Dedicated to research-based practices only (as opposed to opinion-based practices), this text provides in-depth coverage of validated methods that may be applied to teaching across all the content areas. The authors emphasize effective teaching behaviors regardless of the content being taught. This book helps bridge the research-to-practice gap, and includes: Less is More Approach — Limiting content to validated practices results in more thorough descriptions of the selected practices than what is typically found in methods books. Models — The organizational structure of the book reflects the sequential process involved in effective teaching and learning (i.e., Planning Instruction, Delivering Instruction, and Evaluating Student and Teacher Performance). Formative review questions are provided after Chapters 3, 7, and 10, and a summative review is provided after Chapter 10 to promote synthesis and retention of important concepts. Each chapter is organized to model effective pedagogy. Overarching Themes — The content is grounded in overarching themes (i.e., student diversity, importance of quality instruction, technology applications, and career-long learning among teachers) that reflect accurate understandings of current school contexts.

Table of Contents:
Most Chapters begin with “Advanced Organizer” and end with “References,” “Practice Activities,” and “Post-Organizer.” I. PLANNING INSTRUCTION. 1. Understanding School Context and Student Diversity. The Educational Reform Movement. Student Diversity. Education in the 21st Century. 2. Using Specific Planning Methods. Comprehensive Planning: Flow of the Planning Process Model. Teaching Planning Process. Team Planning Process. Student Self-Advocacy Planning. Selecting Planning Process. 3. Organizing the Learning Environment. Psychological Dimension. Procedural Dimensions. Physical Dimensions. Personnel Dimensions. II. DELIVERING INSTRUCTION. 4. Selecting Instructional Models. Review of Chapters 1-3. The Explicit Instruction Model. The Direct Instruction Model. The Strategy Instruction Model. Synthesis and Integration of the Models. 5. Using Effective Teaching Behaviors. Teacher Effectiveness for Beginning the Lesson. Teacher Effectiveness for Continuing the Lesson. Teacher Effectiveness for Ending the Lesson. Teacher Effectiveness and Personal Belief Systems. 6. Facilitating Various Instructional Arrangements. Peer Tutoring Arrangements. Cooperative Learning Arrangements. Computer-Based Arrangements. 7. Modifying Curriculum and Instruction. Making Modifications. Accommodations. Adaptations. Student Opinions About Instructional Accommodations and Adaptations. Assistive Technology. Further Consideration of Cultural and Linguistic Diversity. Universal Design for Curricula and Instruction. III. EVALUATING STUDENT AND TEACHER PERFORMANCE. 8. Monitoring Student Progress. Review of Chapters 4-7. Grading Practices. Specific Monitoring Procedures. 9. Engaging in Professional Growth and Development. Induction and Mentoring Programs. Partnership Learning. Collegial Learning. Action Research. Teacher Portfolios. 10. Maintaining a Positive Focus. Stories About Teachers Who Made a Difference. What It Takes to Be a Successful Teacher.