Teach for declarative and procedural knowledge and boost student achievement with these practical, research-proven strategies for incorporating state standards and benchmarks into lessons and assessments.
Teach for declarative and procedural knowledge and boost student achievement with these practical, research-proven strategies for incorporating state standards and benchmarks into lessons and assessments.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Donna Walker Tileston is a veteran teacher and administrator. She is currently the president of Strategic Teaching and Learning, a consulting firm that provides services to schools throughout the United States and worldwide. Donna's publications include Ten Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies (2000), which has been on Corwin¿s bestseller list since its first year in print, in addition to the ten-volume award-winning series What Every Teacher Should Know, now in its second edition. Other recent titles are Teaching Strategies for Active Learning (2006), Teaching Strategies that Prepare Students for High Stakes Tests (2008), and Closing the Poverty and Culture Gap (2009). Donna received her BA from the University of North Texas, her MA from East Texas State University, and her EdD from Texas A & M University-Commerce. She may be reached at www.whateveryteachershouldknow.com
Inhaltsangabe
List of Figures Acknowledgments About the Authors Introduction 1. Zooming in on the Standards The Forgotten Part of the Triangle Meta-Analysis Breaking Down Standards Into Manageable Parts What Will Students Need to Know About the Standard? What Will Students Need to Be Able to Do With the Knowledge? At What Level Will Students Be Expected to Achieve? In Summary 2. Identifying the Types of Knowledge Using Benchmarks to Identify Tested Content Unpacking the Standards and Benchmarks Declarative Knowledge Strategy: Teaching Vocabulary Procedural Knowledge Benchmarks Procedural Knowledge Strategy: Heuristics In Summary 3. Teaching and Assessing Declarative Knowledge Standards Declarative Knowledge The Process of Teaching Declarative Knowledge Constructing Meaning Activating Prior Knowledge Using Semantic Mapping Storing Declarative Information Teaching Vocabulary Diverse Learners and Vocabulary Building Background Knowledge for Culturally Diverse Students Providing Visual Representations and Kinesthetic Opportunities Finding and Using Research on Best Practices Formative and Summative Classroom Assessments of Declarative Knoweldge In Summary 4. Teaching and Assessing Procedural Knowledge Standards Identifying Procedural Knowledge, Standards, and Benchmarks Teaching Procedural Knoweldge, Standards, and Benchmarks Constructing Mental Models Shaping Automaticity How Do We Assess Procedural Knowledge in the Classroom? In Summary 5. Mapping Lessons to Standards First Things, First Levels of Understanding Levels of Complexity Mapping the Way In Summary Blackline Masters References Index
List of Figures Acknowledgments About the Authors Introduction 1. Zooming in on the Standards The Forgotten Part of the Triangle Meta-Analysis Breaking Down Standards Into Manageable Parts What Will Students Need to Know About the Standard? What Will Students Need to Be Able to Do With the Knowledge? At What Level Will Students Be Expected to Achieve? In Summary 2. Identifying the Types of Knowledge Using Benchmarks to Identify Tested Content Unpacking the Standards and Benchmarks Declarative Knowledge Strategy: Teaching Vocabulary Procedural Knowledge Benchmarks Procedural Knowledge Strategy: Heuristics In Summary 3. Teaching and Assessing Declarative Knowledge Standards Declarative Knowledge The Process of Teaching Declarative Knowledge Constructing Meaning Activating Prior Knowledge Using Semantic Mapping Storing Declarative Information Teaching Vocabulary Diverse Learners and Vocabulary Building Background Knowledge for Culturally Diverse Students Providing Visual Representations and Kinesthetic Opportunities Finding and Using Research on Best Practices Formative and Summative Classroom Assessments of Declarative Knoweldge In Summary 4. Teaching and Assessing Procedural Knowledge Standards Identifying Procedural Knowledge, Standards, and Benchmarks Teaching Procedural Knoweldge, Standards, and Benchmarks Constructing Mental Models Shaping Automaticity How Do We Assess Procedural Knowledge in the Classroom? In Summary 5. Mapping Lessons to Standards First Things, First Levels of Understanding Levels of Complexity Mapping the Way In Summary Blackline Masters References Index
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