Strategies for teaching content effectively in the inclusive secondary classroom:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2014
|
| Schriftenreihe: | Pearson professional development
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIV, 242 S. Ill. 28 cm |
| ISBN: | 9780132491846 0132491842 |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
CONTENTS
.......................................................................................................
PREFACE XIII
CHAPTER 1
POTENTIAL DISRUPTION
REBECCA A. HINES AND USA A. DIEKER
...................................................................................................*
THE STATUS OF EDUCATION: THE GAME IS CHANGING 2 PUTTING THE PIECES
TOGETHER 3
CORNERSTONES OF CURRICULUM AND INSTRUCTION 3
PLANNING PYRAMID 4
MULTIPLE INTELLIGENCE 5
UNIVERSAL DESIGN FOR LEARNING 7
INSTRUCTIONAL TIME 7
BLOOMS TAXONOMY 8
KEEPING PACE WITH GENERATION M 9
STANDARDS IN TODAY S CLASSROOMS 10
REAL- WORLD SKILLS 14
TODAY S INCLUSIVE CLASSROOMS 15
CURRENT STATUS OFSPECIAL EDUCATION 15
REFERENCES 20
CHAPTER 2
STATUS OF THE CLASSROOM
REBECCA A. HINES AND USA A. DIEKER
...................................................................................................
THE PHILOSOPHY OF INCLUSION 22
INCLUSIVE PRACTICES: IMPLICATIONS 28
HIGH-INCIDENCE DISABILITIES 30
LEARNING DISABILITIES 30
EMOTIONAL DISTURBANCES 33
SPEECH OR LANGUAGE IMPAIRMENT 34
V
IMAGE 2
VI
CONTENTS
LOW-INCIDENCE DISABILITIES AND 504 PLANS 35
INTELLECTUAL DISABILITIES 36
EMOTIONAL DISTURBANCE AND AUTISM SPECTRUM DISORDERS 36
THE IEP 37
INDIVIDUAL TRANSITION PLAN 38
MEETING THE NEEDS OF ALL LEARNERS 38
USE SPECIFIC TIME LIMITS 38
STATE EXPECTATIONS CLEARLY 39
RECOGNIZE ACHIEVEMENT AS OFTEN AS POSSIBLE 39
CLOSING THOUGHTS 39
5 REALISTICTIPS 40
REFERENCES 41
CHAPTER 3
ADOLESCENCE AND POSITIVE CLIMATE USA A. DIEKER AND REBECCA A. HINES
...................................................................................................*
UNIVERSAL DESIRES OF ADOLESCENTS 44 OVERVIEW OF ADOLESCENCE 45
CREATING A POSITIVE CLIMATE 46
UNIVERSAL PRINCIPLESTHAT SHOULD BE IN ALL SCHOOLS 47
UDL 47
PRINCIPLE 1: MULTIPLE MEANS OFREPRESENTATION 51
PRINCIPLE 2: MULTIPLE MEANS FOR ACTION AND EXPRESSION 52
PHYSICAL ACTION 53
EXPRESSIVE SKILLS AND FLUENCY 53
EXECUTIVE FUNCTION 53
PRINCIPLE 3: MULTIPLE MEANS FOR ENGAGEMENT 55
INCREASING STUDENT ENGAGEMENT 55
WHAT DOES AN EFFECTIVE SECONDARY CLASSROOM LOOK LIKE TODAY? 56
QUALITY INSTRUCTION 56
TIPS FOR INCREASING INSTRUCTIONAL TIME 57
ADDING NEW LAYERS 58
PROMOTING A POSITIVE SOCIAL CLIMATE 59
PRACTICE SOCIAL SKILLS DAILY 59
ROLE PLAYS 59
HOLDING CLASSROOM FORUMS 60
IMAGE 3
CONTENTS VII
PASS A PROBLEM 60
T-CHART 60
BOOKS AND MOVIES 60
60
62
63
CLOSING THOUGHTS
5 REALISTICTIPS
REFERENCES
CHAPTER 4
RETHINKING BEHAVIOR
REBECCA A. HINES AND USA A. DIEKER
.................................................................................................
OIFFERING PERSPECTIVES 65 WHAT CAUSES STUDENTS TO MISBEHAVE? 66
OLD FAITHFUL: BEHAVIORISM 66
ECOLOGICAL MODEL 67
PSYCHODYNAMIC MODEL 69
COGNITIVE MODEL 71
CONDUCTING A FUNCTIONAL BEHAVIORALASSESSMENT 72
CONSIDERATIONS FOR STUDENTS WITH MORE SEVERE BEHAVIOR OR
EMOTIONALLBEHAVIORAL ISSUES 73
UNCONDITIONAL PARTICIPATION 73
BUILT-IN SUCCESS 74
WHAT TYPES OF BEHAVIORSSHOULD I EXPECT-AND WHAT CAN I 00 ABOUT THEM? 75
PRACTICALTIPS FOR BEHAVIOR MANAGEMENT 80
CLOSING THOUGHTS 83
5 REALISTICTIPS 82
REFERENCES 83
CHAPTER 5
COTEACHING AND COLLABORATION
USA A. DIEKER AND REBECCA A. HINES
..................................................................................................
INCLUSION: CIVILRIGHTS ISSUE OR EVIDENCE-BASED PRACTICE? 85 THE ROLE OF
THE TEACHER IN INCLUSIVE SETTINGS 86
COPLANNING 90
IMAGE 4
VIII CONTENTS
COINSTRUCTING IN THE COLLABORATIVE CLASSROOM 91
LEAD AND SUPPORT 92
PARALLEL TEACHING 92
ALTERNATIVE TEACHING 93
STATION TEACHING 93
TEAM TEACHING 94
KEYS TO COLLABORATION 95
CHECK FOR CONFUSION 95
DON T SAY IT ALL 95
STAY ON TRACK 95
SHARE THE STAGE 96
COASSESSING:WHOSE JOB IS IT? 98
PUTTING IT ALL TOGETHER: PLANNING, INSTRUCTING, AND ASSESSING 99
CHECKING IT OFF: HOW IS YOUR COTEACHING RELATIONSHIP? 100
CLOSING THOUGHTS 102
5 REALISTICTIPS 103
REFERENCES 103
CHAPTER 6
READING IN TODAY S CLASSROOMS
REBECCA A. HINES AND USA A. DIEKER
...................................................................................................*
WHAT S THE PROBLEM? 106 LEARNING TO READ OR READING TO LEARN? 107
TO READ OR NOT TO READ? 109
WHAT IS MY ROLE IN READING INSTRUCTION? 109
BITS AND PIECES 109
READING BARRIERS 115
RESEARCH-BASED BEST PRACTICES FOR ALL LEARNERS 116
USING A READER S WORKSHOP APPROACH TO ENCOURAGE READING TO LEARN 119
CLOSING THOUGHTS 121
5 REALISTICTIPS 121
REFERENCES 122
IMAGE 5
CONTENTS IX
CHAPTER 7
WRITING, LISTENING, AND SPEAKING
ACROSS THE CONTENT AREAS REBECCA A. HINES, SHERI L. ANDERSON, AND USA A.
DIEKER
...................................................................................................*
EMERGING FORMSOF COMMUNICATION 124 THE IMPORTANCE OFWRITING, LISTENING,
AND SPEAKING SKILLS 126
WRITING 126
LISTENING 127
SPEAKING 130
HOW AND WHY SHOULD WRITING, LISTENING, AND SPEAKING BE TAUGHT IN TODAY S
MIDDLE AND HIGH SCHOOLS? 130
STRATEGIES FOR BETTER WRITING 130
CONFERENCING WITH WRITERS 131
LISTENING STRATEGIES 133
GIVE ME FIVE 133
SPEAKING STRATEGIES 134
IDEAS RELATED TO WRITING, SPEAKING, AND LISTENING 134
KAMISHIBAI 134
AUTHORSTREAM 134
A PICTURE 1S WORTH A THOUSAND WORDS 134
DIGITAL NARRATIVES 134
CLOSINGTHOUGHTS 135
5 REALISTICTIPS 135
REFERENCES 135
CHAPTER 8
CREATING MATHEMATICALLY LITERATE STUDENTS KIMBERLY DAVIS, USA A. DIEKER,
AND REBECCA A. HINES
...................................................................................................*
MATHEMATICS AND SPECIAL EDUCATION 137 COTEACHING 138
DIFFICULTIES FOR STUDENTS WITH SPECIAL NEEDS IN MATHEMATICS 139
EFFECTIVE TEACHING OF MATHEMATICS 143
RECOMMENDATION FOR 1NCLUSION IN MATHEMATICS 144
WEBSITES AND IDEAS FOR THE CLASSROOM 146
CLOSING THOUGHTS 149
5 REALISTICTIPS 150
REFERENCES 150
IMAGE 6
X CONTENTS
CHAPTER 9
SCIENTIFIC KNOWLEDGE SARA ARONIN, USA A. DIEKER, AND REBECCA A. HINES
...................................................................................................*
CONSTRUETIVISMIN SDENEE 153 TEACHING STRUCTURE TO SUPPORT SCIENCE 154
SAFETY ISSUES AND BEHAVIOR NEEDS IN SCIENCE 156
STRATEGIES RELATED TO TEAEHING SDENEE 158
WEBSITES TO VISIT 158
GENERAL STRATEGIES AND ACTIVITIES TO CONSIDER 159
CONNECTING SEIENEE CONEEPTS TO WHAT STUDENTS ALREADY KNOW 161
AN INQUIRY-BASED LESSON USING COTEAEHING 163
CLOSING THOUGHTS 168
5 REALISTIETIPS 168
REFERENEES 169
CHAPTER 10
SECONDARY SOCIAL STUDIES IN THE INCLUSIVE
CLASSROOM CHRISTOPHER P.O BRIEN
...................................................................................................*
TEAEHING THAT WORKS FOR JOSHUA 171 SCENARIO: JOSHUA 171
INCLUSION AND CONTENT AREA INSTRUETION IN THE AEEOUNTABILITY ERA 171
WHY 00 ADOLESEENTS WITH LEARNING PROBLEMS STRUGGLE IN SODAL STUDIES? 173
WHAT ARE EFFEETIVE PRAETIEES IN THE SODAI STUDIES FOR ENGAGING STUDENTS
WITH AEADEMIE OIFFICULTIES AND SHOWING IMPROVEMENTS IN LEARNING? 174
BIG IDEAS AND CONTENT ENHANCEMENTS 174
MORE ON CONTENT ENHANEEMENTS 176
A NOTE ON GRAPHIE ORGANIZERS 178
A VERY SIMPLE CONTENT ENHANEEMENT: GUIDED NOTES 179
STRATEGIE INSTRUETION 180
A KEY LEARNING STRATEGY FOR SOCIAL STUDIES 181
READING SUPPORT IN THE SODAL STUDIES CLASSROOM 184
IMAGE 7
CONTENTS XI
HOW CAN ENHANCEMENTS OF DIGITAL MEDIA HELP RESOLVE OLD PROBLEMS IN U.S.
SCHOOLS? 186
ACCESSIBLE MATERIALS 186
UNIVERSAL DESIGN FUER LEARNING AND MULTIMEDIA INSTRUCTIUEN 187
MULTIMEDIA AND WEB- BASED RESUEURCES FUER TEACHING SUEDAL STUDIES 189
ONLINE CONCEPT MAPS 190
HISTORY RESOURCES 190
AUDIO RESOURCES FOR READING MATERIALS 191
CLOSINGTHOUGHTS 191
5 REALISTICTIPS 192
REFERENCES 192
CHAPTER 11
UNCOVERING WHAT STUDENTS KNOW
USA A. DIEKER AND REBECCA A. HINES
...................................................................................................*
GRADING VERSUS ASSESSMENT: THE ONGOING DEBATE 195 FORMATIVE: DAILY
ASSESSMENT 196
INFORMAL METHODS FOR ASSESSING STUDENT UNDERSTANDING 200
SUMMATIVE ASSESSMENT 200
HIGH-STAKES TESTING 200
GRADING 201
SCHOOLWIDE CONSIDERATIONS FOR ASSESSMENT 205
CLASSROOMWIDE CONSIDERATIONS: THE IEPAS A LIVING, BREATHING DOCUMENT 207
TYPICAL GRADING PRACTICES 207
CUEMBINED GRADING 207
RUBRIC REPUERT CARDS 208
CHECKLIST GRADING 208
PUERTFUELIUES 210
PRACTICALTIPS FOR STRONG SECONDARY SCHOOLS TO EVALUATETHEIR PRACTICES
210
211
212
213
CLOSING THOUGHTS
5 REALISTICTIPS
REFERENCES
IMAGE 8
XII CONTENTS
CHAPTER 12
LIFE BEYOND SCHOOL REBECCA A. HINES, USA A. DIEKER, AND NANCY J.
AGUINAGA
...................................................................................................*
215 216
THE FUTURE OF AMERICAN EDUCATION?
SKILLSESSENTIALFOR COLLEGE SUCCESS
SELF-DETERMINATION 217
STRATEGIES THAT PROMOTE INDEPENDENCE
SKILLS NECESSARY FOR COMMUNICATION
THINKING DIFFERENTLY 227
TECHNOLOGY AND LIFE SKILLS 228
REFERENCES 229
INDEX 231
222
224
|
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| indexdate | 2024-07-10T00:08:29Z |
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| isbn | 9780132491846 0132491842 |
| language | English |
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| spellingShingle | Dieker, Lisa 1963 Hines, Rebecca Strategies for teaching content effectively in the inclusive secondary classroom Inclusive education Education, Secondary Students with disabilities / Education (Secondary) Inklusive Pädagogik (DE-588)7693876-1 gnd Schüler (DE-588)4053369-4 gnd Integrativer Unterricht (DE-588)4138728-4 gnd Sekundarstufe (DE-588)4077347-4 gnd Behinderung (DE-588)4112696-8 gnd |
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| title | Strategies for teaching content effectively in the inclusive secondary classroom |
| title_auth | Strategies for teaching content effectively in the inclusive secondary classroom |
| title_exact_search | Strategies for teaching content effectively in the inclusive secondary classroom |
| title_full | Strategies for teaching content effectively in the inclusive secondary classroom Lisa A. Dieker, Rebecca A. Hines |
| title_fullStr | Strategies for teaching content effectively in the inclusive secondary classroom Lisa A. Dieker, Rebecca A. Hines |
| title_full_unstemmed | Strategies for teaching content effectively in the inclusive secondary classroom Lisa A. Dieker, Rebecca A. Hines |
| title_short | Strategies for teaching content effectively in the inclusive secondary classroom |
| title_sort | strategies for teaching content effectively in the inclusive secondary classroom |
| topic | Inclusive education Education, Secondary Students with disabilities / Education (Secondary) Inklusive Pädagogik (DE-588)7693876-1 gnd Schüler (DE-588)4053369-4 gnd Integrativer Unterricht (DE-588)4138728-4 gnd Sekundarstufe (DE-588)4077347-4 gnd Behinderung (DE-588)4112696-8 gnd |
| topic_facet | Inclusive education Education, Secondary Students with disabilities / Education (Secondary) Inklusive Pädagogik Schüler Integrativer Unterricht Sekundarstufe Behinderung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024509514&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT diekerlisa strategiesforteachingcontenteffectivelyintheinclusivesecondaryclassroom AT hinesrebecca strategiesforteachingcontenteffectivelyintheinclusivesecondaryclassroom |