Planning effective instruction: diversity responsive methods and management
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Belmont, CA
Wadsworth Cengage Learning
2011
|
| Ausgabe: | 4. ed., internat. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xxiii, 312 p. 28 cm |
| ISBN: | 9780495812982 |
Internformat
MARC
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| 245 | 1 | 0 | |a Planning effective instruction |b diversity responsive methods and management |c Kay M. Price, Karna L. Nelson |
| 250 | |a 4. ed., internat. ed. | ||
| 264 | 1 | |a Belmont, CA |b Wadsworth Cengage Learning |c 2011 | |
| 300 | |a xxiii, 312 p. |c 28 cm | ||
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS PREFACE XI INTRODUCTION XV TODAY S DIVERSE CLASSROOM XV
DIVERSITY RESPONSIVE TEACHING XVI A FRAMEWORK FOR DIVERSITY RESPONSIVE
TEACHING XVI GOALS OF DIVERSITY RESPONSIVE TEACHERS XVII UNIVERSAL AND
SELECTED INTERVENTIONS XVIII UNIVERSAL INTERVENTIONS XVIII SELECTED
INTERVENTIONS XVIII BUHT-INS AND ADD-ONS XVIII THE DIVERSE CLASS XIX AN
EXAMPLE OF DIVERSITY RESPONSIVE TEACHING XIX ATTITUDE OF THE DIVERSITY
RESPONSIVE TEACHER XX SUMMARY XXI THE CONTENT AND ORGANIZATION OF THIS
BOOK XXI REFERENCES AND SUGGESTED READING XXII PART I PLANNING WHAT TO
TEACH 1 CHAPTER 1 THINKING ABOUT CONTENT 3 INTRODUCTION 3 THINKING ABOUT
WH AT STUDENTS NEED TO LEAM 3 SUBJECT MATTER 3 TYPES OF KNOWLEDGE:
DECLARATIVE AND PROCEDURAL 4 DIVERSITY AND CONTENT 4 GUIDANCE IN
CHOOSING WH AT TO TEACH 6 STATE STANDARDS 6 PROFESSIONAL ORGANIZATION
STANDARDS AND BIG IDEAS 7 PREPARING TO TEACH 8 LEVELS OF UNDERSTANDING 8
ORGANIZING CONTENT FOR TEACHING 8 CHOOSING THE ANALYSIS 11 SUMMARY 11
REFERENCES AND SUGGESTED READING 12 CHAPTER 2 WRITING OBJECTIVES 13
INTRODUCTION 13 DEFINITION AND PURPOSE 13 PROCESS 13 STATE STANDARDS: A
SOURCE OF OBJECTIVES 13 FROM GENERAL TO SPECIFIC 14 MEASURABLE
OBJECTIVES 15 MULTIPLE OBJECTIVES 15 EFFICIENCY AND MULTIPLE OBJECTIVES
15 DIVERSITY AND MULTIPLE OBJECTIVES 16 THE FOUR COMPONENTS OF
OBJECTIVES 16 CONTENT 16 BEHAVIOR 17 CONDITIONS 18 CRITERION 19 HELP
WITH INCLUDING THE FOUR COMPONENTS IN OBJECTIVES 21 BLOOM S TAXONOMY OF
THE COGNITIVE DOMAIN 22 RESPONDING TO DIVERSITY WHEN PLANNING THE
OBJECTIVE 24 SUMMARY 24 A FINAL THOUGHT 25 PRACTICING WRITING
OBJECTIVES: STUDY SUGGESTIONS 25 REFERENCES AND SUGGESTED READING 26
PART 11 PLANNING HOW TO TEACH 27 CHAPTER 3 GENERAL APPROACHES TO
UNIVERSAL INSTRUCTIONALLNTERVENTIONS 29 INTRODUCTION 29 UNIVERSAL DESIGN
FOR LEAMING 29 APPLICATIONS 29 V VI CONTENTS SIX PRINCIPLES FOR
DESIGNING INSTRUCTION FOR DIVERSE LEARNERS 31 DIFFERENTIATED INSTRUCTION
33 PROVIDING OPTIONS 33 SIMILARITIES BETWEEN UNIVERSAL DESIGN AND
DIFFERENTIATED INSTRUCTION 34 PLANNING FAR ENGLISH LANGUAGE LEARNERS 34
STAGES OF LANGUAGE ACQUISITION 35 MAKE WHAT YOU PRESENT UNDERSTANDABLE
36 PROVIDE OPPORTUNITIES FOR LANGUAGE USE 37 SUMMARY 37 REFERENCES AND
SUGGESTED READING FAR UNIVERSAL DESIGN AND DIFFERENTIATED INSTRUCTION 38
REFERENCES AND SUGGESTED READING FOR LINGUISTIC DIVERSITY 39 CHAPTER4
CRITICAL TEACHING SKILLS FOR FOCUSING ATTENTION 41 INTRODUCTION 41
OPENINGS 41 STRATEGIES FOR OPENINGS 41 STATE THE OBJECTIVE AND OBJECTIVE
PURPOSE 42 RESPONDING TO DIVERSITY WHEN PLANNING THE OPENING 43
QUESTIONS 44 TYPES OF QUESTIONS 44 GUIDELINES FOR PLANNING AND
DELIVERING QUESTIONS 47 ENGAGING ALL STUDENTS THROUGH QUESTIONING 48
RESPONDING TO SKILL DIVERSITY WHEN PLANNING QUESTIONS 50 RESPONDING TO
ENGLISH LANGUAGE LEARNERS WHEN PLANNING QUESTIONS 50 CLOSINGS 51
STRATEGIES FOR CLOSINGS 51 RESPONDING TO DIVERSITY WHEN PLANNING THE
CLOSING 52 SUMMARY 53 REFERENCES AND SUGGESTED READING 53 CHAPTER 5
CRITICAL TEACHING SKILLS FOR PRESENTING INFORMATION 55 INTRODUCTION 55
EXPLANATIONS 56 COMPONENTS 56 RESPONDING TO SKILL DIVERSITY WHEN
PROVIDING EXPLANATIONS 57 RESPONDING TO ENGLISH LANGUAGE LEARNERS WHEN
PROVIDING EXPLANATIONS 57 RESPONDING TO CUITURAL DIVERSITY WHEN
PROVIDING EXPLANATIONS 58 DEMONSTRATION OR MODELING 58 TYPES OF
DEMONSTRATIONS 58 RESPONDING TO DIVERSITY WHEN PLANNING DEMONSTRATIONS
59 VISUAL SUPPORTS 60 CATEGORIES OF VISUAL SUPPORTS 60 RESPONDING TO
DIVERSITY WHEN PLANNING VISUAL SUPPORTS 60 TEACHING KEY TERMS AND
VOCABULARY 61 DECISION STEPS 61 STRATEGIES FOR DEFINING WORDS 63 GIVING
DIRECTIONS 64 MAKING DIRECTIONS CLEAR 65 RESPONDING TO DIVERSITY WHEN
GIVING DIRECTIONS 65 GENERAL TIPS FOR PLANNING EFFECTIVE PRESENTATIONS
66 SUMMARY 66 REFERENCES AND SUGGESTED READING 67 CHAPTER6 CRITICAL
TEACHING SKILLS FOR PROMOTING ACTIVE PARTICIPATION 69 INTRODUCTION 69
IMPORTANCE OF ACTIVE PARTICIPATION 70 TYPES OF ACTIVE PARTICIPATION
STRATEGIES 70 INVOLVEMENT STRATEGIES 71 REHEARSAL STRATEGIES 72
PROCESSING STRATEGIES 72 RESPONDING TO DIVERSITY WHEN PLANNING FOR
ACTIVE PARTICIPATION 73 RESPONDING TO SKILL DIVERSITY WHEN PLANNING FOR
ACTIVE PARTICIPATION 74 RESPONDING TO CULTURAL DIVERSITY WHEN PLANNING
FOR ACTIVE PARTICIPATION 74 RESPONDING TO ENGLISH LANGUAGE LEARNERS WHEN
PLANNING FOR ACTIVE PARTICIPATION 74 NUMBER OF STRATEGIES TO INCLUDE 75
TEACHING ACTIVE PARTICIPATION RESPONSE STRATEGIES 75 SUMMARY 75
REFERENCES AND SUGGESTED READING 76 CHAPTER 7 CRITICAL TEACHING SKILLS
FOR PLANNING PRACTICE AND MONITORING STUDENT PROGRESS 79 INTRODUCTION 79
PLANNING PRACTICE 79 1 VO TYPES OF PRACTICE 80 MONITORING STUDENT
PROGRESS 85 TERMINOLOGY USED IN MONITORING PROGRESS 86 TYPES OF
MONITORING 86 THE ROLE OF PERFORMANCE FEEDBACK 89 THE TEACHINGJLEARNING
CYCLE 90 SUMMARY 91 REFERENCES AND SUGGESTED READING 92 CHAPTER 8
CRITICAL TEAEHING SKILLS FOR PLANNING PARTNER AND SMALL-GROUP WORK 95
INTRODUCTION 95 EXAMPLES OF USING PEERS IN INSTRUCTION 95 POTENTIAL
PROBLEMS 96 PLANNING FOR USING PEERS IN INSTRUCTION 96 WHEN TO PLAN 96
PLANNING DEDSIONS 96 RESPONDING TO SKILL DIVERSITY WHEN PLANNING PARTNER
AND SMALL-GROUP WORK 101 SUMMARY 102 REFERENCES AND SUGGESTED READING
102 CHAPTER 9 SELEETED INSTRUETIONAL INTERVENTIONS 105 INTRODUCTION 105
DISTINGUISHING BETWEEN UNIVERSAL AND SELECTED INTERVENTIONS 105
ACCOMMODATIONS AND MODIFICATIONS 105 CHOOSING UNIVERSAL OR SELECTED
INTERVENTIONS 106 SPECIFIC AREAS OF CHALLENGE 106 ACQUISITION OF
INFORMATION 107 DIFFICULTY MAINTAINING ATTENTION 107 DIFFICULTY KEEPING
STILL 107 DIFFICULTY READING 107 DIFFICULTY WITH SELECTIVE ATTENTION 107
PROCESSING OR MEMORIZING INFORMATION 108 DIFFICULTY WAITING OR
IMPULSIVENESS 108 DIFFICULTY BEGINNING TASKS 108 DIFFICULTY COMPLETING
TASKS 108 DIFFICULTY ORGANIZING 108 DIFFICULTY WITH TASKS THAT REQUIRE
MEMORIZATION 109 EXPRESSING INFORMATION 109 SLOW OR POOR HANDWRITING 109
MESSINESS 109 DIFFICULTY WITH TAKING TESTS 109 DIFFICULTY STICKING WITH
ROUTINE TASKS 109 DIFFICULTY FOLLOWING DIRECTIONS 110 SUMMARY 110
REFERENCES AND SUGGESTED READING 110 CONTENTS VII PART 111 THE CONTEXT
FOR TEACHING AND LEARNING 113 CHAPTER 10 SUPPORTING STUDENT BEHAVIOR 115
INTRODUCTION 115 CONNECTING WITH STUDENTS 115 RESPONDING TO DIVERSITY
WHEN CONNECTING WITH STUDENTS 116 CREATING A DIVERSITY RESPONSIVE
ENVIRONMENT 116 THE PHYSICAL ENVIRONMENT 116 THE SODAL ENVIRONMENT 117
THE EMOTIONAL ENVIRONMENT 117 UNIVERSAL BEHAVIORAL INTERVENTIONS 118
DEVELOPING CLASSROOM RULES 118 ESTABLISHING CLASSROOM ROUTINES 119
ESTABLISHING SODAL SKILLS 120 TEACHING RULES, ROUTINES, AND SODAL SKILLS
121 ENCOURAGING COMPLIANCE 124 SELECTED BEHAVIORAL INTERVENTIONS 126
WHEN TO USE SELECTED BEHAVIORAL INTERVENTIONS 126 TYPES OF SELECTED
BEHAVIORAL INTERVENTIONS 127 RESPONDING TO DIVERSITY 129 SUMMARY 129
REFERENCES AND SUGGESTED READING 129 CHAPTER 11 CRITICAL MANAGEMENT
SKILLS FOR COMMUNICATING WITH STUDENTS 135 INTRODUCTION 135 RESPONDING
TO DIVERSITY WHEN USING CRITICAL MANAGEMENT SKILLS 135 THE CHALLENGING
CLASS AND CRITICAL MANAGEMENT SKILLS 135 MRS. BEAN AND CRITICAL
MANAGEMENT SKILLS 136 GAINING ATTENTION 137 SIGNALS FOR ATTENTION 137
STUDENT RESPONSE TO SIGNAL 137 USING THE GAINING ATTENTION STRATEGY 137
RESPONDING TO DIVERSITY WHEN GAINING ATTENTION 138 THE CHALLENGING CLASS
AND GAINING ATTENTION 139 COMMUNICATING BEHAVIOR EXPECTATIONS 139 HOW TO
CHOOSE EXPECTATIONS 139 HOW TO COMMUNICATE EXPECTATIONS 139 FOLLOW
THROUGH 140 RESPONDING TO DIVERSITY WHEN COMMUNICATING BEHAVIOR
EXPECTATIONS 141 THE CHALLENGING CLASS AND COMMUNICATING BEHAVIOR
EXPECTATIONS 142 X CONTENTS APPLICATION OF EDITING TASK #2:
MULTIPLICATION 287 EDITING TASK #3: EVALUATE CONGRUENCE 293 APPLICATION
OF EDITING TASK #3 293 SUMMARY 293 CHAPTER 21 USING THE FRAMEWORK FOR
DIVERSITY RESPONSIVE TEACHING 295 INTRODUCTION 295 USING THE FRAMEWORK
FOR BRAINSTORMING 296 PLANNING WHAT TO TEACH 296 PLANNING HOW TO TEACH
297 PLANNING THE CONTEXT FAR TEACHING AND LEARNING 297 SUMMARY 298 USING
THE FRAMEWORK AS A TOOL FAR SELF- REFLECTION 298 MR. PEREZ S STUDENTS
299 PLANNING WH AT TO TEACH 299 LESSON PLAN: TEACHING THE RULE INCLUDE
EVERYONE 300 PLANNING HOW TO TEACH 303 PLANNING THE CONTEXT FOR
TEACHING AND LEARNING 304 SUMMARY 305 FINAL THOUGHTS 305 INDEX 307
|
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| author | Price, Kay M. Nelson, Karna L. |
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| id | DE-604.BV036596614 |
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| indexdate | 2024-07-09T22:43:49Z |
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| isbn | 9780495812982 |
| language | English |
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| physical | xxiii, 312 p. 28 cm |
| publishDate | 2011 |
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| spelling | Price, Kay M. Verfasser aut Planning effective instruction diversity responsive methods and management Kay M. Price, Karna L. Nelson 4. ed., internat. ed. Belmont, CA Wadsworth Cengage Learning 2011 xxiii, 312 p. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Lesson planning / Handbooks, manuals, etc Activity programs in education / Handbooks, manuals, etc Unterrichtserfolg (DE-588)4187076-1 gnd rswk-swf Unterrichtsplanung (DE-588)4117301-6 gnd rswk-swf Unterrichtsplanung (DE-588)4117301-6 s Unterrichtserfolg (DE-588)4187076-1 s DE-604 Nelson, Karna L. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020517215&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Price, Kay M. Nelson, Karna L. Planning effective instruction diversity responsive methods and management Lesson planning / Handbooks, manuals, etc Activity programs in education / Handbooks, manuals, etc Unterrichtserfolg (DE-588)4187076-1 gnd Unterrichtsplanung (DE-588)4117301-6 gnd |
| subject_GND | (DE-588)4187076-1 (DE-588)4117301-6 |
| title | Planning effective instruction diversity responsive methods and management |
| title_auth | Planning effective instruction diversity responsive methods and management |
| title_exact_search | Planning effective instruction diversity responsive methods and management |
| title_full | Planning effective instruction diversity responsive methods and management Kay M. Price, Karna L. Nelson |
| title_fullStr | Planning effective instruction diversity responsive methods and management Kay M. Price, Karna L. Nelson |
| title_full_unstemmed | Planning effective instruction diversity responsive methods and management Kay M. Price, Karna L. Nelson |
| title_short | Planning effective instruction |
| title_sort | planning effective instruction diversity responsive methods and management |
| title_sub | diversity responsive methods and management |
| topic | Lesson planning / Handbooks, manuals, etc Activity programs in education / Handbooks, manuals, etc Unterrichtserfolg (DE-588)4187076-1 gnd Unterrichtsplanung (DE-588)4117301-6 gnd |
| topic_facet | Lesson planning / Handbooks, manuals, etc Activity programs in education / Handbooks, manuals, etc Unterrichtserfolg Unterrichtsplanung |
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