- Foreword
- Science and Art
- The Design of the Book
Part I: Theoretical Overview of Teaching and Learning
Chapter One: The Climate for Learning
- A Humane Environment
- Special Needs, Diversity, Empowerment, and Success
- Gender-Sensitive Teaching
- Assessing the Climate for Learning
- Program
- Process
- Material
Chapter Two: Other Issues for Learning
- Pace
- Planning and Spontaneity
- Nurturing Risk-Taking
- Transmission and Performance
- Technology in the Classroom
- Concluding Thoughts
Chapter Three: Development and Conceptualization
- Leading Developmentalists: An Overview
- Moral Development
- Applying a Developmentalist Perspective
- Readiness
- Teachers and their Development
- Conceptual Learning
- Teaching Concepts
- Higher-Order Rules
- Rule-Example Rule
- Inductive Thinking
Part II: Teaching Strategies
Chapter Four: Preparing to Teach
- Teaching Roles
- Goals and Objectives
- Readiness
- Learning Styles
- Reaching All Students
- Engaged Learning
- The Conceptual Overview
- Effective Presentations
- Monitoring Understanding
- Modeling Expectations
- Closure
Chapter Five: Lecture and Discussion
- Discussion vs. Lecture
- The Lecture
- Self-Awareness
- Preparation
- Organization
- Expectations of Students
- Engagement
- Group Focus
- Assessing Readiness and Understanding
- Variety
- Students as Resources
- Enhancing Retention
- Attendance
- Discipline
- Questions
- The Discussion
- Discussion and Thought
- Engagement
- Organization
- Participation vs. Answer-Seeking
- Encouraging Participation
- Participation Skills
- Assessing Impact
- Grading
Chapter Six: Encouraging Creativity and Promoting Discovery
- Creativity Described
- Organizations and Innovation
- A Whack and a Kick
- Synectics
- Active Learning
- Discovery Learning
- Discovery Across the Disciplines
- Questions, Empathy, and Encouragement
- Assessment
- Chapter Seven: Group Learning
- Active Learning
- Cognitive and Affective Outcomes
- Flexibility of Groups
- The Teacher’s Role
- Impact on Students
- Alternating Instructional Strategies
- Chapter Eight: Mastery Learning
- A Challenge to Conventional Instruction
- Mastery and Training
- Focusing on Student Success
- Implementation of Mastery Learning
- Diagnosis of Readiness to Learn
- Task Analysis
- Criteria for Mastery
- Evaluation of Learning
- Remediation and Enrichment
- Flow Charts
- Reservations about Mastery Learning
- Chapter Nine: Metateaching and the Instructional Map
- Teacher-Directed to Student-Centered
- Product to Process
- Individual to Group Learning
- Implementation
Chapter Ten: Peer Feedback and Coaching
- Evaluation and Feedback
- Classroom Complexities
- Practices in Other Fields
- Feedback vs. Evaluation
- Coaching Options
- Logistics
- Essential Factors
- The Development of Teachers
- A Model for Peer Feedback and Coaching
- Pre-Conference
- Setting Goals for Feedback
- Recording Data
- Providing Feedback in a Post-Conference
- Sharing Experiences and Ideas
- Follow-Up Feedback
- Summary
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