The Scientific Basis for the Art of Teaching Chapter 1 The Scientific Basis for the Art of Teaching

Historical Perspective on Teaching Role Expectations in Earlier Times Twentieth-Century Role Expectations Teaching Challenges for the Twenty-First Century Teaching in a Multicultural Society Teaching for the Construction of Meaning Teaching for Active Learning

Historical Perspective on Teaching (cont.) Teaching with New Views about Abilities Teaching and Choice Teaching and Accountability Teaching and Technology

Sample Nineteenth-Century Teacher Contract (Figure 1.1)

Teaching Challenges for Twenty-First Century Teachers (Figure 1.2)

Percentage of Public School Students Enrolled in Grades K-12 Who Were Minorities, by Geographic Region: 1972-2000 (Figure 1.3)

Percentage of Distribution of Students Ages 6-21 with Disabilities by Educational Environment between 1988-1989 and 1998-1999 (Figure 1.4)

Check, Extend, Explore Historical Perspective on Teaching How have teacher roles evolved over the years, and what forces have contributed to these changes? What revisions to traditional schooling do you foresee? What demographic shifts have led to changes in the student population, and how have these trends impacted schools and teachers?

Check, Extend, Explore Historical Perspective on Teaching (cont.) What are six major teaching challenges of the twenty-first century?

A Perspective on Effective Teaching for the Twenty-first Century The Ultimate Goal of Teaching A View of the Effective Teacher Personal Qualities for Developing Authentic Relationships Knowledge Base to Guide the Art of Practice Nature and Domains of Knowledge Teacher Use of Knowledge

A Perspective on Effective Teaching (cont.) The Limits of Research Repertoire of Effective Practice Leadership Instructional Organizational Reflection and Problem Solving

Nature and Domains of Knowledge Content Knowledge Pedagogical Content Knowledge Knowledge of Learners General Pedagogical Knowledge Knowledge of Educational Contexts Curriculum Knowledge Knowledge of Educational Ends, Purposes, and Values

Percentage of Children Ages 5-17 in Poverty by Urbanicity and Region, 1997 (Figure 1.5)

A View of Effective Teachers (Figure 1.6)

Classification of Six Models of Teaching (Table 1.1) Traditional/Teacher-Centered Lecture/presentation Direct Instruction Concept Teaching Constructivist/ Student-Centered Cooperative Learning Problem-Based learning Classroom Discussion

Check, Extend, Explore A Perspective on Effective Teaching What are the four major characteristics of effective teachers? What specific personal qualities are typically exhibited by effective teachers? Why should a teacher’s repertoire of strategies be as diverse and flexible as possible?

Check, Extend, Explore A Perspective on Effective Teaching (cont.) What are the three major aspects of a teacher’s job?

Learning to Teach Models of Teacher Development Stages of Development and Concern Implications of Development Models for Learning to Teach Early Influences on Teaching

Stages of Development and Concern Survival Stage Teaching Situation Stage Pupil Concern and Mastery Stage

Check, Extend, Explore Learning to Teach What are the stages that teacher typically go through during the process of becoming an effective teacher? What forces seem to influence many teachers when they initially make the decision to enter the profession? What are the advantages and disadvantages of this situation?