How to reach and teach all students in the inclusive classroom: ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
West Nyack, N.Y.
Center for Applied Research in Education
1996
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references Reaching all students through their multiple intelligences and learning styles -- Learning developmentally -- Increasing home/school communication and parent involvement -- Behavior management and positive discipline -- Getting students organized for success: home and school strategies -- Programs and strategies for fostering students' self-esteem -- Reaching all students with special needs -- Interventions and adaptations for accomodating special needs -- Programs for building positive relationships, social skills and conflict-resolution skills -- Team efforts -- Effective questioning techniques for the classroom -- Motivating techniques for teaching spelling and vocabulary -- Hooking in reluctant readers/writers -- Strategies for helping students with reading and writing difficulties -- Making oral language come alive in your classroom -- Motivating students to be successful mathematicians -- Revving up those research skills -- Getting the most out of students through scientific investigation -- Making the most out of music in the classroom -- Reaching students through the arts -- Few final words |
| Beschreibung: | XX, 460 S. Ill. 29 cm |
| ISBN: | 0876283997 0876283857 |
Internformat
MARC
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| 100 | 1 | |a Rief, Sandra F. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a How to reach and teach all students in the inclusive classroom |b ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs |c Sandra F. Rief, Julie A. Heimburge |
| 264 | 1 | |a West Nyack, N.Y. |b Center for Applied Research in Education |c 1996 | |
| 300 | |a XX, 460 S. |b Ill. |c 29 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references | ||
| 500 | |a Reaching all students through their multiple intelligences and learning styles -- Learning developmentally -- Increasing home/school communication and parent involvement -- Behavior management and positive discipline -- Getting students organized for success: home and school strategies -- Programs and strategies for fostering students' self-esteem -- Reaching all students with special needs -- Interventions and adaptations for accomodating special needs -- Programs for building positive relationships, social skills and conflict-resolution skills -- Team efforts -- Effective questioning techniques for the classroom -- Motivating techniques for teaching spelling and vocabulary -- Hooking in reluctant readers/writers -- Strategies for helping students with reading and writing difficulties -- Making oral language come alive in your classroom -- Motivating students to be successful mathematicians -- Revving up those research skills -- Getting the most out of students through scientific investigation -- Making the most out of music in the classroom -- Reaching students through the arts -- Few final words | ||
| 650 | 4 | |a Mainstreaming in education / United States | |
| 650 | 4 | |a Elementary school teaching / United States | |
| 650 | 4 | |a Cognitive styles in children / United States | |
| 650 | 4 | |a Lesson planning / United States | |
| 650 | 4 | |a Motivation in education / United States | |
| 650 | 4 | |a Learning disabled children / Education / United States | |
| 650 | 4 | |a Intégration scolaire / États-Unis | |
| 650 | 4 | |a Enseignement primaire / États-Unis | |
| 650 | 4 | |a Styles cognitifs chez l'enfant / États-Unis | |
| 650 | 4 | |a Préparation de cours / États-Unis | |
| 650 | 4 | |a Motivation en éducation / États-Unis | |
| 650 | 4 | |a Enfants en difficulté d'apprentissage / Éducation / États-Unis | |
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| 700 | 1 | |a Heimburge, Julie A. |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804149404963176448 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
INTRODUCTION V
SEETION1
REACHING ALL STUDENTS THROUGH THEIR MULTIPLE INTELLIGENCES ANDLEARNING
STYLES-L
LEARNING STYLES-L WHAT IS LEARNING STYLE? 2
MODALITY PREFERENCES AND INSTRUCTIONAL STRATEGIES 2
LEARNING STYLE ELEMENTS . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 5
MULTIPLE INTELLIGENCES-6 TYPES OF INTELLIGENCES 6
ACTIVITIES TO TEACH ABOUT MULTIPLE INTELLIGENCES 8
HOW CHOICES MAKE A DIFFERENCE REACHING INDIVIDUAL STUDENTS 9
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 10
REPRODUCIBLES:
THE 100% SMART ACTIVITY 13
SECTION 2
LEARNING DEVELOPMENTALLY-15
THE DEVELOPMENTAL CLASSROOM-16 CHARACTERISTICS OF A DEVELOPMENTAL
CLASSROOM 16
SHARED RESPONSIBILITY 20
REPRODUCIBLES:
PARENT VOLUNTEER ASSISTANCE FORM 21
IX
IMAGE 2
X
CONTENTS
ASSESSMENT IN THE DEVELOPMENTAL CLASSROOM 22
REPRODUCIBLES:
STUDENT PORTFOLIO IN LANGUAGE ARTS 26
PORTFOLIO ITEM EVALUATION FORM 27
TAPING MY READING 28
LANGUAGE ARTS ATTITUDE SURVEY 29
ALL ABOUT ME 32
PLANNING-DOING-REFLECTING-33 THE FIRST STEP: PLANNING 33
THE SECOND STEP: DOING 34
THE THIRD STEP: REFLECTING 37
OTHER THINGS TO KNOW ABOUT PDR 39
CREATING AND IMPLEMENTING PDR CENTERS 40
REPRODUCIBLES:
CENTER RECORD SHEET: PLAN-DO-REFLECT 49
PDR RECORDING SHEET 50
DESCRIPTIONS AND INSTRUCTIONS FOR PDR STATION ACTIVITIES 52-68
WHY TEACH THEMATICALLY?-69 THEMATIC UNIT: MYSTERY AROUND US -72 MYSTERY
CENTER ACTIVITIES BIBLIOGRAPHY AND RECOMMENDED RESOURCES-81
REPRODUCIBLES: WHO AM I? WHAT AM I? 82
PARENT LETTER 83
MYSTERY MOVIE REVIEW 85
WANTED POSTER 86
MYSTERY WORD BANK 87
INFORMATION ABOUT YOUR REPORT 88
THE MYSTERY SHOEBOX 90
EVALUATION OF MYSTERY SHOEBOX AND TREASURE MAP ACTIVITY 91
MYSTERY POWDER OBSERVATION SHEET 92
FINGERPRINTING FORM 93
MYSTERY STORY PLANNING SHEET 94
EVALUATION OF MYSTERY STORY WRITING 96, 97
MYSTERY CENTERS DAILY REVIEW AND RECORDING SHEET 98
MYSTERY FLOW CHART 100
MYSTERY NOTETAKING SHEET 101
SELF-EVALUATION OF THE MYSTERY THEMATIC UNIT 102
MYSTERY FOLDER CONTENTS 103
IMAGE 3
CONTENTS
SECTION 3
INCREASING HOME/SCHOOL COMMUNICATION ANDPARENT INVOLVEMENT-I05
XL
STRATEGIES FOR INCREASING PARENT PARTICIPATION IN SCHOOL ACTIVITIES AND
FUNCTIONS 105
MORE SCHOOL OUTREACH EFFORTS 107
INCREASING COMMUNICATION AND PARTNERSHIP WITH PARENTS OF STUDENTS WITH
SPECIAL NEEDS 108
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 110
REPRODUCIBLES:
TEACHER NEWSLETTER (OCTOBER) 111
LETTER TO PARENTS REGARDING INTERPERSONAL COMMUNICATIONS THEME 114
INFORMATION NOTE 117
LETTER TO PARENTS REGARDING MISSING HOMEWORK 118
SECTION 4
BEHAVIOR MANAGEMENT ANDPOSITIVE DISCIPLINE-119
PREVENTION OF STUDENT MISBEHAVIOR AND MILD INTERVENTIONS 121
POSITIVE BEHAVIORAL STRATEGIES 124
STRUCTURAL VARIABLES 124
ENVIRONMENTAL VARIABLES 125
AFFECTIVE VARIABLES AND PERSONALIZED EFFORTS 125
INSTRUCTIONAL VARIABLES 126
BEHAVIOR MONITORING AND COMMUNICATION SYSTEMS-127 COLOR-CODED CARDS 127
NUMBERED CARDS 128
BEHAVIORAL IMPROVEMENT FORMS 128
CLASS MEETINGS AND PROBLEM SOLVING 129
ALTERNATIVES TO SUSPENSION/EXPULSION 132
SCHOOL COUNSELING ASSISTANCE 134
PROBLEMS THAT ARISE OUTSIDE OF THE CLASSROOM 134
ON THE ELEMENTARY SCHOOL PLAYGROUND 134
REDUCING OUT-OF-CLASSROOM BEHAVIORAL PROBLEMS IN MIDDLE SCHOOLS 135
STUDENTS WITH CHRONIC DISRUPTIVE BEHAVIORS 136
SAMPIE BEHAVIOR PLANS AND MONITORING SYSTEMS 137
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 140
REPRODUCIBLES:
MONITORING BEHAVIOR FORM 141
DAILY TRACKING FORM 142
IMAGE 4
XIL
CONTENTS
COUNSELING CENTER BEHAVIOR PLAN 143
BEHAVIORAL IMPROVEMENT FORM 144
WEEKLY PROGRESS REPORT 145
SECTION5
GETIING STUDENTS ORGANIZED FORSUCCESS: HOME ANDSCHOOL STRATEGIES-147
PROVIDE STRUCTURE 147
RECOMMENDED SCHOOL PROGRAMS-SYSTEMS 148
HOMEWORK SURVIVAL KIT 152
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 153
REPRODUCIBLES:
LETTER TO PARENTS REGARDING RECOMMENDED SUPPLIES 154
NOTEBOOK CHECK 155
SECTION6
PROGRAMS ANDSTRATEGIES FOR FOSTERING STUDENTS SELF-ESTEEM-157
ENVIRONMENTS THAT PROMOTE POSITIVE SELF-ESTEEM 157
CLASSROOM STRATEGIES AND PROGRAMS TO PROMOTE SELF-ESTEEM 158
SCHOOLWIDE PROGRAMS AND STRATEGIES 161
COMMUNITY SERVICE 163
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 164
REPRODUCIBLES:
STUDENT STANDOUT FOR THE WEEK 165
SECTION7
REACHING ALL STUDENTS WITHSPECIAL NEEDS-167
CHILDREN WITH LEARNING DISABILITIES 168
COMMON CHARACTERISTICS OF CHILDREN WITH LEARNING DISABILITIES 169
NATIONAL ORGANIZATIONS 173
CHILDREN WITH ADHD 173
TYPICAL CHARACTERISTICS AND BEHAVIORS OF ADD/ADHD 176
WHAT DO CHILDREN WITH ADHD ANDLOR LEARNING DISABILITIES NEED? 177
FEDERALLY SPONSORED ADD TRAINING AND DISSEMINATION PROJECTS 178
IMAGE 5
CONTENTS
XL11
CHILDREN PRENATALLY EXPOSED TO DRUGS WHO ARE AT RISK 179
STUDENTS WHO ARE LIMITED ENGLISH PROFIEIENT 181
EFFECTIVE STRATEGIES FOR TEACHING LEP STUDENTS 182
CHILDREN WHO ARE GIFTED AND TALENTED 185
RECOMMENDATIONS FOR MEETING THE NEEDS OF GIFTED CHILDREN 186
CHARACTERISTICS OF GIFTED CHILDREN. . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 187
BIBLIOGRAPHY AND RESOURCES FOR HELPING CHILDREN WITH LEARNING
DISABILITIES 188 BIBLIOGRAPHY AND RESOURCES FOR HELPING CHILDREN WITH
ADHD 189
BIBLIOGRAPHY AND RESOURCES FOR HELPING AT-RISK CHILDREN PRENATALLY
EXPOSED TO DRUGS. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 191
BIBLIOGRAPHY AND RESOURCES FOR HELPING LEP CHILDREN 193
BIBLIOGRAPHY AND RESOURCES FOR HELPING GIFTED CHILDREN 193
RECOMMENDED CATALOGS OF VENDORS 194
OTHER NATIONAL ORGANIZATIONS/ASSOCIATIONS FOR HELPING CHILDREN WITH
SPECIAL NEEDS 195
SEETION 8
INTERVENTIONS ANDADAPTATIONS FORACCOMMODATING SPECIAL NEEDS-197
FOR STUDENTS HAVING THE FOLLOWING DIFFICULTIES AND NEEDS-197 WITH
ATTENTION AND DISTRACTIBILITY 197
TO BYPASS MEMORY DIFFICULTIES 199
WITH TESTINGLASSESSMENT 200
WITH FOLLOWING DIRECTIONS AND PROCESSING AUDITORY INFORMATION 202
ADAPTATIONS IN TEXTBOOKS AND HELP CIRCUMVENTING READING DEFICIENCIES 203
TO BYPASS WRITTEN LANGUAGE DIFFICULTIES 203
WITH BEHAVIOR 203
WITH ORGANIZATION AND PLANNING 203
TO BYPASS MATH DIFFICULTIES 203
WITH LANGUAGE SKILLS 203
MONITORING FOR BEHAVIOR, CLASS PERFORMANCELWORK PRODUCTION 203
WITH SELF-AWARENESS AND SELF-ESTEEM 203
PRE-REFERRAL STRATEGIES 203
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 207
REPRODUCIBLES:
INFORMAL STUDENT NEEDS REVIEW AND RECOMMENDATION PROCESS FORM 208 HAVE
YOU TRIED THESE INTERVENTIONS AND MODIFICATIONS? (CHECKLIST) 209
IMAGE 6
XIV
CONTENTS
SECTION9
PROGRAMS FORBUILDING POSITIVE RELATIONSHIPS, SOCIAL SKILLS,
ANDCONFLICT-RESOLUTION SKILLS-213
THE CONFLICT MANAGER PROGRAM 213
SOCIAL SKILLS TRAINING/REINFORCEMENT IN ELEMENTARY SCHOOL 214
MIDDLE SCHOOL CONFLICT MEDIATION 215
CONFLICT BUSTERS 215
PEER COUNSELORS 216
MIDDLE SCHOOL ADVISORY PROGRAM 216
MIDDLE SCHOOL P.E. SOCIAL SKILLS PRO GRAMS 217
THE HIGH SCHOOL PEER COUNSELING PROGRAM 218
THE WORLD OF DIFFERENCE PROGRAM 218
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 219
SECTION10
TEAMEFFORTS-221
ISSUES TO CONSIDER WHEN TEAMING 222
A FIFTH/SIXTH GRADE TEAM 222
STUDENT STUDY TEAMS ., 225
SPECIAL EDUCATION COLLABORATIVE MODELS 227
SPECIAL ED/GENERAL ED COLLABORATION: CO-TEACHING AND HAVING A GREAT
TIME! 229 TEAMWORK WITH PARENTS 230
SITE GOVERNANCE TEAMS 230
REPRODUCIBLE:
SAMPIE HOME-SCHOOL COMPACT 231
SECTION11
EFFECTIVE QUESTIONING TECHNIQUES FORTHECLASSROOM-235
SOCRATIC SEMINAR 236
WHAT THE TEACHER NEEDS TO DO DURING THE SEMINAR 236
EXAMPLES OF SOCRATIC QUESTIONING 237
RECIPROCAL TEACHING 237
RECIPROCAL TEACHING STRATEGIES 238
IMAGE 7
CONTENTS
XV
GUIDED READING 238
EFFECTIVE QUESTIONS DURING GUIDED READING INSTRUCTION 238
EXAMPLES OF DIVERGENT QUESTIONING 239
QUESTIONING TECHNIQUES TO INCREASE STUDENT RESPONSE OPPORTUNITIES 239
ELICITING UNISON RESPONSES 240
PARTNER RESPONSE . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 241
CALLING ON STUDENTS EQUITABLY AND RANDOMLY 241
OTHER QUESTIONING STRATEGIES 241
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 242
SEETION12
MOTIVATING TECHNIQUES FOR TEACHING SPELLING ANDVOCABULARY -243
TEACHING SPELLING SKILLS 243
WAYS TO FORMULATE WEEKLY SPELLING LISTS 245
SPELLING ACTIVITIES 246
TEACHER-DIRECTED SPELLING TECHNIQUES AND STRATEGIES 249
OTHER MULTISENSORY STRATEGIES FOR ENHANCING SPELLING MOTIVATION 250
TEACHING VOCABULARY SKILLS 251
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 253
REPRODUCIBLES:
SAMPIE: TEACHER-DIRECTED SPELLING LESSON 254
SAMPIE: TEACHER/STUDENT SPELLING UNIT 255
SAMPIE: STUDENT-INITIATED SPELLING UNIT 256
SEETION13
HOOKING INRELUCTANT READERSIWRITERS-257
WHOLE LANGUAGE VS. SKILLS-BASED 257
NEED FOR A BALANCED READING PROGRAM 258
THE CHALLENGE OF MOTIVATING THE UPPER-GRADERS 258
POETRY 259
SKILLS TAUGHT THROUGH READINGILISTENING TO POETRY 259
GETTING CHILDREN INTO POETRY 260
MICHAEL BUILT A BICYCLE -A LESSON PLAN 260
MESSY ROOM -A LESSON PLAN 263
A POETRY CORNER OR CENTER 265
TONGUE TWISTERS 266
IMAGE 8
XVL
CONTENTS
COMICS 267
CEREAL BOXES 268
CANDY WRAPPERS AND LABELS ON FOOD PRODUCTS 271
JOKES/RIDDLE BOOKS 272
MENUS 273
THE KID S ADDRESS BOOK 273
ALMANACS AND WORLD RECORD BOOKS 274
TELEVISION AND MOVIE GUIDES 274
POPULAR MUSIC 274
CHILDREN S MAGAZINES 274
COLLECTIONS OF SHORT STORIES 275
CALDECOTT BOOKS 275
CHOOSE-YOUR-OWN ADVENTURE STORIES 277
RECIPES 277
READING ACTIVITIES THAT EVALUATE CHILDREN S UNDERSTANDING OF CORE
LITERATURE 277 THE VALUE OF A BOOKMARK 277
READING/WRITING CONFERENCES 278
ORGANIZING THE READING PROGRAM 280
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 282
REPRODUCIBLES:
ACTIVITY USING SHEL SILVERSTEIN S MESSY ROOM 283
POETRY LOG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 284
COMIC STRIP RECORDING SHEET 285
CEREALS THAT ALREADY EXIST 286
WHAT S ON ACEREAL BOX? 286
AN UP CLOSE AND PERSONAL LOOK AT MY FAVORITE CEREAL 287
CEREAL BOX INVESTIGATION 288
MY OWN CEREAL BOX CREATION (PLANNING SHEET) 289
CEREAL COMMERCIAL PLANNING SHEET 289
CEREAL BOX EVALUATION FORM 290
WRAPPER/LABEL INFORMATION SHEET 291
LET S READ A MENU 292
ALMANAC RESEARCH SHEET . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 293
CREATE YOUR OWN ALMANAC QUESTIONS 294
LET S READ A TELEVISION GUIDE 295
TELEVISION WATEHING OBSERVATION AND EVALUATION SHEET 297
CALDECOTT BOOKS RECORDING AND INFORMATION SHEET 298
LET S READ A RECIPE 300
BOOKMARKS 301
READING AND WRITING CONFERENCE 302
BOOKS I HAVE READ IN ROOM 303
BOOK REPORT MONTHLY SCHEDULE 304
IMAGE 9
CONTENTS
XVII
A BIOGRAPHICAL JOURNEY 305
LET S CREATE AREPORT CARD 307
CREATE YOUR OWN TEST 308
CHARACTER SKETCH CARD 309
LITERATURE/GEOGRAPHY STUDY GUIDE 311
WORLD WAR 11PROJECT 312
MY KINGDOM (A PROJECT TO ACCOMPANY A FANTASY BOOK) 315
THAT INCREDIBLE COOKIE 316
THE MYSTERY IN THE WONDER SISTER CO 318
SECTION14
STRATEGIES FORHELPING STUDENTS WITHREADING ANDWRITING DIFFICULTIES-319
TEACHING READING SKILLS 319
ORAL READING STRATEGIES 319
READING METHODS AND APPROACHES FOR INCREASING WORD RECOGNITION AND
FLUENCY 321
TEACHING READING COMPREHENSION SKILLS 323
GRAPHIE ORGANIZERS TO AID READING 325
TEACHING WRITTEN LANGUAGE 326
WRITTEN EXPRESSION-PREWRITING STRATEGIES 326
PROVIDE MODELS 328
FOR HELP IN SPELLING 329
FOR HELP WITH WRITTEN ORGANIZATION AND SEQUENCE 329
FOR HELP WITH GRAMMAR, STRUCTURE, AND MECHANICS 329
TEACHING EDITING SKILLS 330
WRITTEN OUTPUT DIFFICULTIES 330
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 333
SECTION15
MAKING ORAL LANGUAGE COME ALIVE INYOUR CLASSROOM-335
GETTING STUDENTS INTERESTED IN ORAL LANGUAGE PARTICIPATION 336
DEVELOPING TRUST 337
QUICK-TALKS 337
TONGUE TWISTERS 338
POETRY 338
FORMAL SPEECHES 339
HOW-TO-DO SPEECHES 340
IMAGE 10
XVLLL
CONTENTS
NEWSCASTING 340
INTERVIEWING 341
PUPPETRY 341
CREATING SCRIPTS FROM LITERATURE 341
TEACHING AGAME 342
SCIENCE EXPERIMENTS 342
COMMERCIALS 343
TELEPHONE ROLE PLAYING 343
STUDENT: TEACHER; PARENT: STUDENT; STUDENT: STUDENT CONFERENCES 343
STORYTELLING 344
TRYING OUR HAND AT STORYTELLING-WHAT TO DO? 345
TEACHING STUDENTS THE ART OF STORYTELLING 346
HOW TO EVALUATE ORAL LANGUAGE 346
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 347
REPRODUCIBLES:
ORAL LANGUAGE PRESENTATIONS FOR THE YEAR 349
A HOW-TO-DO SPEECH 350
SPEECH PLAN SHEET 351
INTERVIEW PLANNING SHEET 352
GAME DAY ACTIVITY 353
SCIENCE EXPERIMENT PLANNING SHEET (FOR ORAL PRESENTATION) 354
ORAL LANGUAGE EVALUATION 355
SECTION16
MOTIVATING STUDENTS TOBESUCCESSFUL MATHEMATICIANS-357
USING CONCRETE EXAMPLES AND ANALOGIES TO CONNECT MEANING WITH ABSTRACT
CONCEPTS 359
ASSESSMENT. 360
PROBLEM-SOLVING STRATEGIES 360
PROVIDING EXTRA HELP DURING MATH 360
MODIFICATIONS AND ACCOMMODATIONS FOR STUDENTS WHO STRUGGLE IN MATH 362
LIFE SKIILS MATH: MAKING THE CURRICULUM RELEVANT AND FUN 363
MONEYWORKS 363
CONSUMER MATH FIELD TRIP 364
LOW- OR NO-COST MATH MATERIALS FROM NEWSPAPERS AND PAMPHLETS 365
CLASSROOM MATH CENTERS 366
MATH IS EVERYWHERE YOU LOOK 367
GRAPHING 368
SURVIVAL MATH 369
IMAGE 11
CONTENTS XLX
SUPER BOWL MATH 371
CREATING A CHILDREN S COUNTING BOOK 372
EXAMPLES OF COUNTING BOOKS 374
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 377
REPRODUCIBLES:
LETTER TO PARENTS 379
THE SHOPPING ADVENTURE TEAM RECORDING SHEET 380
MATH IS EVERYWHERE YOU LOOK 381
GRAPHING CAN BE FUN: A MATH PROJECT 383
LIST OF QUESTIONS FOR GRAPHING PROJECTS 384
GRAPHING PROJECT DESIGN FORM 386
SURVIVAL MATH PACKET (LETTER TO PARENTS, 61 CHOICE ACTIVITIES, RECORD
SHEET, EVALUATION FORM) 388
SUPER BOWL MATH ACTIVITY PACKET (PRE-, DURING, POST-GAME ACTIVITIES;
SELF-EVALUATION FORM) 402
CHILDREN S COUNTING BOOK UNIT (ACTIVITIES AND EVALUATION FORMS) 410
SECTION17
REWINGUP THOSERESEARCH SKILLS-417
TEACHER-DIRECTED RESEARCH INSTRUCTION: THE MINI-RESEARCH PROJECT 418
WHAT IS A LEARNING FAIR? 421
REPRODUCIBLES:
LEARNING FAIR STUDENT PACKET (ESSENTIALS, DUE DATE SCHEDULE, TOPIC
SUGGESTIONS, ADD SOME OF THOSE EXTRAS, NOTETAKING SHEET, INFORMATION
ABOUT YOUR REPORT, INFORMATION ABOUT BIBLIOGRAPHIES, RESEARCH DAILY LOG
SHEET, STUDENTFFEACHER EVALUATION FORM) 427
SECTION18
GETTING THEMOSTOUTOFSTUDENTS THROUGH SCIENTIFIC INVESTIGATION-437
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 439
REPRODUCIBLES:
SCIENCE PROJECT DUE DATE *........................................ 440
STUDENT INTEREST SURVEY FOR SCIENTIFIC INVESTIGATION 442
PARENT PERMISSION FORM 443
SCIENCE PROJECT INFORMATION SHEET 444
IMAGE 12
XX
SECTION19
MAKING THEMOST OFMUSIC INTHECLASSROOM-445
CONTENTS
BACKGROUND MUSIC 445
A MUSIC CENTER 445
MUSIC PERFORMANCES 446
CONTEMPORARY MUSIC IN THE CLASSROOM 446
RHYTHM INSTRUMENTS 447
LISTENING TO THE RADIO . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 447
SHARING MUSIC OF DIFFERENT GENERATIONS 447
CROSS-AGE SINGING 448
THE SCHOOL CHORUS 448
INTEREST CLASSES 448
MULTICULTURAL MUSIC 448
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 449
SECTION20
REACHING STUDENTS THROUGH THEARTS-451
PROVIDING DRAWING OPPORTUNITIES 452
USING AVAILABLE RESOURCES 453
ILLUSTRATIVE AND EXPRESSIVE ART 453
GRADING AND ASSESSMENT 454
YOUR ROLE DURING THE ART PERIOD 455
CLASSROOM ENVIRONMENT 456
BIBLIOGRAPHY AND RECOMMENDED RESOURCES 457
SECTION21
AFEWFINAL WORDS-459
|
| any_adam_object | 1 |
| author | Rief, Sandra F. Heimburge, Julie A. |
| author_facet | Rief, Sandra F. Heimburge, Julie A. |
| author_role | aut aut |
| author_sort | Rief, Sandra F. |
| author_variant | s f r sf sfr j a h ja jah |
| building | Verbundindex |
| bvnumber | BV040362789 |
| classification_rvk | DT 1420 |
| ctrlnum | (OCoLC)812220021 (DE-599)BVBBV040362789 |
| discipline | Pädagogik |
| format | Book |
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| geographic | USA |
| geographic_facet | USA |
| id | DE-604.BV040362789 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:22:30Z |
| institution | BVB |
| isbn | 0876283997 0876283857 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025216607 |
| oclc_num | 812220021 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XX, 460 S. Ill. 29 cm |
| publishDate | 1996 |
| publishDateSearch | 1996 |
| publishDateSort | 1996 |
| publisher | Center for Applied Research in Education |
| record_format | marc |
| spelling | Rief, Sandra F. Verfasser aut How to reach and teach all students in the inclusive classroom ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs Sandra F. Rief, Julie A. Heimburge West Nyack, N.Y. Center for Applied Research in Education 1996 XX, 460 S. Ill. 29 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references Reaching all students through their multiple intelligences and learning styles -- Learning developmentally -- Increasing home/school communication and parent involvement -- Behavior management and positive discipline -- Getting students organized for success: home and school strategies -- Programs and strategies for fostering students' self-esteem -- Reaching all students with special needs -- Interventions and adaptations for accomodating special needs -- Programs for building positive relationships, social skills and conflict-resolution skills -- Team efforts -- Effective questioning techniques for the classroom -- Motivating techniques for teaching spelling and vocabulary -- Hooking in reluctant readers/writers -- Strategies for helping students with reading and writing difficulties -- Making oral language come alive in your classroom -- Motivating students to be successful mathematicians -- Revving up those research skills -- Getting the most out of students through scientific investigation -- Making the most out of music in the classroom -- Reaching students through the arts -- Few final words Mainstreaming in education / United States Elementary school teaching / United States Cognitive styles in children / United States Lesson planning / United States Motivation in education / United States Learning disabled children / Education / United States Intégration scolaire / États-Unis Enseignement primaire / États-Unis Styles cognitifs chez l'enfant / États-Unis Préparation de cours / États-Unis Motivation en éducation / États-Unis Enfants en difficulté d'apprentissage / Éducation / États-Unis Integrativer Unterricht swd Erziehung Schüler (DE-588)4053369-4 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf USA Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Integrativer Unterricht (DE-588)4138728-4 s DE-604 Heimburge, Julie A. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025216607&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Rief, Sandra F. Heimburge, Julie A. How to reach and teach all students in the inclusive classroom ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs Mainstreaming in education / United States Elementary school teaching / United States Cognitive styles in children / United States Lesson planning / United States Motivation in education / United States Learning disabled children / Education / United States Intégration scolaire / États-Unis Enseignement primaire / États-Unis Styles cognitifs chez l'enfant / États-Unis Préparation de cours / États-Unis Motivation en éducation / États-Unis Enfants en difficulté d'apprentissage / Éducation / États-Unis Integrativer Unterricht swd Erziehung Schüler (DE-588)4053369-4 gnd Behinderung (DE-588)4112696-8 gnd Integrativer Unterricht (DE-588)4138728-4 gnd |
| subject_GND | (DE-588)4053369-4 (DE-588)4112696-8 (DE-588)4138728-4 |
| title | How to reach and teach all students in the inclusive classroom ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs |
| title_auth | How to reach and teach all students in the inclusive classroom ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs |
| title_exact_search | How to reach and teach all students in the inclusive classroom ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs |
| title_full | How to reach and teach all students in the inclusive classroom ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs Sandra F. Rief, Julie A. Heimburge |
| title_fullStr | How to reach and teach all students in the inclusive classroom ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs Sandra F. Rief, Julie A. Heimburge |
| title_full_unstemmed | How to reach and teach all students in the inclusive classroom ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs Sandra F. Rief, Julie A. Heimburge |
| title_short | How to reach and teach all students in the inclusive classroom |
| title_sort | how to reach and teach all students in the inclusive classroom ready to use strategies lessons and activities for teaching students with diverse learning needs |
| title_sub | ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs |
| topic | Mainstreaming in education / United States Elementary school teaching / United States Cognitive styles in children / United States Lesson planning / United States Motivation in education / United States Learning disabled children / Education / United States Intégration scolaire / États-Unis Enseignement primaire / États-Unis Styles cognitifs chez l'enfant / États-Unis Préparation de cours / États-Unis Motivation en éducation / États-Unis Enfants en difficulté d'apprentissage / Éducation / États-Unis Integrativer Unterricht swd Erziehung Schüler (DE-588)4053369-4 gnd Behinderung (DE-588)4112696-8 gnd Integrativer Unterricht (DE-588)4138728-4 gnd |
| topic_facet | Mainstreaming in education / United States Elementary school teaching / United States Cognitive styles in children / United States Lesson planning / United States Motivation in education / United States Learning disabled children / Education / United States Intégration scolaire / États-Unis Enseignement primaire / États-Unis Styles cognitifs chez l'enfant / États-Unis Préparation de cours / États-Unis Motivation en éducation / États-Unis Enfants en difficulté d'apprentissage / Éducation / États-Unis Integrativer Unterricht Erziehung Schüler Behinderung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025216607&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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