Teaching for Student Learning Becoming an Accomplished Teacher

Teaching for Student Learning Becoming an Accomplished Teacher Teaching for Student Learning: Becoming an Accomplished Teacher shows teachers how to move from novice to expert status by integrating both research and the wisdom of practice into their teaching. It emphasizes how accomplished teachers gradually acquire and apply a broad repertoire of evidence-based teaching practices in the support of student learning. The book’s content stems from three major fields of study: 1) theories and research on how people learn, including new insights from the cognitive and neurosciences; 2) research on classroom practices shown to have the greatest effect on student learning; and 3) research on effective schooling, defined as school-level factors that enhance student achievement and success. Although the book’s major focus is on teaching, it devotes considerable space to describing how students learn and how the most effective and widely-used models of teaching connect to principles of student learning. Specifically, it describes how research on teaching, cognition, and neuroscience converge to provide an evidence-based “science of learning” which teachers can use to advance their practice. Key features include the following: • Evidence-based practice – This theme is developed through: 1) an ongoing review and synthesis of research on teaching and learning and the resulting guidelines for practice; and 2) boxed research summaries within the chapters. • Instructional repertoire theme – Throughout the book teaching is viewed as an extremely complex activity that requires a repertoire of instructional strategies that, once mastered, can be drawn upon to fit specific classrooms and teaching situations. • Synthesis of learning theories – Throughout the book cognitive, behavioral, and brain-based theories of learning are synthesized and their implications for teaching, curriculum design, assessment, and classroom and school organization described. • Standards-based school environments – Education today is dominated by standards-based school environments. Unlike competing books, this one describes these environments and shows how they impact curriculum design and learning activities. The objective is to show how teachers can make standards-based education work for them. • Pedagogical features – In addition to an end-of-book glossary, each chapter contains research boxes, reflection boxes, itemized end-of-chapter summaries, and end-of-chapter learning activities. • Website – An accompanying website contains a variety of field-oriented and site-based activities that teachers can do alone or with colleagues. Richard I. Arends is emeritus Professor and Dean of the School of Education at Central Connecticut State University. A former classroom teacher, he has authored or co-authored over a dozen books on education. Ann Kilcher is President of Paideia Consulting Group, Inc., based in Halifax, Nova Scotia. A former classroom teacher, she has worked as a consultant for the past 20 years in Canada, the United States, England, and Southeast Asia. Teaching for Student Learning Becoming an Accomplished Teacher Richard I. Arends Ann Kilcher Please visit the companion website at: www.routledge.com/textbooks/9780415965309 First published 2010 by Routledge 270 Madison Avenue, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2010. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2010 Taylor & Francis All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Arends, Richard. Teaching for student learning / Richard I. Arends, Ann Kilcher. p. cm. Includes bibliographical references and index. [etc.] 1. Effective teaching. 2. Teachers—In-service training. 3. Learning, Psychology of. I. Kilcher, Ann. II. Title. LB1025.3.A755 2009 371.102—dc22 2009017940 ISBN 0-203-86677-0 Master e-book ISBN ISBN10: 0-415-99888-3 (hbk) ISBN10: 0-415-96530-6 (pbk) ISBN10: 0-203-86677-0 (ebk) ISBN13: 978-0-415-99888-8 (hbk) ISBN13: 978-0-415-96530-9 (pbk) ISBN13: 978-0-203-86677-1 (ebk) CONTENTS List of figures xv List of tables xix Preface xxi Acknowledgments xxiii 1. Teaching and Learning in Today’s Schools 1 Twenty-first Century Teaching 3 Standards-based Education and Accountability 3 Diversity and Differentiation 6 Teaching in a Flat World 7 Teacher Development and Learning 8 Progression of Teacher Development 8 Teacher Expertise 9 Developing Expertise 11 Teacher Knowledge 12 Teacher Leadership for Today’s Schools 13 Why Teacher Leadership Today? 13 Differing Perspectives and Paths to Teacher Leadership 15 Dispositions and Skills for Teacher Leaders 18 Issues and Challenges Facing Teacher Leadership 18 Conceptual Framework and Quick Tour 19 Our Conceptual Framework 19 Quick Tour of Teaching for Student Learning 22 Summary at a Glance 23 Constructing Your Own Learning 24 Resources 24 v vi • Contents PART I: FOUNDATIONS FOR STUDENT LEARNING 25 2. How Students Learn: A Primer 27 Why Didn’t They Learn? 27 The Science of Learning 28 Biological Perspective of Learning 29 How the Brain is Studied 30 Neurons and Synapses 31 Regions and Brain Functions 33 More than Cognition: Emotions and Feelings 36 Instructional Implications of Biological Perspective of Learning 37 Cognitive Views of Learning 39 The Cognitive Perspective 40 Broader Conceptions of Human Intelligence 40 Memory and Information Processing 44 Instructional Implications of Cognitive Views of Learning 49 Summary at a Glance 52 Constructing Your Own Learning 53 Resources 53 3. Motivation and Student Learning 55 Introduction and Perspective 55 Theories of Motivation 56 Reinforcement Theory 57 Needs Theory 58 Cognitive Perspectives 60 Increasing Student Motivation 61 Changing Attitudes and Perceptions about Learning 62 Modifying Classrooms and Teaching Practices 65 Some Final Thoughts about Motivation and the Relevancy of Contemporary Education 74 Summary at a Glance 75 Constructing Your Own Learning 76 Resources 76 4. Curriculum Design for Student Learning 77 Introduction 77 Curriculum in Perspective 78 Some Personal Tensions 78 Toward a Definition of Curriculum 79 Enduring Curriculum Debates 79 Bringing the Curriculum into Schools and Classrooms 81 Contents • vii The Formal Curriculum 81 The Enacted Curriculum 84 Strategies and Tools for Curriculum Enactment 88 Connecting Curriculum to the Larger Social Purposes of Education 88 Connecting Curriculum to One’s Own Personal Beliefs 89 Connecting Curriculum to the Lives and Needs of Students 90 Making Standards Work for You 92 Curriculum Mapping 99 Some Final Thoughts 100 Summary at a Glance 102 Constructing Your Own Learning 103 Resources 103 5. Instructional Differentiation 105 Definition and Rationale for Differentiation 106 Differentiated Instruction Frameworks 107 Tomlinson’s Framework 107 Dodge’s Differentiation in Action 108 Effective Teaching and Learning in the Differentiated Classroom 110 Planning for Differentiation 110 Managing the Differentiated Classroom 111 Assessment in the Differentiated Classroom 113 Teacher and Student Roles 114 The Differentiated Learning Environment 114 Instructional Strategies that Support Differentiation 115 Develop Learner Profiles 115 Provide Content in Varied Formats and at Different Levels of Difficulty 116 Attend to Different Cognitive Processes 117 Provide Choice in Learning Activities and Assessments 118 Practice Flexible Grouping and Small Group Arrangements 120 Use Learning Contracts 122 Implement Curriculum Compacting 122 Arrange Peer Tutoring and Use Mentors and Experts 122 Attend to Multiple Intelligences 124 Consider Learning Styles and Preferences 124 Explore Cubing 126 Organize Classroom Learning and Interest Centers 127 Use Cooperative and Problem-based Learning 127 Design Tiered Assignments 127 Challenges and Tensions of Differentiated Instruction 128 viii • Contents Summary at a Glance 129 Constructing Your Own Learning 130 Resources 130 6. Classroom Assessment 131 Introduction 131 Assessment Literacy: A Primer of Key Ideas and Perspectives 132 Key Ideas 132 Perspectives and Purposes 133 What Does Research Say about Assessment? 135 Effects of Formative Assessment 136 Effects of Summative Assessment 137 Assessment for Learning 138 Effective Formative Assessment Practices 139 Diagnostic Assessment 142 Specific Formative Assessment Strategies 143 Assessment as Learning 145 Self-assessment 145 Peer-assessment 147 Assessment of Learning 149 Teachers’ Summative Assessments 150 High Stakes Standardized Tests 154 Effective Grading and Reporting 156 Designing a Balanced Assessment System 158 Summary at a Glance 159 Constructing Your Own Learning 159 Resources 160 PART II: METHODS AND MODELS OF TEACHING 161 7. Presentation and Explanation 163 Overview and Perspective 163 Connecting Presentation Teaching to the Context and Science of Learning 165 Planning for Presentations and Explanations

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