Effective Teaching Methods R e s e a r c h - B a s e d P r a c t i c e Ninth Edition

481 Pages·2016·16.73 MB·English

by  Gary D. Borich The University of Texas at Austin

Effective Teaching Methods
R e s e a R c h - B a s e d P R a c t i c e
Ninth Edition
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Gary d. Borich
The University of Texas at Austin
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Library of Congress Cataloging-in-Publication Data
Borich, Gary D.
Effective teaching methods : research-based practice / Gary D. Borich, The University of Texas at
Austin. — Ninth edition.
pages cm
Includes bibliographical references and index.
ISBN 978-0-13-405625-8 (alk. paper) — ISBN 0-13-405625-6 (alk. paper)
1. Effective teaching—United States. 2. Lesson planning—United States. I. Title.
LB1025.3.B67 2017
371.102—dc23 2015034036
PRINT LLV:
ISBN 10: 0-13-405625-6
ISBN 13: 978-0-13-405625-8
ETEXT:
ISBN 10: 0-13-405612-4
ISBN 13: 978-0-13-405612-8
ETEXT PLUS LLV:
ISBN 10: 0-13-405487-3
ISBN 13: 978-0-13-405487-2
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About the Author
Gary Borich grew up on the south side of Chicago,
where he attended Mendel High School and later taught
in the public school system of Niles, Illinois. He received
his doctoral degree from Indiana University, where he
was director of evaluation at the Institute for Child Study.
Dr. Borich is a professor in the College of Education at
the University of Texas at Austin and a past member of
the board of examiners of the National Council for the
Accreditation of Teacher Education (NCATE).
Dr. Borich’s other books include Observation Skills for
Effective Teaching, seventh edition; Educational Assess-
ment for the Elementary and Middle School Classroom, second edition (with M. Tombari);
Clearly Outstanding: Making Each Day Count in Your Classroom; Becoming a Teacher: An
Inquiring Dialogue for the Beginning Teacher; Educational Psychology: A Contemporary
Approach, second edition (with M. Tombari); Educational Testing and Measurement, tenth
edition (with T. Kubiszyn); The Appraisal of Teaching: Concepts and Process; and Teacher
Behavior and Pupil Self Concept (with M. Kash).
Dr. Borich lives in Austin, Texas, with his wife, Kathy. His interests include training
and riding Arabian horses and he is the author of An Illustrated Introduction to Classical
Horsemanship.
iii
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Brief Contents
1
The Effective Teacher 1
2
Understanding Your Students 34
3
Classroom Management I: Establishing the Learning Climate 67
4
Classroom Management II: Promoting Student Engagement 100
5
Goals, Standards, and Objectives 127
6
Unit and Lesson Planning 157
7
Technology Integration in Instruction 198
8
Questioning Strategies 221
9
Teaching Strategies for Direct Instruction 250
10
Teaching Strategies for Indirect Instruction 282
11
Self-Directed and Constructivist Learning 318
12
Cooperative Learning and the Collaborative Process 350
13
Assessing Learners 374
iv
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Contents

Preface xxi
1 The Effective Teacher 1
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KeyLe Bseshonav Ciolarrsit yc on7tributing to effective teaching 7 Monkey Business I
Instructional Variety 8
Teacher Task Orientation 9
Engagement in the Learning Process 10
Student Success Rate 12
Summary of Five Key Behaviors 14
helping Behaviors Related to effective teaching 14
Using Student Ideas and Contributions 14
Structuring Lesson Content 15
Questioning 16
in PRactice: Focus on constructivism 18
Probing 19
Teacher Affect 20
Effectively Teaching Learners at all Socioeconomic Levels 21
the complexity of teaching: drawing on 30 Years of
Professional teaching standards 22
Professional teaching standards 23
Your transition to the Real World of teaching 26
For Futher information 28
case histoRY 28
summing Up 29
Key terms 30
discussion and Practice Questions 30
Professional Practice 32
v
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vi Contents
2 Understanding Your Students 34
not all Learners are alike 36
ADdifafeprteivnet iTaeteacdh Iinnsgt ruc3t7ion 38 mion/Shutterstock
the effects of General ability on Learning 39 Mar
Rob
Misconceptions about Intelligence 40
General versus Specific Abilities 40
the effects of specific abilities on Learning 41
Multiple Intelligences 41
Social-Emotional Intelligence 43
in PRactice: Focus on Multiple intelligences in the classroom 43
Characteristics of Intelligence That You Can Teach, Encourage, and
Nurture in Your Classroom 45
the effects of culture, socioeconomic status, and
Language Proficiency on Learning 46
The Effects of Culture on Learning 46
The Effects of Socioeconomic Status on Learning 47
The Effects of Language Proficiency on Learning 48
the effects of Personality and Learning style on Learning 50
Erikson’s Crises of the School Years 50
Learning Style 52
Cultural Differences in Learning Styles: Some Cautions 53
the effects of the Peer Group on Learning 54
the effects of home Life and social context on Learning 55
Your Role in improving the academic success of all Learners 59
the teacher and cultural, Linguistic, and socioeconomic
Bias in the classroom 60
a Final Word 61
case histoRY 62
summing Up 63
Key terms 64
discussion and Practice Questions 65
Professional Practice 65
3 Classroom Management I:
Establishing the Learning Climate 67
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Unconditional Acceptance of Every Learner’s Jasmin
Potential to Learn 69
Opportunity for Exploration and Discovery 70
earning trust and Becoming a Leader the old-Fashioned Way 70
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Contents vii
Expert Leadership 70
Referent Leadership 71
Legitimate Leadership 71
Reward Leadership 71
stages of Group development 72
Stage 1: Forming 72
Stage 2: Storming 73
Stage 3: Norming 74
Stage 4: Performing 75
in PRactice: Focus on a democratic approach to classroom Management 76
establishing an effective classroom climate 77
The Social Environment 78
The Organizational Environment 79
Establishing Rules and Procedures 81
Problem areas in classroom Management 84
Monitoring Students 84
Making Transitions 85
Giving Assignments 86
Bringing Closure 87
culturally Responsive classroom Management 89
Planning Your First day 92
Before the Bell 92
Introducing Yourself 92
Preparing an Introductory Activity 93
Rules and Expectations 93
Introducing Your Subject 93
Closure 94
Making Your classroom and school a Professional Learning community 94
case histoRY 95
summing Up 96
Key terms 98
discussion and Practice Questions 98
Professional Practice 99
4 Classroom Management II:
Promoting Student Engagement 100
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the humanist tradition in classroom Management 102 mages/Getty I
CCoonogpreureatnivt eC Loemamrnuinngic at1io0n4 103 KidStock/Blend I
the applied Behavior analysis tradition in classroom
Management 105
Behavior Modification 105
Positive Behavioral Intervention in Schools (PBIS) 107
the classroom Management tradition 107
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viii Contents
an integrated approach to classroom Management 109
Low-Profile Classroom Management 109
Dealing with Persistent Disruptive Behavior 112
Responding to Misbehavior 112
Rewards and Reinforcement 114
Incentives versus Punishment 115
the influence of home and Family on classroom Behavior 116
establishing the need for a teacher– Family conference 117
Preparing for the teacher– Family conference 117
Conducting the Teacher–Family Conference 118
Evaluating the Teacher–Family Conference 119
in PRactice: Focus on Getting Parents involved 119
some teacher–Family conference topics: Be Prepared 120
Academic and Social/Behavioral Problems 120
Child Neglect or Abuse 121
Bullying 121
School Crises 121
culturally Responsive classroom Management 122
case histoRY 123
summing Up 124
Key terms 125
discussion and Practice Questions 125
Professional Practice 126
5 Goals, Standards, and Objectives 127
Goals, standards, and objectives 129
Tyler’s Goal Development Approach 129
the origin of educational standards 130
Examples of Curriculum Standards and Essential Skills 132
Common Core State Standards 133
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steWphs aitn D Poreeps aBreinhga vBioerhaal Mvioeraanl? o b1je3c4tives 134 Monkey Business I
Specifying the Learning Outcomes 134
Identifying the Conditions 136
Stating Criterion Levels 137
Keeping Objectives Simple 139
the cognitive, affective, and Psychomotor domains 140
The Cognitive Domain 140
in PRactice: Focus on the new Field of cognitive science 144
The Affective Domain 145
The Psychomotor Domain 147
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Contents ix
the Rigor and Relevance Framework 149
some Misunderstandings about Behavioral objectives 150
Are Some Behaviors More Desirable Than Others? 150
What is an Authentic Behavior? 150
Are Less Complex Behaviors Easier to Teach? 151
Are Cognitive, Affective, and Psychomotor Behaviors Mutually Exclusive? 151
the cultural Roots of objectives 152
case histoRY 152
summing Up 153
Key terms 154
discussion and Practice Questions 155
Professional Practice 156
6 Unit and Lesson Planning 157
teacher as decision Maker 159
Knowledge of Instructional Goals and Objectives 159
KKnnoowwlleeddggee ooff SLeuabrjencetr sM a1tt5e9r 159 Michaeljung/Fotolia
Knowledge of Teaching Methods 159
Pedagogical Content Knowledge 160
Reflective Practice and Tacit Knowledge 160
Unit and Lesson Plans 161
The System Perspective 161
Making Planning Decisions 161
disciplinary and interdisciplinary Unit Planning 164
Disciplinary (Vertical) Unit Plans 165
Interdisciplinary (Lateral) Unit Plans 168
Making Lesson Plans 174
in PRactice: Focus on interdisciplinary Lesson Planning 175
Determining Where to Start 176
Providing for Learning Diversity 177
events of instruction 179
Getting Started: Some Lesson-Planning Questions 179
1. Gaining Attention (Anticipatory Set) 180
2. Informing Learners of the Objective (Anticipatory Set, Objectives, and Purpose) 181
3. Stimulating Recall of Prerequisite Learning (Review) 182
4. Presenting the Content (Input, Modeling) 183
5. Eliciting the Desired Behavior (Checking for Understanding, Guided Practice) 184
6. Providing Feedback (Guided Practice, Closure) 185
7. Assessing the Lesson Outcome (Independent Practice) 185
example Lesson Plans 186
case histoRY 194
summing Up 195
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