This book is designed to be a professional development tool for both preservice and practicing teachers. It provides descriptions, explanations, and examples of a variety of research-based teaching strategies that will enhance your ability to teach effectively.
This book is designed to be a professional development tool for both preservice and practicing teachers. It provides descriptions, explanations, and examples of a variety of research-based teaching strategies that will enhance your ability to teach effectively.
Dr. Andrew Johnson is a Professor of literacy at Minnesota State University, Mankato where he specializes in literacy instruction for struggling readers and students with intellectual disabilities. He also works with schools to design practical interventions and RTI plans for struggling readers. He worked for 9 years in the public schools as an elementary teacher, gifted education coordinator, and wrestling coach before moving into higher education. He is the author of many books and articles related to literacy, teaching pedagogy, and other educational topics.
Inhaltsangabe
Dedication Preface Introduction: Becoming A Master Teacher I. PLANNING AND REFLECTING Chapter 1: Six Types of Lessons Chapter 2: Teacher Reflection II. TEACHER-CENTERED INSTRUCTION Chapter 3: Direct Instruction Chapter 4: Expository Teaching, Meaningful Learning, and Schema-Building Lessons Chapter 5: The Process Chapter 6: Using Direction Instruction to Teach Concepts Chapter 7: Teaching a Skill III. LEARNER-CENTERED INSTRUCTION Chapter 8: Discovery Learning Chapter 9: Problem-Based Learning Chapter 10: Inquiry Learning IV. USING HUMAN INTERACTION TO ENHANCE AND EXTEND LEARNING Chapter 11: Cooperative Learning Chapter 12: Small Group Speeches Chapter 13: Questions and Discussions V. PEDAGOGICAL STRATEGIES TO ENHANCE AND EXTEND LEARNING Chapter 14: Thinking Skills Chapter 15: Using Bloom's Taxonomy To Create Activities And Assignments Chapter 16: Learning Contracts Chapter 17: Tiered Assignments and UDL Chapter 18: Learning Stations and Learning Centers Chapter 19: Using Multiple Intelligence Theory To Enhance Learning Chapter 20: Preparing Online Lessons VI. LITERACY Chapter 21: Learning Logs Chapter 22: All Teachers Are Teachers of Reading Chapter 23: Writing Conclusion: The Science, Art, and Craft of Teaching
Dedication Preface Introduction: Becoming A Master Teacher I. PLANNING AND REFLECTING Chapter 1: Six Types of Lessons Chapter 2: Teacher Reflection II. TEACHER-CENTERED INSTRUCTION Chapter 3: Direct Instruction Chapter 4: Expository Teaching, Meaningful Learning, and Schema-Building Lessons Chapter 5: The Process Chapter 6: Using Direction Instruction to Teach Concepts Chapter 7: Teaching a Skill III. LEARNER-CENTERED INSTRUCTION Chapter 8: Discovery Learning Chapter 9: Problem-Based Learning Chapter 10: Inquiry Learning IV. USING HUMAN INTERACTION TO ENHANCE AND EXTEND LEARNING Chapter 11: Cooperative Learning Chapter 12: Small Group Speeches Chapter 13: Questions and Discussions V. PEDAGOGICAL STRATEGIES TO ENHANCE AND EXTEND LEARNING Chapter 14: Thinking Skills Chapter 15: Using Bloom's Taxonomy To Create Activities And Assignments Chapter 16: Learning Contracts Chapter 17: Tiered Assignments and UDL Chapter 18: Learning Stations and Learning Centers Chapter 19: Using Multiple Intelligence Theory To Enhance Learning Chapter 20: Preparing Online Lessons VI. LITERACY Chapter 21: Learning Logs Chapter 22: All Teachers Are Teachers of Reading Chapter 23: Writing Conclusion: The Science, Art, and Craft of Teaching
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