroom	p. 137
Summary	p. 139
Assessing Student Learning	p. 141
Reflecting on Practice: Liz Spalding-"From Point Collector to Thoughtful Assessor"	p. 141
Understanding the Language of Assessment	p. 143
Minimizing Bias and Increasing Equity	p. 144
Assessment and Evaluation in the Classroom	p. 144
Traditional Forms of Classroom Assessment	p. 148
Alternative Forms of Classroom Assessment	p. 150
Recording and Reporting Results	p. 153
External Assessment and Evaluation	p. 154
Summary	p. 155
Professional Contexts of Teaching
Understanding the Role of Community	p. 159
Reflecting on Practice: Liz Spalding-"A Stormy Start to the First Year of Teaching"	p. 159
What Is Community?	p. 161
Social Capital and Schools as Democratic Learning Communities	p. 162
Teachers and Communities of Practice	p. 163
Connecting with Communities within a School	p. 163
Connecting with Communities Beyond the School	p. 165
Summary	p. 171
Reflecting for Professional Renewal	p. 173
Reflecting on Practice: Liz Spalding-"Moving Beyond the Apprenticeship of Observation"	p. 174
Developing a Disposition for Reflection	p. 175
Becoming an Action Researcher	p. 176
Mentoring and Induction Programs	p. 178
Professional Associations and Higher Education	p. 180
National Board for Professional Teaching Standards	p. 184
Compiling a Teaching Portfolio	p. 185
Summary	p. 185
Conclusion	p. 186
Appendix: How to Use This Book with the CCSSO Model Standards for Beginning Teaching	p. 187
References	p. 189
Index	p. 201
About the Authors	p. 212
Table of Contents provided by Ingram. All Rights Reserved.

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An Introduction to Standards-based Reflective Practice for Middle and High School Teaching

Summary

Author Biography

Table of Contents

Supplemental Materials

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An Introduction to Standards-based Reflective Practice for Middle and High School Teaching

Summary

Author Biography

Table of Contents

Supplemental Materials

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