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Learning to Teach This page intentionally left blank are24323_fm_i-xx.qxd 12/22/10 12:24 PM Page i Confirming Pages Learning to Teach NINTH EDITION Richard I. Arends Central Connecticut State University are24323_fm_i-xx.qxd 12/22/10 12:24 PM Page ii Confirming Pages LEARNING TO TEACH, NINTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2009, 2007, and 2004. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 RJE/RJE 1 0 9 8 7 6 5 4 3 2 1 ISBN 978-0-07-802432-0 MHID 0-07-802432-3 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Editorial Director: Beth Mejia Senior Sponsoring Editor: Allison McNamara Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Marley Magaziner Project Manager: Erin Melloy Design Coordinator: Brenda A. Rolwes Cover Designer: Studio Montage, St. Louis, Missouri Cover Image: © Blend Images/Alamy RF Buyer: Susan K. Culbertson Media Project Manager: Sridevi Palani Compositor: Laserwords Private Limited Typeface: 9.5/12 Palatino Printer: R. R. Donnelley All credits appearing on page and on pages 574–575 are considered to be an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Arends, Richard Learning to teach/Richard I. Arends. — 9th ed. p. cm. ISBN 978-0-07-802432-0 (alk. paper) 1. Teaching—Textbooks. 2. Effective teaching—Textbooks. I. Title. LB1025.3.A74 2012 371.102—dc22 2010048872 www.mhhe.com are24323_fm_i-xx.qxd 12/22/10 12:24 PM Page iii Confirming Pages About the Author Richard I. Arends is Professor of Educational Leadership and Dean Emeritus at Central Connecticut State University, where he served as Dean of the School of Education and Interim Provost of Academic Af- fairs from 1991 to 2004. Before going to Connecticut, he was on the fac- ulty and chaired the Department of Curriculum and Instruction at the University of Maryland, College Park. He 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 spe- cial interests are teaching, teacher education, organization develop- ment, and school improvement. Professor Arends has authored or contributed to over a dozen books on education, including the Second Handbook of Organization Develop- ment in Schools, Systems Strategies in Education, Exploring Teaching, Teach- ing for Student Learning, and Learning to Teach. The latter is now in its ninth edition and has been translated into several foreign languages. He has worked widely with schools and universities throughout North America, in Jamaica, and in the Pacific Rim, includ- ing Australia, Samoa, Palau, and Saipan. The recipient of numerous awards, Professor Arends was selected in 1989 as the out- standing teacher educator in Maryland and in 1990 received the Judith Ruskin Award for outstanding research in education. From 1995 to 1997, Professor Arends held the William Allen (Boeing) Endowed Chair in the School of Education at Seattle University. Currently, he is retired in Seattle, Washington, where he pursues his favorite projects and continues to write. iii This page intentionally left blank are24323_fm_i-xx.qxd 12/22/10 12:24 PM Page v Confirming Pages Brief Contents Part 1 Teaching and Learning in Today’s Classrooms 1 Chapter 1 The Scientific Basis for the Art of Teaching 2 Chapter 2 Student Learning in Diverse Classrooms 40 Part 2 The Leadership Aspects of Teaching 91 Chapter 3 Teacher Planning 92 Chapter 4 Learning Communities and Student Motivation 136 Chapter 5 Classroom Management 176 Chapter 6 Assessment and Evaluation 212 Part 3 Overview of Teacher-Centered Transmission Models of Teaching 259 Chapter 7 Presenting and Explaining 262 Chapter 8 Direct Instruction 294 Chapter 9 Concept and Inquiry-Based Teaching 322 Part 4 Overview of Student-Centered Constructivist Models of Teaching 355 Chapter 10 Cooperative Learning 358 Chapter 11 Problem-Based Learning 394 Chapter 12 Classroom Discussion 428 Chapter 13 Connecting the Models and Differentiating Instruction 462 Part 5 The Organizational Aspects of Teaching 491 Chapter 14 School Leadership and Collaboration 492 Resource Handbook 523 Glossary 545 References 555 Credits 574 Name Index 576 Subject Index 580 v are24323_fm_i-xx.qxd 12/22/10 12:24 PM Page vi Confirming Pages Contents Preface xiii Part 1 Teaching and Learning in Today’s Classrooms 1 Chapter 1 Chapter 2 The Scientific Basis for the Art Student Learning in Diverse of Teaching 2 Classrooms 40 Historical Perspective on Teaching 5 Perspective and Overview 42 Role Expectations in Earlier Times 5 Theoretical and Empirical Support 45 Twentieth-Century Role Expectations 6 Inequities 46 Teaching Challenges for the Twenty-First Century 7 Differential Treatment of Students 47 A Perspective on Effective Teaching for the Learning Abilities, Styles, and Preferences 49 Twenty-First Century 19 Exceptionalities 54 The Ultimate Goal of Teaching 20 Students with Disabilities 54 A View of the Effective Teacher 20 Gifted and Talented Students 60 Personal Qualities for Developing Authentic Culture, Ethnicity, and Race 63 Relationships 21 Democratic and Socially Just Classrooms 21 Perspectives on Culture, Ethnicity, and Race 63 Knowledge Base to Guide the Art of Practice 22 Working with Students in Racially and Culturally Repertoire of Effective Practice 25 Diverse Classrooms 66 Reflection and Problem Solving 29 Religious Diversity 72 Learning to Teach 30 Language Diversity 73 Models of Teacher Development 30 Differences in Dialects 73 Early Influences on Teaching 32 Second-Language Acquisition 74 Working with Language Diversity in the Classroom 74 Reflections from the Classroom 35 Gender Differences 75 Summary 36 Nature of Gender Differences 76 Interactive and Applied Learning 38 Origins of Gender Differences 76 Portfolio and Field Experience Activities 38 Stereotyping and Differential Treatment 78 vi are24323_fm_i-xx.qxd 12/22/10 12:24 PM Page vii Confirming Pages Contents vii Working with Gender Differences in the Some Final Thoughts and Schoolwide Classroom 79 Issues 83 Sexual Orientation 80 Reflections from the Classroom 85 Social Class Differences 80 Summary 86 Characteristics and Performance of Low-SES Interactive and Applied Learning 88 Students 81 Portfolio and Field Experience Activities 89 Differential Treatment of Low-SES Students 82 Working with Low-SES Students in the Classroom 83 Part 2 The Leadership Aspects of Teaching 91 Chapter 3 Reflections from the Classroom 131 Teacher Planning 92 Summary 131 Interactive and Applied Learning 133 Perspective on Planning 94 Portfolio and Field Experience Activities 134 Planning—The Traditional View 95 Planning—An Alternative Perspective 95 Mental Planning 96 Chapter 4 Theoretical and Empirical Support 97 Learning Communities and Planning Influences What Students Learn 97 Planning and the Beginning Teacher 98 Student Motivation 136 Planning Domains 102 Perspective on Classrooms as Learning Planning and the Instructional Cycle 102 Communities 140 The Time Spans of Planning 103 Fusion of the Individual and the Group 141 The Specifics of Planning 104 Theoretical and Empirical Support 142 Planning What to Teach 104 Human Motivation 142 Tools and Strategies for Curriculum Enactment 108 Features of Learning Communities 149 Instructional Objectives 111 Research on Motivation and Learning Taxonomies for Selecting Instructional Communities 155 Objectives 114 Lesson Plans and Unit Plans 118 Strategies for Motivating Students and Building Diversity and Differentation 124 Productive Learning Communities 160 Planning for Time and Space 125 Believe in Students’ Capabilities and Attend to Alterable Factors 160 Time Is of the Essence 126 Avoid Overemphasizing Extrinsic Motivation 160 Space, a Critical Element 127 Create Learning Situations with Positive Planning with Colleagues 128 Feeling Tones 161 A Final Thought about Planning 128 are24323_fm_i-xx.qxd 12/22/10 12:24 PM Page viii Confirming Pages viii Contents Build on Students’ Interests Chapter 6 and Intrinsic Values 162 Structure Learning to Accomplish Flow 163 Assessment and Use Knowledge of Results and Don’t Evaluation 212 Excuse Failure 163 Attend to Student Needs, Including the Need Perspective on Assessment and Evaluation 215 for Self-Determination 164 Importance of Assessment and Evaluation 215 Attend to the Nature of Learning Goals and Key Assessment and Evaluation Concepts 217 Difficulty of Instructional Tasks 165 Theoretical and Empirical Support 219 Diversity and Differentiation: Using Effects of Assessments and Grades on Student Multidimensional Tasks 166 Motivation and Learning 220 Facilitate Group Development and Cohesion 167 Teacher Bias in Assessment and Grading 224 Some Final Thoughts 170 Standardized Tests 224 Reflections from the Classroom 172 Nature of Standardized Tests 225 Summary 173 Norm-Referenced and Criterion-Referenced Tests 227 Interactive
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