Learning to Teach
Price: Rs 7790
Pub Date: AUG-10
Publish Status: In Stock
Copyright Year: 2009
|About the book|| |
This best-selling text provides comprehensive coverage of general teaching methods and models. The most balanced text in its field, Learning to Teach strikes a harmony by integrating its researched-based foundations with practical consideration and opportunity for real world application. The text provides strong coverage of both teacher-centered (Part 3) and student-centered models (Part 4). The eighth edition contains expanded discussions on diversity and differentiation, and new content on constructivist perspectives on research, teaching and learning. By covering all major teaching models plus the leadership skills of teaching, such as planning, classroom management, assessment, motivation, and use/management of time and space, Learning to Teach educates future teachers on the theory of successful education as well as the implementation.
|Key features|| |
• Expanded Coverage of Assessment: The heavily revised Assessment chapter (Chapter 6) provides new and expanded coverage of the era of accountability, reliability, the effects of standardized testing and the teacher’s role, rubrics (including a step-by-step guide to designing rubrics), portfolios, making decisions about assessment, types of assessments to measure different types of knowledge and more.
• INTASC and PRAXISTM Resources: An end-of-book matrix keys Learning to Teach topics to INTASC standards and PRAXIS IITM PLT exam. Special Quiz questions and activities at the end of each chapter, which are keyed to help students prepare for the exam.
• Expanded Interactive Lesson Planning Practice and Practice Activities: These interactive activities housed on the Online Learning Center, put the user in the role of teacher who must go through the steps of planning a lesson using a range of resources (sample lesson plans, video clips, etc.) provided.
Four New Video Segments: Four new video segments have been added to the video program. These segments provide classroom examples of Assessment, Diversity, Concept Attainment and Using Multiple Methods. These segments are provided through the instructor’s video program.
Updated Content: Learning to Teach has been thoroughly updated. Some new coverage has been added on: linguistic diversity, online and virtual schools, working with gender differences in the classroom, sexual orientation, language difference of children in SES families, religious diversity, mental planning, selecting technology, translating standards into goals and objectives, and working with parents.
Strong Research Base: Learning to Teach begins with the research. Each chapter begins with a "Theoretical and Empirical Support" section that provides the knowledge base that underlies the recommended teaching practices found in each chapter. Text focuses on the concept that teaching should be guided by reserach, throughout the chapters, relevant research is cited and discussed to illustrate these ideas to readers…. Research Summary features highlighted key studies.
Focus on Practical Applications: Learning to Teach translates the research into application for the reader. Each chapter provides the practical information students need to know to be successful teachers. The chapter-opening “Reflecting on Assessment and Evaluation” feature prompts students to consider the own educational experiences. The chapter-ending “Reflections from the Classroom” feature presents a short classroom situation and then reactions to it by two classroom teachers.
Integrated Coverage of Diversity and Differentiation: Thorough discussions of both student diversity and how to differentiate instruction are provided in Chapters 2 and 13. Expanded and updated for the 8th edition, the chapters on Diversity and Differentiation aim to use currant scenarios and models. The topics are then integrated throughout the text for seamless reflection throughout all the lessons.
Student-Focused Pedagogy: The pedagogical system is designed to help readers learn and applied the material covered. Learning Goals, marginal notes, Check, Extend, Explore, a comprehensive Chapter Summary, and Key Terms support the reader’ learning. Features including Reflecting On…, Reflections from the Classroom scenarios, and Portfolio and Field Experience Activities help readers apply what they are learning. The Interactive and Applied Learning feature at the end of each chapter points the reader towards the study and application resources on the Online Learning Center.
• Instructor’s Resources: Include an instructor’s video program which provides classroom footage of teachers using the various models discussed in the text, and an Instructor’s Manual, Test Bank, EZTest, Classroom Performance System files, and PowerPoints.
Expanded discussion on diversity and differentiation
Completely revised "Teaching and Technology" feature
"Home and School" feature
New content on constructivist perspectives on research and on teaching and learning
|About the author|| |
Richard I. Arends is Professor of Educational Leadership and Dean Emeritus at Connecticut State University where he served as Dean of the School of Education and Interim Provost of Academic Affair from 1991-2004. Before going to Connecticut he was on the faculty and chair of the department of Curriculum and Instruction at the University of Maryland, College Park. Richard Arends received his Ph.D. from the University of Oregon where he was on the faculty from 1975 to 1983. A former elementary, middle school, and high school teacher, his special interests are teaching, teacher education, organization development and school improvement. He has worked widely with schools and universities throughout North America, in Jamaica, and in the Pacific Rim, including Australia, Samoa, Palau, and Saipan.
Professor Arends has authored or contributed to over a dozen books on education including the Second Handbook or Organization Development in Schools, Systems Change Strategies in Education, Exploring Teaching, and Learning to Teach. The latter is now in its 8th edition and has been translated into several foreign languages.
The recipient of numerous awards, he was selected in 1989 as the outstanding teacher educator in the state of Maryland and in 1990 received the Judith Ruskin Award for outstanding research in education given by the Association for Supervision and Curriculum Development (ASCD). From 1995-97 Professor Arends held the William Allen (Boeing) Endowed Chair Boeing in the School of Education at Seattle University. Currently, he is retired in Portland, Oregon where he pursues favorite projects and continues to write.
|Table of contents|| |
PART I: TEACHING AND LEARNING IN TODAY’S CLASSROOMS
Chapter 1: The Scientific Basis for the Art of Teaching
Chapter 2: Student Learning in Diverse Classrooms
PART II: THE LEADERSHIP ASPECTS OF TEACHING
Chapter 3: Teacher Planning
Chapter 4: Learning Communities and Motivation
Chapter 5: Classroom Management
Chapter 6: Assessment and Evaluation
PART III: TEACHER-CENTERED MODELS OF INTERACTIVE TEACHING
Chapter 7: Presenting and Explaining
Chapter 8: Direct Instruction
Chapter 9: Concept Teaching
PART IV: STUDENT-CENTERED MODELS OF INTERACTIVE TEACHING
Chapter 10: Cooperative Learning
Chapter 11: Problem-Based Instruction
Chapter 12: Classroom Discussion
Chapter 13: Connecting the Models and Differentiating Instruction
PART V: THE ORGANIZATIONAL ASPECTS OF TEACHING
Chapter 14: School Leadership and Collaboration