Planning Effective Instruction Diversity Responsive Methods and Management

by Price, Kay M.; Nelson, Karna L.

• ISBN13: 9780495007579
• ISBN10: 0495007579
• Edition: 3rd
• Format: Paperback
• Copyright: 2006-03-07
• Publisher: Wadsworth Publishing

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