Teaching for Student Learning: Becoming an Accomplished Teacher (Mengajar untuk Belajar Siswa: Menjadi Guru yang Unggul)
Buku ini diterbitkan pertama kali Tahun 2010 oleh Routladge, Taylor & Fancis Group, New York.
Judul: Teaching for Student Learning: Becoming an Accomplished Teacher (Mengajar untuk Belajar Siswa: Menjadi Guru yang Unggul)
Oleh:Richard I. Arends, etal.
Penerbit: Routladge, Taylor & Fancis Group, New York.
Tahun: 2010
Jumlah Halaman: 452 hal.
Pengarang:
Richard I. Arends adalah emeritus Profesor dan Dekan School of Education at Central Connecticut State
University. Seorang mantan guru kelas, ia telah menulis atau turut menulis lebih dari selusin buku tentang pendidikan.
Ann Kilcher adalah Presiden Paideia Consulting Group, Inc, yang berbasis di Halifax, Nova Scotia. Seorang mantan guru kelas, dia telah bekerja sebagai konsultan selama 20 tahun terakhir di Kanada, Amerika Serikat, Inggris, dan Asia Tenggara.
Lingkup Pembahasan:
Buku ini memberikan petunjuk bagi guru tentang bagaimana guru dapat berubah dari pemula
ke status ahli dengan mengintegrasikan penelitian dan kebijaksanaan praktik dalam pengajaran mereka. Buku ini menekankan bagaimana guru dapat mencapai secara bertahap dan menerapkan repertoar luas pengajaran berbasis praktek dalam mendukung siswa belajar.
Isi buku berasal dari tiga bagian utama studi: 1) teori dan penelitian tentang bagaimana orang-orang
belajar, termasuk wawasan baru dari ilmu saraf kognitif dan; 2) penelitian tentang praktik kelas
terbukti memiliki pengaruh terbesar pada siswa belajar; dan 3) penelitian tentang sekolah yang efektif, yang didefinisikan sebagai faktor tingkat sekolah yang meningkatkan prestasi belajar siswa dan keberhasilan.
Meskipun fokus utama buku adalah pada mengajar, namun buku ini mengemukakan deskripsi yang cukup dalam untuk menggambarkan bagaimana siswa belajar dan bagaimana cara yang paling efektif dan Model pengajaran yang banyak digunakan yang terhubung ke prinsip-prinsip belajar siswa. Secara khusus, buku ini menjelaskan bagaimana penelitian tentang pengajaran, kognisi, dan neuroscience secara bersama-sama untuk memberikan "ilmu pengetahuan berbasis bukti belajar "dimana guru dapat menggunakan untuk memajukan praktek mereka.
Fitur utama buku ini meliputi:
• Berbasis bukti praktek - Tema ini dikembangkan melalui: 1) review yang sedang berlangsung dan
penelitian sintesis tentang pengajaran dan pembelajaran serta pedoman yang dihasilkan untuk praktek;
dan 2) kemasan ringkasan penelitian dalam bab.
• Tema instructional repertoar - Sepanjang buku ajar dipandang sangat kompleks sebagai aktivitas yang
memerlukan repertoar strategi instruksional dikuasai, yang dapat membantu untuk memenuhi kebutuhan
kelas dan situasi mengajar tertentu/yang diharapkan.
• Teori pembelajaran Sintesis – Pada umumnya buku tentang kognitif membahas secara jelas perilaku,
dan teori-teori berbasis otak, pembelajaran disintesis dan implikasinya terhadap pengajaran, desain
kurikulum, penilaian kelas, dan organisasi sekolah.
• Sekolah berbasis standar Lingkungan - Pendidikan saat ini didominasi oleh sekolah berbasis
standar lingkungan. Tidak seperti buku pada umumnya, yang satu ini menggambarkan lingkungan ini
dan menunjukkan bagaimana dapak desain kurikulum dan kegiatan belajar mereka. Tujuannya adalah
untuk menunjukkan bagaimana guru dapat membuat kerja pendidikan berbasis standar bagi mereka.
• Pedagogical fitur - Selain end-of-buku glossary, setiap bab berisi kotak penelitian, kotak refleksi,
diperinci end-of-bab ringkasan, dan akhir-of-bab kegiatan pembelajaran.
• Website - Sebuah situs yang menyertainya berisi berbagai kegiatan lapangan yang berorientasi dan
berbasis situs yang dimana guru dapat melakukan sendiri atau dengan rekan-rekan.
Buku ini membahas tentang apa yang dicapai para guru untuk memastikan bahwa siswa mereka berkembang daripada tidak berhasil atau membuat kesalahan dan membahas tentang bagaimana guru menjadi tangguh dan unggul melalui perjalanan panjang dan kompleks yang ditandai oleh keinginan dan komitmen untuk terus belajar. Buku ini mengemukakan contoh-contoh pengalaman para guru yang telah selamat dari periode induksi dan yang sekarang siap untuk memperbaiki keterampilan mereka dan mulai memberikan contoh bagi guru lain untuk peningkatan pengajaran di kelas mereka, di sekolah-sekolah mereka, dan dalam profesi guru yang lebih besar.
Buku ini menekankan bahwa mengajar tidak dapat dipisahkan dari belajar sehingga menonjolkan pentingnya memiliki hubungan yang erat antara kurikulum, pengajaran, dan penilaian. Di samping itu buku ini juga mengemukakan bahwa pengajaran harus mendasarkan praktek pengajaran yang berbasis pengetahuan yang banyak tentang ajaran dan belajar daripada mengadop cara-cara tradisional dalam melakukan sesuatu. Buku ini mengemukakan pandangan yang agak luas tentang pengajaran dan pembelajaran; belajar lebih dari melakukan dengan baik apa yang ada pada standar tes; mengajar lebih dari mampu untuk melakukan beberapa strategi favorit.
Buku ini mengemukakan bahwa arbiter utama keberhasilan di sekolah kita adalah guru kelas, bagaimana pelajaran direncanakan, bagaimana membuat tugas bagi siswa, dan memantau apa siswa mereka belajar. Ketika keputusan tentang instruksi dibuat secara bijaksana dan ketika pelajaran dieksekusi dengan baik, siswa akan berkembang dan berhasil. Oleh sebab itu buku ini bertujuan untuk membantu guru dalam upaya untuk meningkatkan kualitas pengajaran sehingga guru dapat mencapai keberhasilan pengajaran.
Daftar Isi:
List of figures xv
List of tables xix
Preface xxi
Acknowledgments xxiii
1. Teaching and Learning in Today’s Schools 1
Twenty-first Century Teaching 3
Standards-based Education and Accountability 3
Diversity and Differentiation 6
Teaching in a Flat World 7
Teacher Development and Learning 8
Progression of Teacher Development 8
Teacher Expertise 9
Developing Expertise 11
Teacher Knowledge 12
Teacher Leadership for Today’s Schools 13
Why Teacher Leadership Today? 13
Differing Perspectives and Paths to Teacher Leadership 15
Dispositions and Skills for Teacher Leaders 18
Issues and Challenges Facing Teacher Leadership 18
Conceptual Framework and Quick Tour 19
Our Conceptual Framework 19
Quick Tour of Teaching for Student Learning 22
Summary at a Glance 23
Constructing Your Own Learning 24
Resources 24
PART I: FOUNDATIONS FOR STUDENT LEARNING 25
2. How Students Learn: A Primer 27
Why Didn’t They Learn? 27
The Science of Learning 28
Biological Perspective of Learning 29
How the Brain is Studied 30
Neurons and Synapses 31
Regions and Brain Functions 33
More than Cognition: Emotions and Feelings 36
Instructional Implications of Biological Perspective of Learning 37
Cognitive Views of Learning 39
The Cognitive Perspective 40
Broader Conceptions of Human Intelligence 40
Memory and Information Processing 44
Instructional Implications of Cognitive Views of Learning 49
Summary at a Glance 52
Constructing Your Own Learning 53
Resources 53
3. Motivation and Student Learning 55
Introduction and Perspective 55
Theories of Motivation 56
Reinforcement Theory 57
Needs Theory 58
Cognitive Perspectives 60
Increasing Student Motivation 61
Changing Attitudes and Perceptions about Learning 62
Modifying Classrooms and Teaching Practices 65
Some Final Thoughts about Motivation and the Relevancy of
Contemporary Education 74
Summary at a Glance 75
Constructing Your Own Learning 76
Resources 76
4. Curriculum Design for Student Learning 77
Introduction 77
Curriculum in Perspective 78
Some Personal Tensions 78
Toward a Definition of Curriculum 79
Enduring Curriculum Debates 79
Bringing the Curriculum into Schools and Classrooms 81
The Formal Curriculum 81
The Enacted Curriculum 84
Strategies and Tools for Curriculum Enactment 88
Connecting Curriculum to the Larger Social Purposes of Education 88
Connecting Curriculum to One’s Own Personal Beliefs 89
Connecting Curriculum to the Lives and Needs of Students 90
Making Standards Work for You 92
Curriculum Mapping 99
Some Final Thoughts 100
Summary at a Glance 102
Constructing Your Own Learning 103
Resources 103
5. Instructional Differentiation 105
Definition and Rationale for Differentiation 106
Differentiated Instruction Frameworks 107
Tomlinson’s Framework 107
Dodge’s Differentiation in Action 108
Effective Teaching and Learning in the Differentiated Classroom 110
Planning for Differentiation 110
Managing the Differentiated Classroom 111
Assessment in the Differentiated Classroom 113
Teacher and Student Roles 114
The Differentiated Learning Environment 114
Instructional Strategies that Support Differentiation 115
Develop Learner Profiles 115
Provide Content in Varied Formats and at Different Levels of
Difficulty 116
Attend to Different Cognitive Processes 117
Provide Choice in Learning Activities and Assessments 118
Practice Flexible Grouping and Small Group Arrangements 120
Use Learning Contracts 122
Implement Curriculum Compacting 122
Arrange Peer Tutoring and Use Mentors and Experts 122
Attend to Multiple Intelligences 124
Consider Learning Styles and Preferences 124
Explore Cubing 126
Organize Classroom Learning and Interest Centers 127
Use Cooperative and Problem-based Learning 127
Design Tiered Assignments 127
Challenges and Tensions of Differentiated Instruction 128
Summary at a Glance 129
Constructing Your Own Learning 130
Resources 130
6. Classroom Assessment 131
Introduction 131
Assessment Literacy: A Primer of Key Ideas and Perspectives 132
Key Ideas 132
Perspectives and Purposes 133
What Does Research Say about Assessment? 135
Effects of Formative Assessment 136
Effects of Summative Assessment 137
Assessment for Learning 138
Effective Formative Assessment Practices 139
Diagnostic Assessment 142
Specific Formative Assessment Strategies 143
Assessment as Learning 145
Self-assessment 145
Peer-assessment 147
Assessment of Learning 149
Teachers’ Summative Assessments 150
High Stakes Standardized Tests 154
Effective Grading and Reporting 156
Designing a Balanced Assessment System 158
Summary at a Glance 159
Constructing Your Own Learning 159
Resources 160
PART II: METHODS AND MODELS OF TEACHING 161
7. Presentation and Explanation 163
Overview and Perspective 163
Connecting Presentation Teaching to the Context and Science of Learning 165
Planning for Presentations and Explanations 165
Attending to Prior Knowledge, Readiness, and Intellectual Development 166
Choosing Content 168
Attending to Classroom Environment and Feeling Tone 168
Delivering Presentation and Explanations 169
Gaining Attention 170
Presenting Advance Organizers 170
Presenting New Learning Materials 173
Checking for Understanding and Extending Student Thinking 180
Summary at a Glance 185
Constructing Your Own Learning 185
Resources 186
8. Direct Instruction 187
Overview and Perspective 188
Connecting Direct Instruction to the Context and Science of Learning 190
Planning Direct Instruction Lessons 193
Choosing Appropriate Skills and Topics 194
Analyzing Skills and Their Elements 194
Deciding on Demonstration Procedures and Practice Opportunities 195
Planning for a Rich, Active Learning Environment 195
Delivering Direct Instruction Lessons 195
Gain Attention and Explain Goals 196
Demonstrate Knowledge or Skill 196
Provide Structured, Guided Practice 199
Check for Understanding and Provide Feedback 200
Provide Independent Practice 201
Seek Closure and Attend to Transfer 204
Assessment of Direct Instruction Learning 204
Summary at a Glance 205
Constructing Your Own Learning 205
Resources 206
9. Using Text, the Internet, and Visual Media to Build Background
Knowledge 207
Overview and Perspective 207
Connecting to the Context and Science of Learning 208
Using Text 208
Literacy Strategies to Help Students Learn from Expository Text 209
Independent Reading for Developing Background Knowledge 213
Vocabulary Instruction for Developing Background Knowledge 214
Using the Internet 215
Helping Students Make Sense of Online Text 216
Using Visual Media 219
Importance of Visual Literacy 219
Developing Visual Literacy Skills 221
Teaching with Television, Film, and Video 223
Analyzing and Evaluating Media Messages 226
Summary at a Glance 227
Constructing Your Own Learning 228
Resources 228
10. Teaching Thinking 229
Overview 229
Connecting to the Context and Science of Learning 230
Perspectives on Thinking and Teaching Thinking 230
Dimensions and Types of Thinking 231
Ways of Teaching Thinking 235
Thinking Processes and Metacognition 237
Cognitive Processes in Bloom’s Revised Taxonomy 237
Metacognition 239
Stand-alone Thinking Programs and Strategies 241
Project Zero’s Visible Thinking Program 242
Artful Thinking Program 247
de Bono’s Six Thinking Hats Program 249
Assessing Thinking Dispositions and Skills 250
Summary at a Glance 252
Constructing Your Own Learning 252
Resources 253
11. Concept and Inquiry-based Teaching 255
Perspectives and Connecting to the Context and Science of Learning 256
Concept Teaching 258
Nature of Concepts 258
Planning for Concept Teaching 259
Executing Concept Lessons 262
Inquiry-Based Teaching 268
Planning for an Inquiry-based Lesson 268
Executing an Inquiry-based Lesson 269
Attending to Classroom Discourse Patterns and Environments 276
Question Asking 276
Traditional Discourse Patterns 276
Slowing the Pace 277
Creating and Managing the Learning Environment 278
Barriers to Teaching Students How to Think 278
Summary at a Glance 279
Constructing Your Own Learning 280
Resources 280
12. Case-based Teaching and Jurisprudential Inquiry 281
Perspectives 282
Rationale for Studying Complex Social Issues 282
Connecting to the Context and Science of Learning 283
Case-based Teaching 283
Instructional Outcomes for Case-based Teaching 284
Planning for Case-based Teaching 284
Executing a Case-based Lesson 286
Other Case-based Teaching Formats 288
Jurisprudential Inquiry 291
Instructional Outcomes for Jurisprudential Inquiry 291
Planning for Jurisprudential Inquiry 292
Executing Jurisprudential Lessons 293
The Discussion Discourse Environment 299
Listening Actively 299
Responding Empathetically 300
Teaching Students Interpersonal and Discourse Skills 301
Assessing Case-based Teaching and Jurisprudential Inquiry 301
Summary at a Glance 302
Constructing Your Own Learning 303
Resources 303
13. Cooperative Learning 305
Overview 306
Connecting Cooperative Learning to the Context and Science of
Learning 307
Democratic Classrooms 308
Acceptance and Tolerance of Differences 308
Experiential Learning 308
Empirical Support for the Effects of Cooperative Learning 309
Planning for Cooperative Learning Lessons 309
Choosing an Approach to Cooperative Learning 310
Choosing Lesson Goals and Content 311
Grouping Students 311
Gathering and Organizing Materials 311
Organizing the Learning Environment 312
Approaches to Cooperative Learning 312
Johnson and Johnson’s Learning Together 313
Kagan’s Structural Approach 314
Jigsaw 316
Group Investigation 316
Student Teams Achievement Divisions 317
Summary of Cooperative Learning Approaches 318
Assessment and Cooperative Learning 318
Academic Learning Improvement Scores 319
Assessing Cooperation 320
Individual versus Team Scores and Recognition 321
Summary at a Glance 322
Constructing Your Own Learning 323
Resources 323
14. Problem-based Learning 325
Introduction and Overview 325
What is Problem-based Learning? 326
What Do Teachers and Students Do in Problem-based Learning? 326
Connecting Problem-based Learning to the Context and Science of Learning 327
Why Use Problem-based Learning and Is It Effective? 328
Planning for Problem-based Learning Lessons 330
Clarifying Content and Process Goals 330
Selecting or Designing Problems 331
Identifying Resources 332
Preparing Assessments 332
Organizing Learning Groups 332
Orienting Students to Problem-based Learning 332
Executing Problem-based Learning Lessons 333
Presenting the Problem 334
Planning the Investigation 334
Conducting the Investigation 334
Demonstrating Learning 334
Reflecting and Debriefing 334
Variations of Problem-based Learning 335
Problem-based Activities 335
Problem-based Interdisciplinary Learning Days and Units 337
Problem-based Learning Projects 338
Problem-based Units and Courses 341
Assessing Problem-based Learning 343
Challenges with Problem-based Learning 345
Getting Started: Start Small, Think Big 348
Summary at a Glance 348
Constructing Your Own Learning 349
Resources 349
PART III: SCHOOL-WIDE CONDITIONS FOR STUDENT LEARNING 351
15. School Change and Teacher Learning 353
Making Changes in Classrooms and Our Schools 354
Why is School Change So Difficult? 354
What Works? 356
Creating Structures to Support Teacher Learning 357
Professional Learning Communities 357
Critical Friends Groups 363
Strategies to Promote Teacher Learning 364
Book Study and Reflective Dialogue 365
Lesson Study 365
Peer Observation and Coaching 366
Examining Student Work 368
Action Research 370
Networks 373
Summary at a Glance 375
Constructing Your Own Learning 375
Resources 375
Notes 377
Glossary 379
References 393
Author Index 415
Subject Index 423 le o
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