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The third edition of this well-known text continues the mission of its predecessors--to help teachers link research and theory regarding creativity to the everyday activities of classroom teaching. Part I (chapters 1-4) includes information on theories of creativity, characteristics of creative individuals, talent development, and motivation and creativity. Part II (chapters 5-8) includes strategies designed to explicitly teach creative thinking, to weave creative thinking into content area instruction, and to organize basic classroom activities (grouping, lesson planning, assessment, grading) in ways that support students' creativity. * Pedagogy --Within each chapter reflection questions and sample lesson plans help the reader adapt ideas to their own teaching situations. * Changes --In addition to general updating, there is new material on cross-cultural concepts of creativity, on teaching for creativity in an age of standards (including lessons tied directly to state standards), and on collaborative creativity. * Audiences --This book is suitable for any course that deals wholly or partly with creativity in teaching, teaching the gifted and talented, or teaching thinking and problem solving. Such courses are variously found in departments of special education, curriculum and instruction, or educational psychology.
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This new general elementary methods book offers a balanced presentation of skills, inquiry, and social approaches to teaching, structured around the concept of instructing for understanding. The authors stress that the truly effective teacher not only has knowledge of teaching strategies but also understands the importance of asking and answering such questions as: What learner characteristics affect the success of this strategy? What contextual factors will influence its outcome? What philosophical/ethical stance does it represent? This book includes coverage that reflects a “backward design” structure and consideration of student characteristics first; then, identification of complex tasks and assessment; and finally, daily instructional planning. It emphasizes authentic assessment and the importance of considering assessment when planning instruction. For professionals in the field of teaching grades K-12.
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For general courses in Secondary and/or Middle School Methods. This constructivist-based book examines teaching at the secondary level through discussion of five key factors involved in its practice: Students, Content, Pedagogy, Philosophy, and Context?instilling in future teachers the constructivist idea that designing instruction must begin with consideration of the learner. The objective of the material is to help prospective teachers develop a set of skills, without oversimplifying the complexity of teaching. First chapters are on learning, student characteristics, cultural differences, and authentic learning?while material on learning outcomes, assessments, and lesson plans are in later chapters. Much of the content is devoted to the design of curriculum, teaching approaches, classroom management, and adaptation/differentiation of instruction for students with special needs of all types. Numerous examples drawn from high school lessons and units are presented through a common template that addresses strength/weaknesses, where/when/with whom it would be most effective, how to modify it to meet the needs of special learners, and what values and/or social relationships it promotes. In addition, a case study involving a multidisciplinary unit on Zimbabwe ties text-sanctioned practices to unit/lesson planning that meets state and local standards. For prospective secondary teachers.
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