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63 Tactics for Teaching Diverse Learners, K-6

By: Bob Algozzine, Pam Campbell, Adam Wang

Evidence-based practices for delivering instruction that meets students' diverse learning needs!

This resource presents successful, teacher-tested instructional methods that can be used across content areas and grade levels for elementary students with or without disabilities. 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 how to implement or modify each tactic
Information to help teachers choose appropriate strategies for specific subjects, grades, or learning difficulties

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Product Details

Grade Level: K-6
ISBN: 9781412942386
Published By: Corwin
Year: 2008
Page Count: 160
Publication date: October 14, 2008

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Description

"An in-depth, effectively organized resource guide for teachers at all grade levels, putting meaningful, practical strategies and activities just a page-turn away. Filled with the voices of teachers and students, this book won't have time to gather dust on the shelf."
—Ruth Devlin, ELL Teacher
Paradise Professional Development School, Las Vegas, NV

"I love the way the book addresses specific behaviors and classroom situations. The format is consistent throughout the text, which makes finding information on a specific topic, skill, or content area easy."
—Roxie Ahlbrecht, Second-Grade Teacher
Robert Frost Elementary School, Sioux Falls, SD

Evidence-based practices for delivering instruction that meets students' diverse learning needs!

The increased inclusion of students with disabilities and learning differences in the general education elementary classroom has challenged novice and expert educators to seek more effective ways of meeting diverse learning needs. This detailed guide offers easy access to information about effective teaching methods that allow educators to be more responsive to individual concerns.

63 Tactics for Teaching Diverse Learners, K–6 presents successful, teacher-tested instructional methods that can be used across content areas and grade levels for elementary students with or without disabilities. 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 how to implement or modify each tactic
Information to help teachers choose appropriate strategies for specific subjects, grades, or learning difficulties

Motivational and multifaceted, this resource is an essential tool for providing an informed approach that improves academic performance for all elementary students.

Key features

Evidence-based instructional practices for inclusive elementary classrooms
Features an accessible format that makes it easy for teachers to find appropriate practices by grade, content area, and learning problem
Offers readers implementation information, teacher feedback on the practice, and additional references

Author(s)

Bob Algozzine

Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.

Pam Campbell

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.

Adam Wang

Jianjun (Adam) Wang is senior instructional technology specialist at Williams College. He has been responsible for collaborating in the design and development of STRIDE. He has also been instrumental in the implementation of STRIDE in the preparation of future teachers, as well as the ongoing professional development of practicing educators. He has served as an instructor in technology courses and made several regional, national, and international conference presentations related to the effective implementation of technology in education. His research interests concern how educational technology can enhance human learning and focus on developing Web-based learning and teaching tools to enhance the undergraduate learning experience. He earned his MA from the University of Connecticut.

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

References

Additional Readings

Index

Reviews

“I love the way the book addresses specific behaviors and classroom situations. The format is consistent throughout the text, which makes it easy to find information on a specific topic, skill, or content area.”

Roxie Ahlbrecht, Second-Grade Teacher
Robert Frost Elementary School, Sioux Falls, SD

"Provides research-based strategies that educators can immediately put into practice to meet their students' unique learning needs. The authors have given us an invaluable tool for success in today's increasingly diverse classrooms and changing educational contexts."

Holly Ishman, Elementary Teacher
Aurora Public Schools, CO

"An in-depth, effectively organized resource guide for teachers at all grade levels, putting meaningful, practical strategies and activities just a page-turn away. Filled with the voices of teachers and students, this book won’t have time to gather dust on the shelves of teachers concerned with student success in inclusive classrooms and in today’s educational climate."

Ruth Devlin, ELL Teacher
Paradise Professional Development School, Las Vegas, NV

"When teachers are reaching for solutions, they should reach for this book. Positive and proactive tactics to deal with students' problematic behaviors are provided, and the range of instructional tactics enables teachers to be more responsive to students' learning needs."

Peggy King-Sears, Professor of Special Education
George Mason University

Other Titles in: Special Education Instruction | Teaching Methods & Learning Styles

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This book is not available as a review copy.