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63 Tactics for Teaching Diverse Learners, K-6

63 Tactics for Teaching Diverse Learners, K-6 - 08 edition

ISBN13: 978-1412942386

Cover of 63 Tactics for Teaching Diverse Learners, K-6 08 (ISBN 978-1412942386)
ISBN13: 978-1412942386
ISBN10: 1412942381

Cover type: Paperback
Edition: 08
Copyright: 2008
Publisher: Sage Publications, Inc.
Published: 2008
International: No

List price: $31.95

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63 Tactics for Teaching Diverse Learners, K-6 - 08 edition

ISBN13: 978-1412942386

Robert Algozzine, Pamela Campbell and Adam Wang

ISBN13: 978-1412942386
ISBN10: 1412942381

Cover type: Paperback
Edition: 08
Copyright: 2008
Publisher: Sage Publications, Inc.
Published: 2008
International: No
Summary

This resource presents teacher-tested instructional strategies and tactics that have proven highly successful for elementary students with or without disabilities and across content and grade levels. 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 each of the tactics
  • Indexes for finding practices relevant to a specific subject, grade, or learning difficulty
  • A listing by disability for locating the instructional approach best suited to individual students' special needs

Author Bio

Pam Campbell is an associate professor in the Department of Special Education at the University of Nevada Las Vegas. During her 35 years as an educator she has taught university courses in instruction assessment curriculum and classroom management for both general and special educators. In addition she has been a public school teacher in general education Chapter I and special education classrooms. She served in the dual role of university professor and coordinator of seven professional development schools (PDS) at the University of Connecticut and currently serves at UNLV as coordinator of the Paradise PDS. Her research interests focus on linking the preparation of teacher candidates and sustained professional development of practicing teachers through technology. Her work has been published in TEACHING Exceptional Children Remedial and Special Education Record in Educational Leadership the Professional Educator and the Council for Administrators of Special Education. She is also the coauthor of Improving Social Competence: Techniques for Elementary Teachers . She has served the field of special education through numerous local state regional and national presentations and as field reviewer for Exceptional Children the Journal of Special Education Technology TEACHING Exceptional Children and Teacher Education and Special Education . She earned her PhD at the University of Florida.

Table of Contents

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 RePlan 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 Appendix References Index

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