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.
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
Preface Acknowledgements 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 References Additional Readings Index
Preface Acknowledgements 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 References Additional Readings Index
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