| Preface and Acknowledgments | |
| Preface to the Original Edition | |
| Introduction to the Original Edition | |
| About the Authors | |
| Decisions in Teaching | |
| Guide for Group Discussion or Individual Study | |
| The Content Decision | |
| The Decision Regarding Student Learning Behavior | |
| The Decision Regarding Teaching Behavior | |
| Increasing Your Students' Motivation Part I | |
| Guide for Group Discussion or Individual Study | |
| Level of Concern | |
| Feeling Tone | |
| Success | |
| The Interaction of Motivational Factors | |
| Increasing Your Students' Motivation Part II | |
| Guide for Group Discussion or Individual Study | |
| Interest | |
| Knowledge of Results | |
| Intrinsic-Extrinsic Motivation | |
| Getting Students Set to Learn | |
| Guide for Group Discussion or Individual Study | |
| Hooking Your Students' Interest During Prime Time | |
| Using Prime Learning Time Effectively | |
| Cultivating Prime Learning | |
| Providing Information Effectively | |
| Guide for Group Discussion or Individual Study | |
| Lecturing for Effective Learning | |
| Three Principles of Effective Instruction | |
| Taking the Steps to Lecturing Success | |
| Teaching to Both Halves of the Brain | |
| Guide for Group Discussion or Individual Study | |
| Your Brain: The Left and Right of It | |
| Using Visuals to Facilitate Learning | |
| Modeling What You Mean | |
| Guide for Group Discussion or Individual Study | |
| Four Characteristics of Effective Models | |
| Modeling Processes, Products, and Examples | |
| Modeling Your Thinking | |
| Making Material Meaningful | |
| Guide for Group Discussion or Individual Study | |
| Four Techniques That Make Material Meaningful | |
| Making Sure to Make It Real | |
| Checking Your Students' Understanding | |
| Guide for Group Discussion or Individual Study | |
| Checking for Understanding During Teaching | |
| Four Common Mistakes That Teachers Make | |
| Four Effective Techniques for Checking Your Students' Understanding in Class | |
| Assessing Understanding Using Tests, Papers, or Observations of Performance | |
| Practice Doesn't Make Perfect: Designing Effective Practice | |
| Guide for Group Discussion or Individual Study | |
| Mastery Only BEGINS with Automaticity | |
| Practicing Properly: Four Principles to Improve Performance | |
| Desgining Valuable Practice is the Key | |
| Guiding Your Students' Initial Practice | |
| Guide for Group Discussion or Individual Study | |
| Determining the Degree of Guidance | |
| Teaching Knowledgeably | |
| Checking for Understanding | |
| Extending Your Students' Thinking | |
| Guide for Group Discussion or Individual Study | |
| Knowledge | |
| Comprehension | |
| Application | |
| Analysis | |
| Synthesis | |
| Evaluation | |
| Dignifying Errors to Promote Learning | |
| Guide for Group Discussion or Individual Study | |
| Making Effective Use of Erroneous Answers | |
| Communicating Accountability | |
| Dignifying Despite Setbacks | |
| Maintaining Dignity Enables Success | |
| Using Time to Achieve More Learning | |
| Guide for Group Discussion or Individual Study | |
| Increasing Learning Time | |
| Before Instruction | |
| During Instruction | |
| After Instruction | |
| Using Your Creativity | |
| Teaching So Students Remember | |
| Guide for Group Discussion or Individual Study | |
| Five Teaching Techniques to Promote Retention | |
| Teaching for Transfer | |
| Guide for Group Discussion or Individual Study | |
| The Power of Transfer | |
| Promoting Transfer | |
| Tying Everything Together for Transfer | |
| Teaching for Independent Learning | |
| Guide for Group Discussion or Individual Study | |
| Differentiating Instruction | |
| Getting Students to Work Independently | |
| Planning for Your Students' Independent Learning | |
| (De)Regulating While Working in Small Groups | |
| Ensuring Independent Learning | |
| Recommended Reading | |
| Index | |
| Table of Contents provided by Ingram. All Rights Reserved. |