Classroom Teaching Skills Ninth Edition
Buku ini diterbitkan tahun 2011 Oleh Wadsworth Cengage Learning adalah buku edisi Sembilan.
Judul: Classroom Teaching Skills Ninth Edition
Oleh: James M. Cooper (Editor)
Penerbit: Wadsworth Cengage Learning.
Tahun: 2011
Jumlah Halaman: 417 hal.
.
Editor:
JAMES M. COOPER General Editor
Professor Emeritus, University of Virginia
Lingkup Pembahasan:
Buku ini akan membantu guru baru berbaur dengan teori dan praktek. Buku ini dikonsep guru yang efektif sebagai pengambil keputusan reflektif, orang yang membuat perencanaan, pelaksanaan, evaluasi, dan manajemen keputusan sebagai bagian dari peran instruksional.
Untuk membuat dan melaksanakan keputusan ini guru perlu mengajar tertentu keterampilan. Kerangka konseptual guru sebagai pembuat keputusan reflektif disajikan dalam Bab 1. Setiap alamat bab berikutnya menyajikan keterampilan tertentu dengan pertama membahas teori di balik keterampilan dan kemudian memberikan situasi praktek bagi pembaca di mana pengetahuan tentang keterampilan dapat diterapkan dan umpan balik yang diterima. Karena setiap bab menyajikan tujuan spesifik serta tes penguasaan pembelajaran, pembaca menerima langsung umpan balik pada pembelajaran ini.
Setelah siswa telah menyelesaikan bab, instruktur mungkin ingin mengatur pengalaman yang akan memungkinkan siswa untuk melatih keterampilan dengan peserta didik yang sebenarnya. Akuisisi akhir dari keterampilan harus, tentu saja, terjadi dalam situasi kelas yang sebenarnya dengan keahlian berkembang dari waktu ke waktu.
Dari awal, tujuan buku ini adalah untuk menghasilkan bahan ajar yang (1) penting, (2) fleksibel, (3) dibaca, dan (4) ilmiah.
Pertama, keterampilan mengajar yang terkandung dalam buku ini telah diindentifikasi oleh banyak studi penelitian dan oleh-praktek terbaik sastra sebagai penting keberhasilan guru. Studi guru ahli menunjukkan bahwa keterampilan ini sangat penting untuk pengajaran yang efektif. Selain itu, pengalaman yang ditemukan menunjukkan bahwa calon guru tegas ingin menguasai keterampilan praktis mengajar yang akan memungkinkan mereka berhasil mengatasi tanggung jawab kelas mereka. Buku ini, didedikasikan untuk penguasaan keterampilan pelajaran dasar, akan dipertahankan dan digunakan oleh sebagian besar siswa sebagai evaluasi diri berkelanjutan alat-dirujuk baik selama dan setelah pengalaman di bidang mereka.
Tujuan kedua, untuk menghasilkan teks yang fleksibel, dipenuhi dalam dua cara. Pertama, konten itu sendiri adalah; keterampilan mencapai ke hampir setiap kursus dalam kurikulum pendidikan guru. Kedua, Buku dirancang sebagai paket pembelajaran pendidikan guru mandiri yang dapat digunakan
dalam berbagai kapasitas di banyak bagian kurikulum. Beberapa instruktur dapat memilih untuk menggunakan bab tertentu untuk satu saja, sementara instruktur lainnya dapat menggunakan bab yang berbeda untuk kursus lain, sehingga memungkinkan siswa untuk menggunakan Keterampilan Kelas Pengajaran selama lebih dari satu saja. Bagaimana buku ini digunakan akan tergantung pada struktur dan organisasi program pendidikan guru yang diberikan. Selain itu, buku ini telah sering digunakan untuk kuesus profesional pengembangan dan lokakarya dengan guru berpengalaman.
Tujuan ketiga buku ini adalah, buku ini diharapkan bias menjadi buku yang mudah dibaca, dicapai dengan komitmen untuk berkomunikasi dengan jelas dan langsung dengan pembaca: guru. Meskipun
ini adalah buku multi-penulis, semua bab yang diedit untuk mempertahankan kemudahan buku dan utilitas. Sementara gaya penulisan yang unik masing-masing penulis secara sadar dipertahankan, tingkat dan struktur penulisan disesuaikan untuk aksesibilitas kepada pembaca. Selain itu, setiap bab menyajikan lima langkah yang konsisten, bentuk untuk belajar sendiri: (1) pernyataan tujuan, (2) presentasi informasi tertulis, (3) latihan praktek dengan jawaban, (4) tes penguasaan dengan kunci jawaban, dan (5) lembar observasi.
Tujuan keempat buku ini, mengembangkan bahan perwakilan beasiswa terbaik saat ini, telah dipenuhi oleh penulis berpengalaman, semua otoritas yang diakui pada keterampilan tertentu tentang apa yang mereka tulis.
Daftar Isi:
Preface xi
Using This Book xv
About the Authors xxi
1 The Effective Teacher
JAMES M. COOPER
Objective 1 To describe the characteristics of an effective teacher 18
Objective 2 To explain why refl ection on teaching is so important for teacher growth 18
Objective 3 To describe the refl ective decision making model of teaching 18
Objective 4 To identify important factors that affect instructional decision making 18
Additional Resources 19
Notes 19
2 Instructional Objectives
TERRY D. TENBRINK
Objective 1 To recognize well-defi ned instructional objectives 23
Objective 2 To write well-defi ned instructional objectives 30
Objective 3 To use instructional objectives in instructional planning 35
Objective 4 To use objectives in implementing instruction 38
Additional Resources 42
Notes 43
3 Instructional Planning
GRETA MORINE-DERSHIMER
Objective 1 Given two concept maps depicting a prospective teacher’s “before and after” perspectives
of teacher planning, to compare these concept maps, list three features that have changed from pre to
post map, and explain what these changes suggest about what the teacher learned about instructional
planning 46
Objective 2 To identify at least four key characteristics of productive planning 50
Objective 3 To use an analogy to describe at least two important aspects of teacher planning 65
Additional Resources 79
Notes 80
4 Involving Students in Learning
ROBERT SHOSTAK
Objective 1 To defi ne a planned beginning (set), explain its purposes, and give examples
of when it is used to involve students in learning 85
Objective 2 To create original planned beginnings (sets) for involving students in learning 87
Objective 3 To defi ne planned discussion, explain its purposes, and give examples of when
it is used to involve students in learning 91
Objective 4 To identify student behaviors that refl ect students’ ability to engage in effective
classroom discussion 92
Objective 5 To create original planned discussions for use in a given learning situation 95
Objective 6 To defi ne a planned ending (closure), explain its purposes, and give examples
of how it is used to involve students in learning 98
Objective 7 To create original planned endings (closure) for use in a given learning situation 101
Additional Resources 105
Notes 106
5 Questioning Skills
DAVID SADKER, MYRA SADKER, AND KAREN R. ZITTLEMAN
Objective 1 To explain the seven characteristics of effective classroom questions 109
Objective 2 To classify questions according to Bloom’s Taxonomy of Educational Objectives:
Cognitive Domain 118
Objective 3 To construct classroom questions on all six levels of Bloom’s Taxonomy of
Educational Objectives: Cognitive Domain 130
Objective 4 To write examples of questioning strategies that enhance the quality of student
participation 133
Objective 5 To describe how the growing diversity and multicultural nature of America’s
students impact questioning strategies 142
Additional Resources 150
Notes 150
6 Differentiating Instruction for Academic Diversity
CAROL ANN TOMLINSON
Objective 1 To develop an informed, personal defi nition of differentiated instruction 154
Objective 2 To construct an informed, personal rationale for teaching to address learner
needs 156
Objective 3 To depict ways in which the learner, learning environment, and curriculum are
integral to differentiated or academically responsive instruction 159
Objective 4 To apply specifi c ways to differentiate content, activities, and products in
response to student readiness, interest, and learning profi le 163
Objective 5 To analyze and understand general principles of effective differentiation 175
Objective 6 To propose personal fi rst steps in becoming a responsive teacher 178
Additional Resources 185
Notes 186
7 Culturally Responsive Teaching
JASON G. IRIZARRY
Objective 1 To develop an understanding of the theory undergirding culturally responsive
pedagogy 189
Objective 2 To examine critically the role of culture in culturally responsive teaching,
specifi cally highlighting its multidimensional and fl uid nature 191
Objective 3 To refl ect on one’s own identity and the various ways that it may differ from that
of the students being taught 195
Objective 4 To identify strategies to make teaching more culturally responsive 197
Objective 5 To create opportunities to inform personal and professional development in
relation to culturally responsive teaching 204
Additional Resources 210
Notes 212
8 Classroom Management
CAROL S. WEINSTEIN AND WILFORD A. WEBER
Objective 1 To defi ne classroom management, explain the relationship between classroom
management and discipline, and describe the concept of “culturally responsive
classroom management” 216
Objective 2 To contrast the characteristics of authoritative, authoritarian, and permissive
teachers 219
Objective 3 To identify the ongoing tasks involved in classroom management and to explain
how each contributes to a well-functioning learning environment 221
Additional Resources 248
Notes 249
9 Cooperative Learning
MARY S. LEIGHTON
Objective 1 To identify the functions of teachers, students, and content in effective lessons 255
Objective 2 To describe the attributes of cooperative learning that contribute to student
achievement in social and academic arenas and to discriminate academically
productive cooperative learning strategies from less structured group activities
that may not improve achievement 257
Objective 3 To integrate simple cooperative learning structures into more complex or
extended lessons 263
Objective 4 To implement complex cooperative learning strategies, including Student
Teams Achievement Divisions (STAD), Jigsaw, and Academic Controversy 267
Objective 5 To integrate instruction in process skills into cooperative learning activities 279
Objective 6 To build support from the physical, organizational, and instructional environments
for effective use of cooperative learning strategies 284
Objective 7 To describe how schoolwide implementation of cooperative learning can increase
student achievement and professional collaboration and reduce violence 288
Additional Resources 293
Notes 293
Assessment
TERRY D. TENBRINK
Objective 1 To defi ne evaluation and to describe each of the four stages in the assessment
process 297
Objective 2 To select appropriate information-gathering strategies when seeking to make
classroom assessments 300
Objective 3 To write effective test items for assessing achievement 305
Objective 4 To develop rubrics (including checklists and rating scales) for evaluating student
products and performances 313
Objective 5 To use portfolios to assess ongoing performance and progress 319
Objective 6 To describe how to use information to evaluate; that is, to grade, to judge student
progress, and to judge changes in student attitudes 322
Objective 7 To describe how to use assessment data to help students learn more
effectively 332
Objective 8 To select and use standardized instruments 334
Objective 9 To describe the role of technology in classroom assessment 338
Additional Resources 339
Notes 340
Answer Keys 341
INTASC Model Standards for Beginning Teacher Licensing and Development 373
Glossary 379
Index 385
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