Effective Teaching Strategies That Accommodate Diverse Learners

by Kame'enui, Edward J.; Carnine, Douglas W.; Dixon, Robert C.; Simmons, Deborah C.; Coyne, Michael D.

• ISBN13: 9780130944382
• ISBN10: 0130944386
• Edition: 2nd
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Prentice Hall

Summary

This popular book investigates the teaching, instruction and curricula required to meet the needs of diverse learners who by virtue of their experiential, cultural, and socioeconomic backgrounds, challenge traditional curriculum and instructional programs. It provides a summary of the characteristics of students with diverse learning and curricular needs as well as an essential examination of current issues in education. It also introduces six key principles to direct teachers through the design of instruction and curriculum to ensure that diverse learners succeed in the classroom. Characteristics of Students with Diverse Learning and Curricular Needs; Effective Strategies for Teaching Beginning Reading; Effective Strategies for Teaching Writing; Effective Strategies for Teaching Mathematics; Effective Strategies for Teaching Science; Effective Strategies for Teaching Social Studies; Modulating Instruction for English-language Learners; Contextual Issues and Their Influence on Curricular Change. For teachers of diverse learners.

Table of Contents

Introduction	1	(23)
A Retrospective of Educational Innovations	4	(2)
Reading Innovations	4	(1)
Mathematics Innovations	5	(1)
Social Studies Innovations	5	(1)
Science Education Innovations	6	(1)
The Purpose of This Book	6	(2)
Principles of High-Quality Educational Tools	8	(7)
Big Ideas	8	(2)
Conspicuous Strategies	10	(1)
Mediated Scaffolding	11	(1)
Strategic Integration	12	(1)
Primed Background Knowledge	13	(1)
Judicious Review	14	(1)
Benefits of Instruction Based on Quality Design Tools	15	(3)
The Application of Instructional Design Principles	16	(1)
Developing Effective Instructional Tools	16	(1)
Selecting Instructional Tools	17	(1)
Modifying Instructional Tools	18	(1)
Summary	18	(1)
References	19	(2)
Author Note	21	(2)
Characteristics of Students with Diverse Learning and Curricular Needs	23	(30)
A Demographic Portrait of Diversity	26	(3)
High-Quality Instructional Strategies to Teach Increasingly Diverse Students	28	(1)
Learner Characteristics	29	(16)
Retaining Information	30	(5)
Strategy Knowledge and Use	35	(5)
Vocabulary Knowledge	40	(3)
Language Coding	43	(2)
Summary	45	(2)
References	47	(4)
Author Note	51	(2)
Effective Strategies for Teaching Beginning Reading	53	(40)
Current Issues in Beginning Reading	54	(2)
Research on Beginning Reading	55	(1)
Principles for Improving Instructional Strategies in Beginning Reading	56	(18)
Beginning Reading: Designing Instruction around Big Ideas	56	(7)
Designing Conspicuous Strategies	63	(4)
Designing Mediated Scaffolding	67	(2)
Designing Strategic Integration	69	(2)
Designing Primed Background Knowledge	71	(1)
Designing Judicious Review	72	(2)
The Application of Instructional Design Principles	74	(4)
Developing Instructional Tools	75	(1)
Selecting Instructional Tools	76	(1)
Modifying Instructional Tools	77	(1)
Summary	78	(11)
References	89	(3)
Author Note	92	(1)
Effective Strategies for Teaching Writing	93	(28)
Current Issues in Writing Instruction	94	(3)
Opportunity to Learn	94	(1)
Author versus Secretary, or Author and Secretary	95	(1)
Technology	96	(1)
Writing Assessment	97	(1)
Principles for Improving Instructional Strategies in Writing	97	(15)
Designing Instruction around Big Ideas	97	(2)
Designing Conspicuous Strategies	99	(2)
Designing Mediated Scaffolding	101	(6)
Designing Strategic Integration	107	(3)
Designing Primed Background Knowledge	110	(1)
Designing Judicious Review	110	(2)
The Application of Instructional Design Principles	112	(3)
Development	112	(1)
Selection	113	(1)
Modification	114	(1)
Summary	115	(1)
References	116	(3)
Author Note	119	(2)
Effective Strategies for Teaching Mathematics	121	(28)
Principles for Improving Math Instruction Strategies	124	(19)
Designing Instruction around Big Ideas	124	(5)
Designing Conspicuous Strategies	129	(9)
Designing Mediated Scaffolding	138	(1)
Designing Primed Background Knowledge	139	(1)
Designing Strategic Integration	140	(2)
Designing Judicious Review	142	(1)
The Application of Instructional Design Principles	143	(3)
Developing Instructional Tools	143	(1)
Selecting Instructional Tools	144	(1)
Modifying Instructional Tools	145	(1)
Summary	146	(1)
References	147	(1)
Author Note	148	(1)
Effective Strategies for Teaching Science	149	(28)
Current Issues in Science Instruction	150	(2)
Principles for Improving Instructional Strategies in Science	152	(17)
Designing Instruction around Big Ideas in Science Inquiry	152	(1)
Component Steps and Concepts in Science Inquiry	153	(1)
Designing Conspicuous Strategies for Science Inquiry	153	(3)
Designing Instruction around Big Ideas in Science Subject Matter	156	(2)
Components in Science Subject Matter	158	(1)
Designing Conspicuous Strategies in Science Subject Matter	158	(5)
Designing Mediated Scaffolding in Science Inquiry and Subject Matter Instruction	163	(4)
Designing Judicious Review	167	(1)
Designing Strategic Integration	168	(1)
The Application of Instructional Design Principles	169	(2)
Developing Instructional Tools	169	(1)
Selecting Instructional Tools	170	(1)
Modifying Instructional Tools	171	(1)
Summary	171	(2)
References	173	(2)
Author Note	175	(2)
Effective Strategies for Teaching Social Studies	177	(26)
Current Issues in Social Studies Instruction	178	(2)
Principles for Improving Instructional Strategies in Social Studies	180	(17)
Designing Instruction around Big Ideas	181	(7)
Designing Conspicuous Strategies	188	(2)
Designing Mediated Scaffolding	190	(2)
Designing Strategic Integration	192	(3)
Designing Primed Background Knowledge	195	(1)
Designing Judicious Review	196	(1)
The Application of Instructional Design Principles	197	(3)
Developing Instructional Tools in Social Studies	197	(1)
Selecting Instructional Tools	198	(1)
Modifying Instructional Tools	199	(1)
Summary	200	(1)
References	201	(1)
Author Note	202	(1)
Modulating Instruction for English-Language Learners	203	(16)
Problems in Current Instruction of English-Language Learners	205	(3)
Differing Theories About and Approaches to Second Language Instruction	206	(2)
Constructs for Conceptualizing Effective Instructional Practice	208	(7)
Scenario One: Merging Language Learning with Reading Instruction	210	(1)
Scenario Two: Building Intellectual Accountability during Literacy Instruction	211	(1)
Scenario Three: Accessing First-Language Knowledge during Literacy Instruction	212	(1)
Scenario Four: Integrating Responsiveness to Cultural and Personal Diversity into Literacy Instruction	213	(2)
Summary	215	(1)
References	215	(2)
Author Note	217	(2)
Contextual Issues and their Influence on Curricular Change	219	(14)
Contextual Variables	222	(2)
Revising Curricula for a More Diverse Student Population	224	(2)
The Problems of Context and Curricular Change	226	(3)
Summary	229	(1)
References	230	(1)
Author Note	231	(2)
Name Index	233	(6)
Subject Index	239

Excerpts

Like the first edition of this book, this edition is about diverse learners who, by virtue of their instructional, experiential, cultural, socioeconomic, linguistic, cognitive, and physiological backgrounds, bring different and oftentimes additional requirements to instruction and curriculum. What are these "different" and "additional" instructional and curricular requirements? Why are they different? Why are "additional" instructional and curricular requirements necessary for these learners? What is it about diverse learners that requires teachers, publishers, developers of educational materials (e.g., textbooks and basal reading programs), school administrators, legislators, and others to consider these additional burdens? Will a teacher's effective response to these additional instructional and curricular requirements help the average and high-performing learners? Although this book is about diverse learners, it would be of little value if it focused exclusively on them and their learning and behavioral characteristics, because as we see it, they are not the issue. Instead, they areour challengeandour promise.Thus, in the interest of full and accurate disclosure, this book is about the teaching, instruction, and curricula required to give diverse learners a fighting chance to beat the odds both in today's classrooms and outside the classroom. We offer in this text a synthesis of our critical examination of pedagogical and curricular requirements in schools. What is demanded explicitly or implicitly of students with diverse learning and curricular needs by typical school tasks and materials in grades K-8? Based on these analyses, we have developed a core of six architectural principles for designing, modifying, or evaluating the instruction and curriculum for diverse learners. These six principles are thecoreof this text and serve to frame our analysis and recommendations in teaching beginning reading (Chapter 3), writing (Chapter 4), mathematics (Chapter 5), science (Chapter 6), social studies (Chapter 7), and also in teaching English-language learners (Chapter 8). The text consists of nine chapters: an introductory chapter, a chapter on the characteristics of diverse learners, six content-specific chapters, and a chapter on the contextual social and economic issues that influence curriculum change and reform. But the heart of the text is the six principles--big ideas, conspicuous strategies, mediated scaffolding, primed background knowledge, strategic integration, and judicious review--and the application of these principles across different and sometimes unwieldy knowledge structures and skills in reading, science, social studies, and mathematics. We assert that these six principles serve as the organic basis, if not the DNA, for the design of instruction and curriculum for diverse learners. We view these principles as representing the minimum instructional and curricular elements necessary for the adequate design of school materials. However, architectural principles for designing instruction, principled curricular, and instructional analyses are necessary but insufficient to ensure that diverse learners succeed in the classroom. As most practitioners know, the harsh reality is that the day-to-day success of teachers and children resides in the instructional and curricular details--in the examples teachers use to teach a concept such as proportion in mathematics; in the strategies used to make visible and clear how best to work with concepts efficiently, effectively, broadly, and deeply; in the integration of concepts across topics; and in the decisions made to schedule further review and practice that students may need to ensure critical concepts or big ideas are not forgotten, or that these ideas are not confused with other highly similar concepts or ideas. In this text, we offer guidelines for determining the curricular and instructio