Teaching, Bearing the Torch 2/e   Pamela J. Farris
	For the Student

As a new teacher, you will be evaluated several times over the course of your pre-tenure years of teaching. Your effectiveness will be assessed in objective, observable terms during observations, in standardized tests taken by your students, and in your own long-term, not always easily measurable, goals and expectations of yourself and your students. Chapter 13 explains:

• The process-product paradigm of teacher effectiveness
• How learning theories affect one's teaching methods
• Walberg's Nine Educational Productivity Factors
• The tenets of direct instruction and wholistic instruction
• Integrated instruction methods and philosophies
• The Foxfire Approach
• Reflective teaching methods
• The goals of cooperative and collaborative learning
• The impact of technological advances in schools

OBJECTIVES

After reading Chapter 13, you should be able to:

• Identify and describe Walberg's Nine Educational Productivity Factors.
• Compare and contrast direct instruction and wholistic instruction.
• Describe the Foxfire Approach.
• Explain the purpose of reflective thinking for students and teachers.
• Identify and describe the main elements of cooperative and collaborative learning.
• Define constructivism.
• Explain the theme cycle approach.
• Identify and describe the main elements of current educational technology, and explain the criticisms of it.

Quiz Questions for Chapter 13

Quiz Help! Check here for related page references and feedback.

SUGGESTED ACTIVITIES

1. Learn more about the Foxfire Approach by visiting the official Foxfire website (see Other Sites to Explore).

2. Look up the history of reflective thinking on the web.

3. Create your own web page comparing and contrasting different educational methods.

4. Visit the University of California at Los Angeles (UCLA) website to research Madalyn Hunter.

5. Find websites on Gardner's multiple intelligences, examine the conflicting views of Gardner's theory.

OTHER SITES TO EXPLORE (also see p. 367!)

http://ethel.as.arizona.edu/~collins/edtech/strategy_coop.html
Cooperative and Collaborative Learning
This site provides numerous web links to resources concerning the use of cooperative and collaborative learning in the classroom.
Textbook links: see page 359.

http://www.foxfire.org/
The Foxfire Fund, Inc.
Foxfire is a national nonprofit education organization, an approach to teaching and learning, a framework for developing active, collaborative, learner-centered environments, a magazine, a book series, and a museum.
Textbook links: see page 356.

http://curry.edschool.virginia.edu/curry/class/edlf/546/curriculum/models= .html
Four Models of Instruction--Common Elements
Direct instruction, mastery learning, guided instruction, and systematic instruction are compared and contrasted in this website.
Textbook links: see pages 353-362.

http://www.futurefocus.org/
future focus: Professionals for Technology in Our Schools
Future Focus, Inc. is dedicated to assisting our public schools in obtaining and implementing the technology necessary to produce students able to compete in the worldwide marketplace of the future.
Textbook links: see pages 362-364.

http://www.iup.edu/teachex/services/RPPRJ.HTMLX
The IUP Reflective Practice Project--A Campus-wide Effort to Promote More Effective Teaching
The Indiana University of Pennsylvania Center for Teaching Excellence has sponsored an effort to promote effective teaching through the use of workshops, monthly meetings and small "teaching circles." This program is called the Reflective Practice (RP) Project, and this website offers numerous resources and related links on the subject of teaching reflective thinking.
Textbook links: see pages 356-359.

OTHER RESOURCES

Allington, R.L., and S.A. Walmsley. 1995. No quick fix: Rethinking literacy programs in America's elementary schools. New York: Teachers College Press.

Atwood, V., and W.W. Wilan. 1991. Wait time and effective social studies instruction: What can research in science education tell us? Social Education (March): 179-81.

Blythe, M.C., and P.M. Bradbury. 1993. Classroom by committee. Educational Leadership 50 (1): 56-59.

Routman, R. 1996. Literacy at the Crossroads. Portsmouth, NH: Heinemann.

Shapiro, B.C. 1995. The NBPTS sets standards for accomplished teaching. Educational Leadership 52 (6):55-57.

Wellington, B. 1991. The promise of reflective practice. Educational Leadership 48 (6):4-5.