Helping struggling learners succeed in school:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson Education
2012
|
| Ausgabe: | 1. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVI, 239 S. Ill. |
| ISBN: | 9780132902472 |
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| 245 | 1 | 0 | |a Helping struggling learners succeed in school |c Harriet D. Porton |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
CONTENTS
PREFACE V ACKNOWLEDGMENTS VII
PART ONE PLANNING 1
CHAPTER 1 HOW TO PLANFOR INSTRUCTION 3 THE INSTRUCTIONAL TRIANGLE 4
GOAL 4
STRATEGIES 5
ASSESSMENT 6
LESSON PLANS 7
FORMATTING THE LESSON PLAN 7
A STUDENT TEACHER S STORY 8
DIFFERENTIATED INSTRUCTION 12
GUIDELINES 12
DIFFERENTIATION IN PRACTICE 12 SUMMARY 16
CHAPTER2 IDENTIFYINGSTRUGGLINGLEARNERS 19
CHILDREN WHO LIVE IN UNSTABLE FAMILIES AND COMMUNITIES 22
OIVORCE 22
SUBSTANCE ABUSE 23
POVERTY 23
WHAT OOES THIS MEAN FOR YOU? 24
HOW 00 YOU PLAN WITH THESE STUDENTS IN MIND? 25
CHILDREN WHO ARE UNSUCCESSFUL IN MEETING SCHOOL-BASED STANDARDS 25
ATTENDANCE 25
RETENTION IN GRADE 26
EXPECTATIONS OF THOSE IN AUTHORITY 26
WHAT OOES THIS MEAN FOR YOU? 27
CHILDREN WHO HAVE AN EXTERNAL LOCUS OF CONTROL 28
ATTRIBUTION 28
CONNECTIONS BETWEEN EFFORT AND SUCCESS 28
NO OWNERSHIP OF FAILURE OR SUCCESS 29
CLASSROOM APPLICATIONS 29
CHILDREN WHO HAVE A LIMITED AND/OR GRIM NOTION OFTHE FUTURE 30
GENERATIONAL INCARCERATION 30
GENERATIONAL POVERTY 31
LONG-TERM EFFECTS OF GENDER BIAS 32
HOW 00 YOU PLAN WITH THESE STUDENTS IN MIND? 33 SUMMARY 34
XI
IMAGE 2
XII CONTENTS
CHAPTER 3 EFFECTIVE GROUPING STRATEGIES 35
GROUPING STUDENTS 36 HISTORY OF TRACKING AND GROUPING 36
CURRENT SCHOOLWIDE PRACTICES IN GROUPING 37
COOPERATIVE LEARNING 38
DEFINITION OF COOPERATIVE LEARNING 38
CREATING A SUCCESSFUL GROUP 38
ARE ABILITY GROUPS ALWAYS HARMFUL? 40
GROUPING BY EFFORT 41
GROUPING BY TALENTS, INTERESTS, OR VALUES 41
TALENTS 42
INTERESTS 42
VALUES 42
GROUPING BY GENDER 43
SINGLE-GENDER TEAMS 44
VALUING CONTRIBUTIONS MADE BY ALL 44 SUMMARY 45
CHAPTER 4 PRACTICES OF REFLECTIVE PLANNERS 47
WHY SHOULD TEACHERS BE REFLECTIVE? 48 LET S REFLECT ON WHAT WE HAVE
LEARNED SO FAR 49
LET S PRACTICE REFLECTING TOGETHER 50
SUMMARY 53
YOUR TURN 53
REFLECTIONS ABOUT PLANNING 56 SUMMARY 57
PARTTWO MANAGEMENT 59
CHAPTER 5 SUCCESSFUL MANAGEMENT SKILLS: RULES, ROUTINES, AND BOUNDARIES
61 DEFINING RULES, ROUTINES, AND BOUNDARIES 62
RULES 62
ROUTINES 63
BOUNDARIES 63
WHY SUCCESSFUL CLASSROOM MANAGEMENT IS SO CRITICAL 64
ROUTINES: YOUR BEST FRIEND 64
ESTABLISHING ROUTINES 64
ESTABLISHING CLEAR BOUNDARIES 65
SOME BENEFITS OF BOUNDARIES 66
STUDENT- TEACHER RELATIONSHIPS AND MANAGEMENT 66
DEVELOP A POSITIVE RAPPORT WITH YOUR STUDENTS 67
A SENSE OF HUMOR IS A VALUABLE ASSET 67
BENEFITS, BUT NO BURDENS, COME WITH POSITIVE RELATIONSHIPS 67
CREATING A PRODUCTIVE ROOM ARRANGEMENT 68
YOU MUST BE ABLE TO REACH ANY CHILD QUICKLY 68
EVERY CHILD MUST BE ABLE TO SEE AND HEAR YOU WHEN YOU ARE TEACHING 68
IMAGE 3
YOU MUST BE ABLE TO SEE ALL YOUR STUDENTS ALL THE TIME 68
DECORATE YOUR CLASSROOM SO THAT IT IS WELCOMING 69
PROVIDE EASY ACCESS TO THE TECHNOLOGY IN YOUR ROOM 69
YOUR ENERGY IS THE KEY TO STUDENTS WELL-BEING 69
A QUICK INTERVENTION IS WORTH A LOT 70
CLEAR THE FIELD 71
HANDLE DEFIANCE WITHOUT CONFRONTATION 71 SUMMARY 72
CHAPTER6 GUIDELINESFOR EFFECTIVECLASSROOMMANAGEMENT 75
THE NEW REALITY IN DUR CLASSROOMS 76 WHY ARE TODAY S CHILDREN SO ANGRY?
76
HOW CAN YOU HELP? 76
IF IT IS TO BE, IT IS UP TO ME 77
THE IMPORTANCE OF DRESSING LIKE A PROFESSIONAL 78
HOW 00 YOU STOP THE NOISE? 78
GUIDELINES FOR EFFECTIVE PRAISE 78
CURRENT BRAIN RESEARCH 80
ELEMENTARY SCHOOL 80
MIDDLE SCHOOL 81
HIGH SCHOOL 81
HARRIET S HELPFUL HINTS 82 SUMMARY 86
CHAPTER 7 MISTAKES IN MANAGEMENT 89
EVERY MISTAKE IS NOT A FELONY 90
WHY IS IT IMPORTANT TO HAVE A NEAT CLASSROOM? 90
WHAT WENT WRONG WITH MY LESSON? 91
WHERE IS THE ROUTINE? 91
WHAT SHOULD I 00 ABOUT MEAN GIRLS? 93
MISTAKES THAT CANNOT BE FORGIVEN 93
WALL OF SHAME 93
TARGETING A CHILD 94
1 HAD TO MOVE MY CAR 95
TEACHERS WHO IGNORE THEIR STUDENTS 96
FIXABLE VERSUS UNFORGIVABLE ERRORS 97
SHOULD YOU BECOME A TEACHER? 98
GUIDELINES FOR INEFFECTIVE PRAISE 98
GENERAL EDUCATION STUDENTS 99
STRUGGLING LEARNERS 99
GENDER ISSUES 99 SUMMARY 99
CHAPTER8 PRACTICESOF REFLECTIVEMANAGERS 101
LET S REFLECT ON WHAT WE HAVE LEARNED 102
RULES, ROUTINES, AND BOUNDARIES 103
ROOM ARRANGEMENT 104
POSITIVE STUDENT- TEACHER RELATIONSHIPS 104
CONTENTS XIII
IMAGE 4
XIV CONTENTS
BE A PROFESSIONAL 104
GINOTT AND BROPHY 105
BRAIN RESEARCH 105
HARRIET S HELPFUL HINTS 105
FIXABLE VERSUS EGREGIOUS ERRORS 106
STRUGGLING LEARNERS AND THE EFFECTS OF TEACHER QUALITY 106
GUIDELINES FOR INEFFECTIVE PRAISE 107
WHEN YOU REFLECT 107
YOUR TURN 107 SUMMARY 110
PART THREE INSTRUCTION 111
CHAPTER 9 GUIDELINESFOR EFFECTIVEINSTRUCTION 113 A VETERAN S PLAN 114
DOES THIS MEET GUR STANDARDS FOR A SUCCESSFUL LESSON? 116
WHY DID IT WORK? 116
WHAT CAN TEACHERS DO? 117
TO KILL A MOCKINGBIRD AND SELF-EFFICACY 117
WHAT DID THE STUDENTS SAY? 118
A NOVICE S LESSON PLAN 118
INSTRUCTIONAL TRIANGLE 118
EVALUATING THE PLAN 119
THE PLAN IN ACTION 120
LET S REVIEW 121
EFFECTIVE CLASSROOM DISCUSSIONS 121
RESULTS DEPEND ON PREPARATION AND EFFORT 121
STAYING ON TRACK 122
ASSESSING THE DISCUSSION 122
LESSON PLAN ON CLASSROOM DISCUSSIONS 122
PRIMARY-LEVEL READING LESSON PLAN 124
A FEW REFLECTIONS ON THE LESSON 129 SUMMARY 129
CHAPTER 10 DISCOVERYLEARNING 131
CONSTRUCTIVISM 132
REVIEWING THE INSTRUCTIONAL TRIANGLE AND LESSON PLAN TEMPLATE 133
INSTRUCTIONAL TRIANGLE AND CONSTRUCTIVIST LEARNING THEORY 133
LESSON PLAN TEMPLATE AND DISCOVERY LEARNING 134
IT S NICE, BUT HOW DO YOU DO IT? 134
MY NAME 135
THE ALL STARS PROBLEM-SOLVING GAME 136
TECHNOLOGY, SCIENCE AND DISCOVERY LEARNING 139
HIGH SCHOOL SCIENCE AND DISCOVERY LEARNING 140
CLIMATOLOGY 141 SUMMARY 1 44
IMAGE 5
CHAPTER 11 PRACTICES OF REFLECTIVE TEACHERS 145
LOOKING BACK 146
YOUR TURN 146
BACK TO BANDURA 146
YOUR TURN 147
MEET MARZANO 147
YOUR TURN 148
HAVE YOU HAD ANY GOOD CLASS DISCUSSIONS LATELY? 148
YOUR TURN 148
PRIMARY READING LESSON 150
YOUR TURN 151
DISCOVERY LEARNING 151
YOUR TURN 152
ALIGNMENT AND ALLIANCES 152
YOURTURN 152
GETTING TO KNOW YOU 153
YOURTURN 154
CREATING AND IMPLEMENTING AN EFFECTIVE LESSON 154
YOURTURN 155 SUMMARY 155
PART FOUR AESSESSMENT 157
CHAPTER 12 HOW TO CREATE EFFECTIVE ASSESSMENTS 159 TEACHER-MADE
ASSESSMENTS 160
THE CONNECTIONS AMONG GOALS, STRATEGIES, AND ASSESSMENTS 161
THE USES OF THE ASSESSMENT RESULTS 161
THE INTEGRITY OF THE PROCESS 162
RUBRICS 163
CREATING A RUBRIC 164
GRADING WITH A RUBRIC 165
RUBRICS FROM A LEARNER S POINT OF VIEW 165
DATA ANALYSIS 166
FROM GOAL TO ASSESSMENT AND BEYOND 166
ALTERNATIVE TYPES OF ASSESSMENTS 168
CONCERNS RELATED TO SHARING GROUP GRADES 168
DECISION-MAKING MATRIX 169 SUMMARY 171
CHAPTER 13 FORMATIVE VERSUS SUMMATIVE ASSESSMENTS 173
FORMATIVE ASSESSMENT 174 VOCABULARY 174
WHEN AND HOW DO WE USE FORMATIVE ASSESSMENTS? 175
AN EXAMPLE OF A FORMATIVE ASSESSMENT 175
RELUCTANT WORKERS 176
SUMMATIVE ASSESSMENTS 177
AN EXAMPLE OF A SUMMATIVE ASSESSMENT 177
CONTENTS XV
IMAGE 6
XVI CONTENTS
HIGH-STAKES TESTS AND STRUGGLING LEARNERS 178
HISTORICAL CONTEXT OF THE ACCOUNTABILITY MOVEMENT 178
UNINTENDED NEGATIVE CONSEQUENCES OF THE POLICY 179
WHAT RESEARCH TEILS US 180
MATCHING THEORY TO PRACTICE 181 SUMMARY 183
CHAPTER 14 PRACTICESOF REFLECTIVEASSESSORS 185
ASSESSMENT 186 EFFECTIVE DAILY ASSESSMENTS 186
HOW 00 WE REFLECT ON GUR SUCCESS ON DAILY ASSESSMENTS? 186
FORMATIVE AND SUMMATIVE ASSESSMENTS 187
HIGH-STAKES TESTING AND STRUGGLING LEARNERS 188
WHAT HAVE WE LEARNED ABOUT STRUGGLING LEARNERS? 189
SUCCESSFUL STRATEGIES 191
YOUR TURN 192
HOW 00 WE KNOW WE ARE BEING EFFECTIVE? 192
EFFECTIVE PLANNING 192
EFFECTIVE MANAGEMENT 193
RULES, ROUTINES, AND BOUNDARIES 193
YOUR TURN 193
ROOM ARRANGEMENT 193
ANGRY CHILDREN 193
EFFECTIVE PRAISE 194
EFFECTIVE INSTRUCTION 194 SUMMARY 195
APPENDIX 1 FIGURES, TABLES, AND TEMPLATES 197
APPENDIX 2 INTERSTATE NEW TEACHER ASSESSMENT AND SUPPORT CONSORTIUM
STANDARDS 219
REFERENCES 223
INDEX 229
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| spelling | Porton, Harriet Verfasser aut Helping struggling learners succeed in school Harriet D. Porton 1. ed. Boston ; Munich [u.a.] Pearson Education 2012 XVI, 239 S. Ill. txt rdacontent n rdamedia nc rdacarrier Remedial teaching Planning Effective teaching Didaktik (DE-588)4070463-4 gnd rswk-swf Lernstörung (DE-588)4035420-9 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Schüler (DE-588)4053369-4 s Lernstörung (DE-588)4035420-9 s Didaktik (DE-588)4070463-4 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024953977&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Porton, Harriet Helping struggling learners succeed in school Remedial teaching Planning Effective teaching Didaktik (DE-588)4070463-4 gnd Lernstörung (DE-588)4035420-9 gnd Schüler (DE-588)4053369-4 gnd |
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| title | Helping struggling learners succeed in school |
| title_auth | Helping struggling learners succeed in school |
| title_exact_search | Helping struggling learners succeed in school |
| title_full | Helping struggling learners succeed in school Harriet D. Porton |
| title_fullStr | Helping struggling learners succeed in school Harriet D. Porton |
| title_full_unstemmed | Helping struggling learners succeed in school Harriet D. Porton |
| title_short | Helping struggling learners succeed in school |
| title_sort | helping struggling learners succeed in school |
| topic | Remedial teaching Planning Effective teaching Didaktik (DE-588)4070463-4 gnd Lernstörung (DE-588)4035420-9 gnd Schüler (DE-588)4053369-4 gnd |
| topic_facet | Remedial teaching Planning Effective teaching Didaktik Lernstörung Schüler |
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