Differentiating Instruction for At-Risk Students

What to Do and How to Do It

Häftad, Engelska, 2009

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No single approach to teaching is effective with all children; each helps those with identified learning-style strengths to increase their knowledge base within the first three or four months of classroom use. Some learners will want to continue using a single method; others will prefer a variety of approaches. When the activities described herein are introduced to students whose learning styles they match, most will demonstrate strong abilities to learn and remember new and difficult content within the first four months of beginning_if not earlier. This book is written to prevent more children from becoming at risk and to help those who already have fallen behind their classmates and do not enjoy school. Each chapter describes different instructional strategies, a summary chart shows how to match at-risk learners with the specific approach most likely to substantially increase their academic achievement. These instructional approaches are designed to engage youngsters in action-oriented activities that gradually increase cognition and help children to internalize and retain what they are taught. Applications of these instructional strategies are suggested for increasing performance in literacy, mathematics, science, and social studies.

Produktinformation

Utgivningsdatum2009-01-16
Mått156 x 231 x 15 mm
Vikt308 g
FormatHäftad
SpråkEngelska
Antal sidor202
FörlagBloomsbury Publishing Plc
ISBN9781578869831

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Chapter 1 Who Are Students At Risk of Academic Failure and How Should We Teach Them?Chapter 2 What Is Learning Style?Chapter 3 Teaching Global Students GloballyChapter 4 Redesigning Classrooms for Increased Comfort and ConcentrationChapter 5 Teaching Tactual Students TactuallyChapter 6 Teaching Kinesthetic Students KinestheticallyChapter 7 Teaching Peer-Motivated Students with Small-Group TechniquesChapter 8 Teaching At-Risk Students with Contract Activity PackagesChapter 9 Teaching Visual/Tactual Students Who Need Structure with Programmed Learning SequencesChapter 10 Teaching Unmotivated Students with Multi-Sensory Instructional PackagesChapter 11 Experimenting with Learning-Style Instructional Strategies in Practitioner-Oriented StepsChapter 12 Research on the Dunn and Dunn Learning-Styles Model: How Do We Know It Works?Chapter 13 How Schools, Parents, and Courts Can Respond to Federal Law and Improve Classroom Teaching for At-Risk Students

Whereas some pedagogical approaches will be more effective with particular learners, stimulating and engaging teaching through individuals' learning styles is effective for all students. The effectiveness of both differentiation and learning styles is confirmed by research and is critical for teachers who work with at-risk students. This book provides a guide for educators world-wide to differentiate through a organized approach to learning.