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Planning Effective Instruction : Diversity Responsive Methods and Management,9780495007579
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Planning Effective Instruction : Diversity Responsive Methods and Management

by
Edition:
3rd
ISBN13:

9780495007579

ISBN10:
0495007579
Format:
Paperback
Pub. Date:
3/7/2006
Publisher(s):
Cengage Learning
List Price: $72.66
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Summary

Preface. Introduction. PART ONE: PLANNING WHAT TO TEACH. 1. Thinking about Content. 2. Writing Objectives. PART TWO: PLANNING HOW TO TEACH. 3. General Approaches to Universal Instructional Interventions. 4. Critical Teaching Skills for Focusing Attention. 5. Critical Teaching Skills for Presenting Information. 6. Critical Teaching Skills for Promoting Active Participation. 7. Critical Teaching Skills for Planning Practice and Monitoring Student Progress. 8. Critical Teaching Skills for Planning Partner and Small Group Work. 9. Selected Instructional Interventions. PART THREE: PLANNING THE CONTEXT FOR TEACHING AND LEARNING. 10. Supporting Student Behavior. 11. Using Critical Management Skills. PART FOUR: WRITING YOUR PLAN. 12. Lessons vs. Activities. 13. Lesson Planning. 14. Activity Planning. PREFACE TO THE LESSON MODELS. 15. Direct Instruction. 16. Informal Presentation. 17. Structured Discovery. 18. Teaching Specialized Content. 19. Editing Your Plan. 20. Putting It All Together.

Table of Contents

Preface xiii
Introduction xvii
Today's Diverse Classroom xvii
Diversity Responsive Teaching xviii
A Framework for Diversity Responsive Teaching xviii
Goals of Diversity Responsive Teachers xix
Universal and Selected Interventions xx
Universal Interventions xx
Selected Interventions xx
Built-Ins and Add-Ons xx
The Challenging Class xx
An Example of Diversity Responsive Teaching xxi
Attitude of the Diversity Responsive Teacher xxii
Summary xxii
The Content and Organization of This Book xxii
References and Suggested Readings xxiii
PART I Planning What to Teach
1(24)
Thinking about Content
3(9)
Introduction
3(1)
Thinking about What Students Need to Learn
3(3)
Subject Matter
3(1)
Types of Knowledge: Declarative and Procedural
4(1)
Diversity and Content
4(2)
Guidance in Choosing What to Teach
6(1)
State Standards
6(1)
Professional Organization Standards and Big Ideas
7(1)
Preparing to Teach
7(4)
Levels of Understanding
7(1)
Organizing Content for Teaching
8(2)
Choosing the Analysis
10(1)
Summary
11(1)
References
11(1)
Writing Objectives
12(13)
Introduction
12(1)
Definition and Purpose
12(1)
Process
12(1)
State Standards: A Source of Objectives
12(1)
From General to Specific
13(1)
Measurable Objectives
14(1)
Multiple Objectives
14(1)
The Four Components of Objectives
15(5)
Content
15(1)
Behavior
16(1)
Conditions
17(1)
Criterion
18(2)
Bloom's Taxonomy of the Cognitive Domain
20(2)
Responding to Diversity when Planning the Objective
22(1)
Summary
22(1)
A Final Thought
23(1)
Practicing Writing Objectives: Study Suggestions
23(1)
References
24(1)
Bloom's Taxonomy
24(1)
PART II Planning How to Teach
25(62)
General Approaches to Universal Instructional Interventions
27(10)
Introduction
27(1)
Universal Design for Learning
27(3)
Applications
27(1)
Six Principles for Designing Instruction for Diverse Learners
28(2)
Differentiated Instruction
30(2)
Providing Options
30(1)
Similarities between Universal Design and Differentiated Instruction
31(1)
Planning for English Language Learners
32(3)
Stages of Language Acquisition
32(1)
Make What You Present Understandable
33(1)
Provide Opportunities for Language Use
34(1)
Summary
35(1)
References and Suggested Reading for Universal Design and Differentiated Instruction
35(1)
References and Suggested Reading for Linguistic Diversity
36(1)
Critical Teaching Skills for Focusing Attention
37(9)
Introduction
37(1)
Openings
37(2)
Strategies for Openings
37(1)
State the Objective and Objective Purpose
38(1)
Responding to Diversity When Planning the Opening
38(1)
Questions
39(5)
Types of Questions
39(3)
Guidelines for Planning and Delivering Questions
42(1)
Responding to Skill Diversity When Planning Questions
43(1)
Responding to English Language Learners When Planning Questions
43(1)
Closings
44(1)
Strategies for Closings
44(1)
Responding to Diversity When Planning the Closing
44(1)
Summary
44(1)
References and Suggested Reading
44(2)
Critical Teaching Skills for Presenting Information
46(7)
Introduction
46(1)
Presentations
46(2)
Designing Presentations
46(1)
Clarifying Key Terms and Vocabulary
47(1)
Responding to Skill Diversity When Presenting Information
47(1)
Responding to English Language Learners When Presenting Information
47(1)
Responding to Cultural Diversity When Presenting Information
48(1)
Demonstration or Modeling
48(1)
Types of Demonstrations
48(1)
Responding to Diversity When Planning a Demonstration
49(1)
Visual Supports
49(1)
Categories of Visual Supports
49(1)
Responding to Diversity When Planning Visual Supports
50(1)
Giving Directions for Tasks and Assignments
50(1)
Making Directions Clear
50(1)
Responding to Diversity When Giving Directions
51(1)
Summary
51(1)
References and Suggested Reading
51(2)
Critical Teaching Skills for Promoting Active Participation
53(7)
Introduction
53(1)
Importance of Active Participation
53(1)
Types of Strategies
53(3)
Involvement Strategies
54(1)
Rehearsal Strategies
54(1)
Processing Strategies
55(1)
Responding to Diversity When Planning for Active Participation
56(1)
Responding to Skill Diversity When Planning for Active Participation
56(1)
Responding to Cultural Diversity When Planning for Active Participation
56(1)
Responding to English Language Learners When Planning for Active Participation
56(1)
Number of Strategies to Include
57(1)
Active Participation and Hands-On Activities
57(1)
Calling on Individuals
57(1)
Summary
58(1)
References and Suggested Readings
59(1)
Critical Teaching Skills for Planning Practice and Monitoring Student Progress
60(12)
Introduction
60(1)
Planning Practice
60(1)
Student Practice
60(1)
Teacher Support
61(1)
Supervised Practice
61(2)
Responding to Skill Diversity When Planning Supervised Practice
62(1)
Responding to English Language Learners When Planning Supervised Practice
62(1)
Extended Practice
63(2)
A Special Note about In-Class Practice Activities
63(1)
Providing Effective Practice Using Role Plays
63(1)
A Special Note about Out-of-Class Practice Activities
64(1)
Responding to Diversity When Planning Extended Practice
64(1)
Monitoring Student Progress
65(5)
Terminology Used in Monitoring Progress
65(1)
Formative Evaluation
66(1)
Summative Evaluation
67(2)
The Role of Performance Feedback
69(1)
The Teaching/Learning Cycle
69(1)
Summary
70(1)
References and Suggested Readings
70(2)
Critical Teaching Skills for Planning Partner and Small-Group Work
72(7)
Introduction
72(1)
Reasons for Using Peers in Instruction
72(1)
Potential Problems
73(1)
Planning for Using Peers in Instruction
73(4)
When to Plan
73(1)
Planning Decisions
73(4)
Summary
77(1)
References and Suggested Readings
77(2)
Selected Instructional Interventions
79(8)
Introduction
79(2)
Distinguishing between Universal and Selected Interventions
79(1)
Accommodations and Modifications
79(1)
The Challenging Class
80(1)
Specific Areas of Challenge
80(1)
Acquisition of Information
81(1)
Difficulty Maintaining Attention
81(1)
Difficulty Keeping Still
81(1)
Difficulty Reading
81(1)
Difficulty with Selective Attention
81(1)
Processing or Memorizing Information
82(1)
Difficulty Waiting or Impulsiveness
82(1)
Difficulty Beginning Tasks
82(1)
Difficulty Completing Tasks
82(1)
Difficulty Organizing
83(1)
Difficulty with Tasks That Require Memorization
83(1)
Expressing Information
83(1)
Slow or Poor Handwriting
83(1)
Messiness
83(1)
Difficulty with Taking Tests
84(1)
Difficulty Sticking with Routine Tasks
84(1)
Difficulty Following Directions
84(1)
Summary
84(1)
References and Suggested Readings
84(3)
PART III The Context for Teaching and Learning
87(20)
Supporting Student Behavior
89(9)
Introduction
89(1)
Connecting with Students
89(1)
Responding to Diversity When Connecting with Students
89(1)
Creating a Diversity Responsive Environment
90(1)
The Physical Environment
90(1)
The Social Environment
90(1)
The Emotional Environment
91(1)
Universal Behavioral Interventions
91(3)
Developing Classroom Rules
91(1)
Establishing Classroom Routines
92(1)
Planning Social Skills Instruction
93(1)
How to Teach Rules, Routines, and Social Skills
94(1)
Selected Behavioral Interventions
94(2)
When to Use Selected Behavioral Interventions
94(1)
Types of Selected Behavioral Interventions
95(1)
Responding to Diversity
96(1)
Summary
96(1)
References and Suggested Readings
96(2)
Critical Management Skills
98(9)
Introduction
98(1)
Arranging the Room
98(1)
Responding to Diversity When Arranging the Room
98(1)
Gaining Attention
99(1)
Responding to Diversity When Gaining Attention
99(1)
The Challenging Class
99(1)
Communicating Behavior Expectations
99(1)
Responding to Diversity When Communicating Behavior Expectations
100(1)
The Challenging Class
100(1)
Acknowledging Appropriate Behavior
100(1)
Responding to Diversity When Acknowledging Appropriate Behavior
101(1)
The Challenging Class
101(1)
Monitoring Student Behavior
101(1)
Responding to Diversity When Monitoring Student Behavior
102(1)
Planning for Logistics
102(1)
Managing Transitions
103(1)
Responding to Diversity When Managing Transitions
103(1)
The Challenging Class
104(1)
Summary
104(1)
References and Suggested Readings
104(3)
PART IV Writing Your Plan
107(27)
Lessons versus Activities
108(6)
Introduction
108(1)
Primary Differences between Lessons and Activities
109(1)
Lessons
109(1)
Lesson Example
109(1)
Definition of Terms
110(1)
Activities
110(2)
Activity Purposes
111(1)
Activity Examples
111(1)
Summary
112(1)
Selecting the Appropriate Plan
112(2)
Lesson Planning
114(8)
Introduction
114(1)
Generic Components of a Lesson Plan
114(5)
Component 1: Preplanning Tasks
115(1)
Component 2: Lesson Setup
116(1)
Component 3: Lesson Opening
116(1)
Component 4: Lesson Body
117(1)
Component 5: Extended Practice
118(1)
Component 6: Lesson Closing
118(1)
Component 7: Evaluation
118(1)
Component 8: Editing Tasks
119(1)
Steps in Writing a Lesson Plan
119(1)
Sequence for Writing the Components of a Lesson Plan
119(1)
Writing a Useful Plan
119(1)
How to Write a Reader-Friendly Plan
120(1)
Summary
120(1)
References and Suggested Readings
120(2)
Activity Planning
122(12)
Introduction
122(1)
Purposes of Activities
122(1)
Generic Components of an Activity Plan
123(3)
Component 1: Preplanning Tasks
123(1)
Component 2: Activity Beginning
124(1)
Component 3: Activity Middle
125(1)
Component 4: Activity Closing
126(1)
Component 5: Editing Tasks
126(1)
Steps in Writing an Activity Plan
126(1)
Sequence for Writing the Components of an Activity Plan
127(1)
Writing a Useful Plan
127(1)
Summary
127(1)
Sample Plans
128(6)
Preface to the Lesson Models
134(93)
Introduction
134(1)
Selecting a Model to Use
134(1)
Responding to Skill Diversity When Selecting a Lesson Model
134(1)
Responding to Cultural Diversity When Planning Lessons
135(1)
Organization of Chapters 15 through 17
135(1)
Summary
136(1)
References and Suggested Reading
136(1)
Direct Instruction
137(17)
Introduction
137(1)
Uses of Direct Instruction
138(1)
Key Planning Considerations
138(5)
Content Analysis
139(1)
Presentation of Information
139(1)
Demonstration
139(1)
Supervised Practice
140(3)
Sample Plans
143(1)
References and Suggested Readings
144(10)
Informal Presentation
154(15)
Introduction
154(1)
Uses of Information Presentation
155(1)
Key Planning Considerations
156(5)
Content Analysis
156(1)
Content Knowledge
156(1)
Advance Organizer
157(1)
Checks for Understanding and Active Participation
157(1)
Presentation Delivery
157(1)
Extended Practice
158(3)
Sample Plans
161(1)
References and Suggested Readings
161(8)
Structured Discovery
169(13)
Introduction
169(1)
Uses of Structured Discovery
170(1)
Key Planning Considerations
171(3)
Content Analysis
171(1)
Writing the Objective
171(1)
Stating the Objective to Students
171(1)
Setting Up the Discovery
171(1)
Selecting Examples and Nonexamples
171(1)
Planning Questions and Prompts
172(1)
Supervised Practice
172(1)
Behavior Expectations
172(2)
Sample Plans
174(1)
References and Suggested Readings
175(7)
Teaching Specialized Content
182(23)
Introduction
182(1)
Teaching Concepts
182(3)
Concepts Defined
182(1)
Types of Concepts
182(1)
Direct Instruction Model
183(1)
Structured Discovery Model
183(1)
Key Planning Considerations
184(1)
Teaching Social Skills
185(2)
Choosing the Lesson Model to Use
185(1)
Key Planning Considerations
185(2)
Teaching Learning and Study Strategies
187(2)
Strategy Purposes
188(1)
Choosing the Lesson Model to Use
188(1)
Key Planning Considerations
188(1)
Sample Plans
189(1)
References and Suggested Readings for Concepts
190(1)
References and Suggested Readings for Social Skills
190(1)
References and Suggested Readings for Strategies
191(14)
Editing Your Plan
205(13)
Introduction
205(1)
Editing Task #1: Editing for Critical Management Skills
205(6)
Application of Editing Task #1
207(2)
Editing Task #2: Editing for Instructional Interventions
209(2)
Application of Editing Task #2
211(6)
Editing Task #3: Evaluate Congruence
215(1)
Summary
216(1)
Using the Framework for Diversity Responsive Teaching
217(1)
Introduction
217(1)
Using the Framework for Brainstorming
218(9)
Narrative Example
218(2)
Summary
220(1)
Using the Framework as a Tool for Self-Reflection
220(7)
Mr. Perez's Lesson Plan
220(4)
Mr. Perez's Students
224(1)
Narrative Example
224(3)
Mr. Perez's Reflection
227(1)
Summary
227(1)
Final Thoughts
227


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