‘An in-depth, effectively organized resource guide for teachers at all grade levels, putting meaningful, practical strategies and activities just a page-turn away. Filled with the voices of teachers and students, this book won′t have time to gather dust on the shelf.’
—Ruth Devlin, ELL Teacher
Paradise Professional Development School, Las Vegas, NV
‘I love the way the book addresses specific behaviors and classroom situations. The format is consistent throughout the text, which makes finding information on a specific topic, skill, or content area easy.’
—Roxie Ahlbrecht, Second-Grade Teacher
Robert Frost Elementary School, Sioux Falls, SD
Evidence-based practices for delivering instruction that meets students′ diverse learning needs!
The increased inclusion of students with disabilities and learning differences in the general education elementary classroom has challenged novice and expert educators to seek more effective ways of meeting diverse learning needs. This detailed guide offers easy access to information about effective teaching methods that allow educators to be more responsive to individual concerns.
63 Tactics for Teaching Diverse Learners, K–6 presents successful, teacher-tested instructional methods that can be used across content areas and grade levels for elementary students with or without disabilities. The authors provide a practical, research-based teaching model that focuses on planning, managing, delivering, and evaluating instruction. Readers will find:
- Descriptions of how to teach students with diverse learning styles and needs
- Feedback from teachers on how to implement or modify each tactic
- Information to help teachers choose appropriate strategies for specific subjects, grades, or learning difficulties
Motivational and multifaceted, this resource is an essential tool for providing an informed approach that improves academic performance for all elementary students.
Mục lục
Preface
Acknowledgements
About the Authors
Part 1: Planning Instruction
1: Decide What to Teach
Assess to Identify Gaps in Performance
Establish Logical Sequences of Instruction
Consider Contextual Variable
2: Decide How to Teach
Set Instructional Goals
Establish Performance Standards
Choose Instructional Methods and Materials
Establish Groups Structures
Pace Instruction Appropriately
Monitor Performance and Re Plan Instruction
3: Communicate Realistic Expectations
Teach Goals, Objective, and Standards
Teach Students to be Active, Involved Learners
Teach Students Consequences of Performance
Part II: Managing Instruction
4: Prepare for Instruction
Set Classroom Rules
Communicate and Teach Classroom Rules
Communicate Consequences of Behavior
Handle Disruptions Efficiently
Teach Students to Manage their own Behavior
5: Use Time Productively
Establish Routines and Procedures
Organize Physical Space
Allocate Sufficient Time to Academic Activities
6: Establish Positive Classroom Environment
Make the Classroom a Pleasant, Friendly Place
Accept Individual Differences
Establish Supportive, Cooperative Learning Environments
Create a Nonthreatening Learning Environment
Part III: Delivering Instruction
7: Present Information
Presenting Content
Motivating Students
Teaching Thinking Skills
Providing Relevant Practice
8: Monitor Presentations
Providing Feedback
Keeping Students Actively Involved
Ch. 9: Adjust Presentations
Adapt Lessons to Meet Student Needs
Provide Varied Instructional Options
Alter Pace
Part IV: Evaluating Instruction
10: Monitor Student Understanding
Check Understanding of Directions
Check Procedural Understanding
Monitor Student Success Rate
11: Monitor Engaged Time
Check Student Participation
Teach Students to Monitor their own Participation
Ch. 12: Keep Records of Student Progress
Teach Students to Chart their own Progress
Regularly Inform Students of Performance
Maintain Records of Student Performance
13: Use Data to Make Decisions
Use Data to Decide if More Services are Warranted
Use Student Progress to Make Teaching Decisions
Use Student Progress to Decide When to Discontinue Service
References
Additional Readings
Index
Giới thiệu về tác giả
Jianjun (Adam) Wang is senior instructional technology specialist at Williams College. He has been responsible for collaborating in the design and development of STRIDE. He has also been instrumental in the implementation of STRIDE in the preparation of future teachers, as well as the ongoing professional development of practicing educators. He has served as an instructor in technology courses and made several regional, national, and international conference presentations related to the effective implementation of technology in education. His research interests concern how educational technology can enhance human learning and focus on developing Web-based learning and teaching tools to enhance the undergraduate learning experience. He earned his MA from the University of Connecticut.
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