Planning Effective Instruction for Students with Learning and Behavior Problems
Published on 10. February 2010
Book
Paperback/Softback
384 pages
978-0-205-54319-9 (ISBN)
Description
Written for the pre-service teacher and practitioner, this new book is devoted to teaching you how to utilize the principles of universal design for learning, metacognitive and cognitive strategies, and project-based learning to identify potential barriers to learning and show how to simplify instructional decision-making in order to boost confidence and skill at delivering effective instruction to all students. Ultimately what emerges is more than just a new book, but a resource and guide for to use everyday on the job, as you work toward deepening your understanding of how individuals learn, how and why learning occurs or does not occur, and how both students and teachers can utilize research-based methods to facilitate the learning process.
The authors are right to include a core summary of theoretical, conceptual, psychological, methodological, and instructional issues associated with the often-complex task of teaching students with diverse learning needs in inclusive settings. They further identify metacognitive ability as the learner characteristic most commonly associated with student success and/or failure, additional lists and charts of student characteristics and educational implications by area of exceptionality, learner characteristics by groups, and a comparison of typical academic and social-emotional classroom demands, noting problems common across groups that may place individual students at-risk for academic failure. There are even special chapters on using the aforementioned to teach the basic skills of reading, writing, and mathematics.
More than the typical resource on students with disabilities and exceptional needs, Planning Effective Instruction for Students with Learning and Behavior Problems serves as an ongoing reference for pre-service teachers and practitioners interested in improving their ability to deliver effective instruction to all students with and without disabilities in general and special education settings.
The authors are right to include a core summary of theoretical, conceptual, psychological, methodological, and instructional issues associated with the often-complex task of teaching students with diverse learning needs in inclusive settings. They further identify metacognitive ability as the learner characteristic most commonly associated with student success and/or failure, additional lists and charts of student characteristics and educational implications by area of exceptionality, learner characteristics by groups, and a comparison of typical academic and social-emotional classroom demands, noting problems common across groups that may place individual students at-risk for academic failure. There are even special chapters on using the aforementioned to teach the basic skills of reading, writing, and mathematics.
More than the typical resource on students with disabilities and exceptional needs, Planning Effective Instruction for Students with Learning and Behavior Problems serves as an ongoing reference for pre-service teachers and practitioners interested in improving their ability to deliver effective instruction to all students with and without disabilities in general and special education settings.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 232 mm
Width: 177 mm
Thickness: 19 mm
Weight
490 gr
ISBN-13
978-0-205-54319-9 (9780205543199)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Persons
Rebecca B. Evers, Ed.D, is an Associate Professor in the Center for Pedagogy at Winthrop University, Rock Hill, South Carolina. Her research interests include development and evaluation of teachers' dispositions for equity and their ability to provide effective instruction for all students.
S. Sue Spencer, Ph.D., is Associate Professor of Special Education at Winthrop University. Her research focuses on developing and validating procedures and materials for delivering effective metacognitive instruction.
S. Sue Spencer, Ph.D., is Associate Professor of Special Education at Winthrop University. Her research focuses on developing and validating procedures and materials for delivering effective metacognitive instruction.
Content
Chapter 1: Introduction
Chapter 2: Characteristics of learning with high incidence disabilities and other exceptional needs
Chapter 3: Collaborative problem solving methods for educators
Chapter 4: Using assessment data to plan and teach
Chapter 5: Using assessment data to manage student behavior
Chapter 6: A metacognitive model for teaching and learning
Chapter 7: Designing instruction to meet the needs of all learners: Universal Design for Learning
Chapter 8: Integrating Technology to Meet Student Needs
Chapter 9: Project-based learning
Chapter 10: Reading/Language Arts Instruction
Chapter 11: Written Literacy Requires Students to Think
Chapter 12: Mathematics Instruction
Chapter 2: Characteristics of learning with high incidence disabilities and other exceptional needs
Chapter 3: Collaborative problem solving methods for educators
Chapter 4: Using assessment data to plan and teach
Chapter 5: Using assessment data to manage student behavior
Chapter 6: A metacognitive model for teaching and learning
Chapter 7: Designing instruction to meet the needs of all learners: Universal Design for Learning
Chapter 8: Integrating Technology to Meet Student Needs
Chapter 9: Project-based learning
Chapter 10: Reading/Language Arts Instruction
Chapter 11: Written Literacy Requires Students to Think
Chapter 12: Mathematics Instruction