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63 Tactics for Teaching Diverse Learners, K-6
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- 160 pages
- English
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eBook - ePub
63 Tactics for Teaching Diverse Learners, K-6
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About This Book
With a practical, research-based model, this resource offers proven instructional methods that can be used across content areas and grade levels for students with or without disabilities.
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Yes, you can access 63 Tactics for Teaching Diverse Learners, K-6 by Bob Algozzine, Pamela Campbell, Jianjun Adam Wang in PDF and/or ePUB format, as well as other popular books in Education & Education Teaching Methods. We have over one million books available in our catalogue for you to explore.
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PART I
Planning Instruction
Effective teachers carefully plan their instruction. They decide what to teach and how to teach it. They also communicate their expectations for learning to their students. In this part of our resource, we describe evidenced-based strategies for each principle of planning instruction.
Planning Instruction Works: A Case Study
Iāve always considered myself an excellent planner, regardless of the fact that my principal reviews my plan book every Friday. I really want to be organized and prepared; you know, you have to be with 27 fifth graders in one room. So Iāve been very careful in deciding what and how to teach; I also know exactly what the instructional goals and objectives are each day. I have collaborated with our special education staff to ensure that each studentās Individualized Educational Plan (IEP) includes appropriate instructional goals and objectives that specify exactly how each objective will be taught and measured. The IEPs use the ABCC format: Actor (the student), Behavior (observable/measureable student action), Content (materials/methods used), and Criterion (how student performance will be measured). For example: āGiven ten flashcards, John will be able to name ten CVC [consonant-vowel-consonant; e.g., h-a-t] words with 90 percent accuracy.ā
So this year, it has been so helpful to have Mr. Laird, my special education coteacher, in my classroom for most of the day. Between the two of us, we are able to circulate around the classroom and really monitor and record student learning, as well as respond to any questions or problems students might be having. When we compare our notes, we are able to make accurate decisions about what and how to teach the next day. Itās really great because not only are we able to make immediate modifications for any of our students, we can be really smart about planning next steps and ensure that weāre adhering to IEPs. We are also really able to āclose the loopā between evaluating and planning instruction. (Related tactic is located in Chapter 1: Decide What to Teach under Strategy: Assess to Identify Gaps in Performance.)
1
Decide What to Teach
Chapter 1: Decide What to Teach
Strategy: | Assess to Identify Gaps in Performance |
Focus: | Basic Skills; Content Skills |
Area: | Reading; Mathematics/Problem Solving/Calculating; Writing; Social Studies; Science; Arts; Fitness |
Learning Difference: | Attention; Cognition High; Cognition Low; Cognition Mixed; Health; Study Skills; Social Knowledge; Receptive Language/Decoding (listening, reading); Expressive |
Language/Encoding (speaking, writing, spelling); Fine Motor (handwriting, articulation, etc.); Processing Verbal Information; Processing Visual Information | |
Disability Category: | Specific Learning Disabilities; Attention Deficit/Hyperactivity Disorder; Visual Impairments; Deafness/Blindness; Gifted and Talented; Hearing Impairments; |
Mental Retardation; Multiple Disabilities; Traumatic Brain Injury; Second Language Learning Needs; Serious Emotional Disturbance; Speech or Language Impairments; | |
Orthopedic Impairments; Other Health Impairments; Autism | |
Tactic Title: | Observing Students |
Problem: | There are times when teachers of students with disabilities evaluate the students and design modifications for their instruction based on the studentsā assessment test scores. |
But what do these scores mean? Do these scores allow the teacher to meet the studentsā needs appropriately? | |
Tactic: | Direct observation can be used to gain a more comprehensive understanding of the students. While the students are working, walk around the classroom to monitor and record student progress. |
Ask students questions regarding the lesson and the assignment. Use a checklist to assess desired objectives (see Student Observation Sheet). | |
Write anecdotal records of studentsā learning, including notes of inappropriate behaviors, underdeveloped thinking skills, on-task behaviors, the understanding of content instruction, or any other noticeable behavior that needs to be documented. | |
Example: | Observing students as they are working provides a wonderful way for me to monitor their understanding. In fact, I use an Observational Journal to organize my notes during observation. |
I monitor not only my studentsā learning, but also their health. The number of days absent or their physical appearance can be a beneficial way of studying their work habits and social skills. | |
(These areas are important to set the framework for the academic learning.) Gathering data through close observation also helps me when collaborating with parents and special education teachers. | |
Parents and teachers can study my anecdotal records of students showing daily occurrences of behaviors and progress. In this way, decisions concerning the studentsā education can be made appropriately. | |
Rosemary T., teacher | |
Benefits: | Measuring learning progress informally can
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Literature: | Burns, M. S., Delclos, V. R., & Kulewicz, S. J. (1987). Effects of dynamic assessment on teachersā expectations of handicapped children. American Educational Research Journal, 24, 325ā336. |
Student Observation Sheet
Copyright Ā© 2009 by Corwin Press. All rights reserved. Reprinted from 63 Tactics for Teaching Diverse Learners, Kā6 by Bob Algozzine, Pam Campbell, and Adam Wang. Thousand Oaks, CA: Corwin Press, www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
Strategy: | Establish Logical Sequences of Instruction |
Focus: | Basic Skills |
Area: | Reading; Mathematics/Problem Solving/Calculating; Writing; Social Studies; Science; Arts; Fitness |
Learning Difference: | Attention; Cognition High; Cognition Low; Cognition Mixed; Mobility; Hearing; Health; Memory Short-Term; |
Memory Long-Term; Seeing; Speaking/Talking; Study Skills; Fine Motor (handwriting, a... |
Table of contents
- Cover Page
- Dedication
- Title
- Copyright
- Contents
- Preface
- Acknowledgments
- About the Authors
- PART I: PLANNING INSTRUCTION
- PART II. MANAGING INSTRUCTION
- PART III. DELIVERING INSTRUCTION
- PART IV. EVALUATING INSTRUCTION
- References
- Additional Readings
- Index