Practical Strategies for Improving InstructionNational Middle School Association, 1994 - 110 стор. Middle level teachers are unique not just by virtue of the level of students they teach but also by the ways in which they teach. This monograph emphasizes strategies that actively engage students of all ability levels, promote collaboration, provide for various levels of concrete and abstract thought, and foster student inquiry. The monograph presents approaches to assessing reading and writing, cooperative learning, vocabulary development, reading comprehension, and critical thinking and to other topics that are directly reflective of current research. It provides step-by-step procedures along with classroom examples in a convenient and serviceable format, and its research-based teaching strategies are applicable to all subject areas. The introduction offers an overview of the research on prevailing versus preferred instructional practices in middle schools and discusses what can be done to improve instruction in five basic areas: (1) approaches to teaching; (2) lesson planning and implementation; (3) classroom instructional resources; (4) instructional activities and arrangements; and (5) promotion of higher order thinking. The monograph emphasizes the following groups of strategies: 1 and 2 are concerned with assessing reading and writing performance; 3 through 9 center around cooperative learning as it relates to various topics; 10 through 13 show practical ways to develop students' vocabulary with example spanning curricular areas. The remaining strategies deal with improving students' comprehension and appreciation of what they read. (NKA) |
Зміст
Improving instruction in the middle grades1 | 1 |
How to assess writing performance across the curriculum8 | 8 |
How to determine if inability is the cause of low performance14 | 14 |
How to meet the social needs of adolescents through cooperative learning19 | 19 |
How to use cooperative learning strategies across the curriculum24 | 24 |
How to promote cooperative learning through the Interactive Reading Guide28 | 28 |
How to effectively implement cooperative learning31 | 31 |
How to incorporate writing with subject matter instruction35 | 35 |
How to teach vocabulary in the subject areas65 | 65 |
How to integrate the communication processes with mathematics70 | 70 |
How to teach writing as a process74 | 74 |
How to help students remember what they read78 | 78 |
How to promote lifelong readers across the curriculum82 | 82 |
How to help students comprehend their textbooks87 | 87 |
How to guide students through the reading of subject area material91 | 91 |
How to improve comprehension through effective questioning95 | 95 |
How when and where to use oral reading in the middle school41 | 41 |
How to improve students notetaking abilities46 | 46 |
How to increase understanding of text materials through vocabulary development51 | 51 |
How students experiences can be used to increase vocabulary knowledge55 | 55 |
How to use guided imagery to enhance learning60 | 60 |
How to use brainstorming to improve comprehension98 | 98 |
How changing perspective can improve students understanding101 | 101 |
How to improve critical thinking107 | 107 |
Загальні терміни та фрази
ability adolescents Allow students aloud Anderson answer approach Armbruster Arthropods assessment assignment begin brainstorming Carnegie Council chapter collaborative learning communal writing content area continental divide cooperative learning dents described develop discussion Educational engage Escondido School example exoskeleton frames Goodlad group members help students imagery individual instructional lesson interactive reading guide International Reading Association inventory Johnson Johnson and Johnson Journal of Reading language arts literature Lounsbury material math mathematics metacognitive middle grade middle level middle school nekton Nile River notetaking oral reading paragraph partner Pearson Pichert practice pre-reading prior knowledge questions reaction guide Readence readers reading comprehension reading phase Reading Teacher recall responses Rikki-Tikki-Tavi sample Science segment selection Semantic mapping sentence significant concepts skills small groups social studies solar eclipse strategies study guides subject area suggested teaching tell textbook activity guide thinking tion topic understanding vocabulary Wood words written
Посилання на книгу
Handbook on Differentiated Instruction for Middle and High Schools Sheryn Spencer Waterman Обмежений попередній перегляд - 2005 |