Thoroughly revised and updated, Secondary School Teaching: A Guide to Methods and Resources is a comprehensive guide to instructional methods and contains many practical exercises for active learning.   This text provides a sound introduction to the challenges of today's secondary schools, teachers' professional responsibilities, thinking and questioning, classroom environment, curriculum, planning instruction, assessment using inquiry, teacher talk, and games, learning alone and in groups, and professional development. A key strength of this text continues to be the expression of core themes. It provides future and current teachers with relevant guidelines, best options and practices, the most useful research findings, and current resources so that they can reflect and improve their effectiveness.

Table of Contents:
CHAPTER 1: Secondary School Teaching Today: Recognizing and Understanding the Challenge The Classroom in a Nation of Diversity and Shifting Demographics     Skill Areas Around Which This Resource Guide is Centered     The Realities of Teaching Today     A Rather Recent and in Our Opinion Unfortunate Addition to the Challenge Orientation: No Single Shoe Fits All     Start of the School Year Orientation     The School Year and Teachers’ Schedules     Teaching Teams     The Community of Learners Concept     Nontraditional Scheduling     Quality Education for Every Student     Instruction that is Differentiated     Responsive Practices for Helping Each Student Succeed Middle-Level Schools High Schools The Fundamental Characteristic of Quality Education     Committed Teachers     Reflective Decision Making     School Leadership     Effects of No Child Left Behind Legislation Parents, Guardians, and the Community     Community Service Learning The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues     Key Trends and Positive Practices     Major Problems, Concerns, and Issues Meeting the Challenge: Initial Guidelines for Recognizing and Providing for Student Differences Thereby Effectively Differentiating the Instruction Reviewing The Developmental Characteristics of Young People of Particular Age Groups     Young Adolescents (Ages 9—14)     Older Adolescents (Ages 15—19) Summary Questions for Class Discussion Exercises References   CHAPTER 2: Teacher Professional Responsibilities The Teacher as a Reflective Decision Maker     Decision-Making Phases of Instruction     Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher Responsibility Selected Legal Guidelines     Student Rights     Cellular Phones and Other Handheld Electronic Devices in the Classroom     Teacher Liability and Insurance     Student Safety Should Always be on Your Mind Teaching Style     Multilevel Instruction, Individualized Instruction, and Differentiated Instruction: A Clarification of Terms     The Theoretical Origins of Teaching Styles and Their Relation to Constructivism Commitment and Professionalism     Noninstructional Responsibilities     Instructional Responsibilities Identifying and Building Your Instructional Competencies     Characteristics of the Competent Classroom Teacher: An Annotated List Teacher Behaviors Necessary to Facilitate Student Learning     Three Basic Rules for Becoming a Competent Teacher     Facilitating Behaviors and Instructional Strategies: A Clarification     Structuring the Learning Environment     Accepting and Sharing Instructional Accountability     Demonstrating Withitness and Overlapping     Providing a Variety of Motivating and Challenging Activities     Modeling Appropriate Behaviors     Facilitating Student Acquisition of Data     Creating a Psychologically Safe Environment     Clarifying Whenever Necessary     Using Periods of Silence     Questioning Thoughtfully Tools For Instruction     The Internet     Professional Journals and Periodicals     The ERIC Information Network     Copying Printed Materials     The Classroom Writing Board     The Classroom Bulletin Board and Other Nonprojected Visual Displays     The Community as a Resource     Guest Speaker or Presenter     Field Trips     Media Tools     Computers and Computer-Based Instructional Tools     Using Copyrighted Video, Computer, and Multimedia Programs     Distance Learning Summary Questions For Class Discussion Exercises References   CHAPTER 3: Thinking and Questioning: Skills for Meaningful Learning Teaching Thinking for Intelligent Behavior     Characteristics of Intelligent Behavior     Direct Teaching for Thinking and Intelligent Behavior Purposes for Using Questioning     Questions to Avoid Asking Types of Cognitive Questions: A Glossary     Analytic Question     Clarifying Question     Convergent-Thinking Question     Cueing Question     Divergent-Thinking Question     Evaluative Question     Focus Question     Probing Question Socratic Questioning Levels of Cognitive Questions and Student Thinking Guidelines for Using Questioning     Preparing Questions     Implementing Questioning Using an Audience Response Student Clicker System Questions From Students: The Question-Driven Classroom and Curriculum     Questioning: The Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful Learning Summary Questions For Class Discussion Exercises References   CHAPTER 4: The Classroom Learning Environment The Importance of Perceptions Classroom Control—Its Meaning—Past and Present     Historical Meaning of Classroom Control     Today’s Meaning of Classroom Control and the Concept of Classroom       Management     Classroom Management: Contributions of Some Leading Authorities Developing Your Own Effective Approach to Classroom Management Providing a Supportive Learning Environment     Consider the Physical Layout     Create a Positive Ambiance     Behaviors to Avoid When Using Encouragement to Motivate Students     Get to Know Your Students as People Preparation Provides Confidence and Success     Effective Organization and Administration of Activities and Materials     Natural Interruptions and Disruptions to Routine Classroom Procedures and Guidelines for Acceptable Behavior     Starting the School Term Well     Procedures Rather Than Rules; Consequences Rather Than Punishment     The First Day     Procedural Matters: What Students Need to Understand Early On Using Positive Rewards as Motivators Managing Class Sessions     Opening Activities     Smooth Implementation of the Lesson     Transitions Within Lessons Inappropriate Student Behavior     Transient Nondisruptive Behaviors     Disruptions to Learning     Defiance, Cheating, Lying, and Stealing     Bullying, Fighting, Sexual Misconduct, and Violence Teacher Response to Student Misbehavior     Direct Versus Indirect Assertive Intervention Strategies: A Clarification     Order of Behavior Intervention Strategies Teacher-Caused Student Misbehavior     Scenarios for Case Study Review     Preventing a Ship From Sinking is Much Easier Than is Saving a Sinking One: Mistakes to Avoid Situational Case Studies for Additional Review Summary Questions for Class Discussion Exercises References   CHAPTER 5: The Curriculum: Selecting and Setting Learning Expectations Program Organization: Providing Successful Transitions     Curriculum and Instruction: Clarification of Terms     Core Curriculum     Curriculum Content: Essential Versus Supplemental     Exploratory Opportunities     Co-Curricular Versus Extracurricular     Advisory/Homebase Program Planning for Instruction: Three Levels     Teacher—Student Collaborative Team Planning     Reasons for Planning     Components of an Instructional Plan     Curriculum Content Selection: Documents that Provide Guidance Curriculum Standards     Curriculum Standards and High-Stakes Testing Student Textbooks     Benefit of Textbooks to Student Learning     Problems with Reliance on a Single Textbook     Guidelines for Textbook Use     Multitext and Multireadings Approach Beginning to Think About the Sequencing of Content Preparing for and Dealing with Controversy Aims, Goals, and Objectives: The Anticipated Learning Outcomes     Instructional Objectives and Their Relationship to Aligned Curriculum and Authentic Assessment     Learning Targets and Goal Indicators     Overt and Covert Performance Outcomes     Balance of Behaviorism and Constructivism     Teaching Toward Multiple Objectives, Understandings, and Appreciations: The Reality of Classroom Instruction     Preparing Instructional Objectives     Components of a Complete Objective Classifying Instructional Objectives The Domains of Learning and the Developmental Needs of         Students     Cognitive Domain Hierarchy     Affective Domain Hierarchy     Psychomotor Domain Hierarchy Using the Taxonomies     Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals     Character Education and the Domains Of Learning Learning That Is Not Immediately Observable Integrated Curriculum     Level 1 Curriculum Integration     Level 2 Curriculum Integration     Level 3 Curriculum Integration     Level 4 Curriculum Integration     Level 5 Curriculum Integration     Integrated Curriculum in a Standards-Based Environment Planning for Instruction: A Seven-Step Process The Syllabus     Use and Development of a Syllabus     Content of a Syllabus Summary Questions for Class Discussion Exercises References   CHAPTER 6: Planning the Instruction The Instructional Unit     Planning and Developing any Unit of Instruction     Unit Format, Inclusive Elements, and Time Duration Theoretical Considerations for the Selection of Instructional Strategies     Decision Making and Strategy Selection     Direct and Indirect Instruction: A Clarification of Terms     Degrees of Directness     Principles of Classroom Instruction and Learning: A Synopsis     Conceptual and Procedural Knowledge     Direct Versus Indirect Instructional Modes: Strengths and Weaknesses of Each Selecting Learning Activities that are Developmentally Appropriate Styles of Learning and Implications for Teaching     Learning Modalities     Learning Styles     The Three-Phase Learning Cycle     Learning Capacities: The Theory of Multiple Intelligences The Learning Experiences Ladder     Direct, Simulated, and Vicarious Experiences Help Connect Student Learning Planning and Developing an Interdisciplinary Thematic Unit     Specific Guidelines for Developing an Interdisciplinary Thematic Unit     Developing the Learning Activities: The Heart and Spirit of the ITU     The Common Thread     Initiating Activities     Developmental Activities     Culminating Activity Preparing the Lesson Plan     Rationale for Preparing Written Plans     Assumptions about Lesson Planning     A Continual Process     Well Planned but Open to Last-Minute Change     The Problem of Time     The Pressure of Standards-Based and High-Stakes Testing and the Felt Need to “Cover” the Prescribed Curriculum     Caution about “The Weekly Planning Book” Constructing a Lesson Plan: Format, Elements, and Samples     For Guidance, Reflection, and Reference     Basic Elements in a Lesson Plan     Descriptive Data     Goals and Objectives Setting the Learning Objectives     A Common Error and How to Avoid It     No Need to Include All Domains and Hierarchies in Every Lesson     Rationale     Procedure     Assignments     Special Considerations, Notes, and Reminders     Materials and Equipment to be Used     Assessment, Reflection, and Revision Summary Questions for Class Discussion Exercises References CHAPTER 7: Assessing and Reporting Student Achievement Purposes and Principles of Assessment The Language of Assessment     Assessment and Evaluation     Measurement and Assessment     Validity and Reliability     Authentic Assessment: Advantages and Disadvantages     Diagnostic, Formative, and Summative Assessment Assessing Student Learning: Three Avenues     Assessing What a Student Says and Does     Assessing What a Student Writes     Assessment for Affective and Psychomotor Domain Learning Student Involvement in Assessment     Using Portfolios     Using Checklists Maintaining Records of Student Achievement     Recording Teacher Observations and Judgments Grading and Marking Student Achievement     Criterion-Referenced Versus Norm-Referenced Grading     Determining Grades Testing for Achievement     Standardized (Formal) Versus Nonstandardized (Informal) Tests     Purposes for Informal Testing     Frequency for Informal Testing     Anxiety: Symptom Recognition and Helping Students (and Yourself) Deal with It     Test Construction     Administering Tests     Controlling Cheating     Determining the Time Needed to Take a Test Preparing Assessment Items     Classification of Assessment Items     Performance Testing     General Guidelines for Preparing for Informal Assessment of Student Learning     Attaining Content Validity Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types     Arrangement     Completion Drawing     Completion Statement     Correction     Essay     Grouping     Identification     Matching     Multiple Choice     Performance     Short Explanation     True—False Reporting Student Achievement     The Grade Report Teacher Parental/Guardian Connections     Contacting Parents/Guardians     Meeting Parents/Guardians     Parent/Guardian Conference     Dealing with an Angry Parent or Guardian Summary Questions for Class Discussion Exercises References   CHAPTER 8: The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and Games Teacher Talk: Formal and Informal     Cautions in Using Teacher Talk     Teacher Talk: General Guidelines     Teacher Talk: Specific Guidelines Demonstration     Reasons for Using Demonstrations     Guidelines for Using Demonstrations Inquiry Teaching and Discovery Learning     Problem Solving     Inquiry Versus Discovery     True Inquiry     The Critical Thinking Skills of Discovery and Inquiry Integrating Strategies for Integrated Learning Educational Games     Classification of Educational Games     Functions of Educational Games Summary Questions for Class Discussion Exercises References   CHAPTER 9: Mastery Learning and Differentiated Instruction Today’s Emphasis: Quality Learning for Every Student     Assumptions About Mastery, or Quality, Learning     Elements of Any Mastery Learning Model: The Cycle of Teaching     Strategies for Personalizing (Individualizing) the Instruction Now! Working with and Individualizing the Learning Experiences for Specific Learners     Recognizing and Working with Students with Special Needs     Recognizing and Working with Students of Diversity and Differences     Language-Minority Students     Recognizing and Working with Students Who are Gifted     Curriculum Tracking     Meaningful Curriculum Options: Multiple Pathways to Success     Recognizing and Working with Students Who Take More Time but are Willing to Try     Recognizing and Working with Recalcitrant Learners     Recognizing and Working with Abused Children Learning Alone Summary Questions For Class Discussion References   CHAPTER 10: Organizing and Guiding Student Learning in Groups Learning in Pairs     The Learning Center Learning in Small Groups     Purposes for Using Small Groups Cooperative Learning     The Cooperative Learning Group (CLG)     The Theory and Use of Cooperative Learning     Roles Within the Cooperative Learning Group     What Students and the Teacher Do When Using Cooperative Learning Groups     When to Use Cooperative Learning Groups     Cooperative Group Learning, Assessment, and Grading     Why Some Teachers Experience Difficulty Using CLGs Learning in Large Groups     Student Presentations     Whole-Class Discussion Equality in the Classroom     Ensuring Equity Learning from Assignments and Homework     Purposes for Assignments     Guidelines for Using Assignments     Opportunities for Recovery     How to Avoid Having So Many Papers to Grade that Time for Effective Planning is Restricted Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports     Values and Purposes of Project-Centered Learning     Guidelines for Guiding Students in Project-Centered Learning     Writing as a Required Component of Project-Centered Learning     Assessing the Final Product Writing Across the Curriculum     Kinds of WritingPreventing Plagiarism      Journals and Blogs A Collection of 130 Annotated Motivational Teaching Strategies with Ideas for Lessons, Interdisciplinary Teaching, Transcultural Studies, and Student Projects     The Visual and Performing Arts     Family and Consumer Economics, Foods, and Textiles     English, Languages, and the Language Arts     Mathematics     Physical Education     Science     Social Studies/History     Vocational Career Education Summary Questions For Class Discussion Content Area Websites References   CHAPTER 11: Professional Development: A Continuing Process Professional Development Through Student Teaching or Internship     Whether Student Teaching or Intern Teaching, It Is the Real Thing     Getting Ready for the Beginning Teaching Experience     First Impressions     Continuing to Get Ready     Student Teaching from the Cooperating Teacher’s Point of View     Comments from the University Supervisor     What to do Before an Observation     What to do During an Observation     What to do During an Observation Conference     What to do After the Supervisor Leaves Finding a Teaching Position     Guidelines for Locating a Teaching Position     The Professional Career Portfolio (Or How to Get Hired by Really Trying)     Resources for Locating Teaching Vacancies     The Professional Résumé     The In-Person Interview Professional Development Through Reflection and Self-Assessment Professional Development Through Mentoring     It is Helpful to Have a Mentor, Sometimes More Than One     When Should I Seek Help?     Coping Strategies: Avoiding Feelings of Aloneness     Make Career Plans: A Life Plan Map Professional Development Through Inservice and Graduate Study Professional Development Through Participation in Professional Organizations Professional Development Through Communications with Teachers Professional Development Through Off-Teaching Work Experience Professional Development Through Micro Peer Teaching Questions for Class Discussion Summary References   GLOSSARY SUBJECT INDEX