Teaching for Student Learning: Becoming an Accomplished Teacher

452 Pages·2010·7.43 MB·English

by  Richard I. Arends and Ann Kilcher

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:
(cid:127) 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.
(cid:127) 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.
(cid:127) 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.
(cid:127) 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.
(cid:127) 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.
(cid:127) 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 (cid:127) 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 (cid:127) 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 (cid:127) 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 165
Attending to Prior Knowledge, Readiness, and Intellectual
Development 166
Choosing Content 168
Attending to Classroom Environment and Feeling Tone 168
Delivering Presentation and Explanations 169
Gaining Attention 170
Presenting Advance Organizers 170
Contents (cid:127) ix
Presenting New Learning Materials 173
Checking for Understanding and Extending Student Thinking 180
Summary at a Glance 185
Constructing Your Own Learning 185
Resources 186
8. Direct Instruction 187
Overview and Perspective 188
Connecting Direct Instruction to the Context and Science of
Learning 190
Planning Direct Instruction Lessons 193
Choosing Appropriate Skills and Topics 194
Analyzing Skills and Their Elements 194
Deciding on Demonstration Procedures and Practice
Opportunities 195
Planning for a Rich, Active Learning Environment 195
Delivering Direct Instruction Lessons 195
Gain Attention and Explain Goals 196
Demonstrate Knowledge or Skill 196
Provide Structured, Guided Practice 199
Check for Understanding and Provide Feedback 200
Provide Independent Practice 201
Seek Closure and Attend to Transfer 204
Assessment of Direct Instruction Learning 204
Summary at a Glance 205
Constructing Your Own Learning 205
Resources 206
9. Using Text, the Internet, and Visual Media to Build Background
Knowledge 207
Overview and Perspective 207
Connecting to the Context and Science of Learning 208
Using Text 208
Literacy Strategies to Help Students Learn from Expository Text 209
Independent Reading for Developing Background Knowledge 213
Vocabulary Instruction for Developing Background Knowledge 214
Using the Internet 215
Helping Students Make Sense of Online Text 216
Using Visual Media 219
Importance of Visual Literacy 219
Developing Visual Literacy Skills 221
Teaching with Television, Film, and Video 223