63 Tactics for Teaching Diverse Learners, K-6 / Edition 1

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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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Editorial Reviews

Roxie Ahlbrecht

“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.”

Holly Ishman
"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."
Ruth Devlin
"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."
Peggy King-Sears
"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."
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Product Details

  • ISBN-13: 9781412942386
  • Publisher: SAGE Publications
  • Publication date: 10/14/2008
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 160
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

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 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.

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.

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Table of Contents

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
Additional Readings
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