Planning effective instruction : diversity responsive methods and management / Kay M. Price, Karna L. Nelson.

By: Price, Kay M
Contributor(s): Nelson, Karna L
Publisher: Boston, Massachusetts : Cengage, 2019Edition: 6th ed; Student edDescription: xxi, 314 p. : col. ill. ; 28 cmISBN: 9781337564847 (student ed. ; pbk); 1337564842 (student ed. ; pbk)Uniform titles: Daily planning for today's classroom Subject(s): Teaching -- handbooks | Cultural Diversity | Education | Planning Techniques | Interpersonal Relations | Formative FeedbackDDC classification: 371.3028
Item type: Book
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Before 2007, this book was published under the title: Daily planning for today's classroom.

Includes bibliographical references (p. 296-304) and index.

Part I Planning What to Teach -- Ch. 1 Thinking about Content -- Introduction -- Thinking about What Students Need to Learn -- Subject Matter -- Types of Knowledge: Declarative and Procedural -- Thinking about Diversity Responsive Content -- Content about Diversity -- Content That Is Complete and Inclusive -- Content That Is Connected to Students' Lives -- Considering Skill Diversity -- Guidance in Choosing What to Teach -- State Standards -- Common Core State Standards -- Professional Organization Standards and Big Ideas -- Analyzing Content -- Organizing Content for Teaching -- Choosing the Analysis -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 2 Writing Objectives -- Introduction -- Definition, Importance, and Purposes of Objectives -- Process of Developing Objectives -- State Standards: A Source of Objectives -- Common Core State Standards: Another Source of Objectives -- From General to Specific -- Measurable Objectivesc--

Multiple Objectives -- Efficiency and Multiple Objectives -- Diversity and Multiple Objectives -- Multiple Objectives versus Multiple Learnings -- The Four Components of Measurable Objectives -- Content -- Behavior -- Conditions -- Criterion -- Help with Including the Four Components in Objectives -- Practice Writing Objectives -- Bloom's Taxonomy of the Cognitive Domain -- Responding to Skill Diversity when Planning the Objective -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Part II Planning How to Teach -- Ch. 3 Thinking about Instruction -- Introduction -- Universal Design for Learning -- Applications of UDL -- Six UDL Principles for Designing Instruction for Diverse Learners -- Differentiated Instruction -- Providing Options -- Similarities between Universal Design and Differentiated Instruction -- Response to Intervention -- Key Features of Response to Intervention --

Response to Intervention and Universal and Selected Interventions -- Planning for English Language Learners -- Stages of Language Acquisition -- Make What You Present Understandable -- Provide Opportunities for Language Use -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 4 Critical Teaching Skills for Focusing Attention -- Introduction -- Planning Openings -- Strategies for Openings -- Stating the Objective and Objective Purpose -- Responding to Diversity -- Developing Questions to Ask -- The Role of Questions -- Types of Questions -- Effective Questioning -- Guidelines for Planning and Delivering Questions -- Engaging All Students through Questioning -- Responding to Skill Diversity -- Responding to English Language Learners -- Planning Closings -- Strategies for Closings -- Responding to Diversity -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 5 Critical Teaching Skills for Presenting Information -- Introduction --

Providing Explanations -- Components of Explanations -- Responding to Skill Diversity -- Responding to English Language Learners -- Responding to Cultural Diversity -- Giving Demonstrations -- Types of Demonstrations -- Responding to Skill Diversity -- Using Visual Supports -- Categories of Visual Supports -- Responding to Skill Diversity -- Teaching Key Terms and Vocabulary -- Academic Language -- Decision Steps for Planning to Teach Key Terms and Vocabulary -- Strategies for Defining Words -- IES Practice Guide Recommendations for English Language Learners -- Giving Directions -- Making Directions Clear -- Responding to Diversity -- General Tips for Planning Effective Presentations -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 6 Critical Teaching Skills for Promoting Active Participation -- Introduction -- Active Participation Defined -- Importance of Active Participation -- Types of Active Participation Strategies --

Examples of Active Participation Strategies -- Involvement Strategies -- Rehearsal Strategies -- Processing Strategies -- Responding to Diversity when Planning for Active Participation -- Responding to Skill Diversity -- Responding to Cultural Diversity -- Responding to English Language Learners -- Number of Strategies to Include -- Teaching Active Participation Response Strategies -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 7 Critical Teaching Skills for Planning Practice and Monitoring Student Learning -- Introduction -- Planning Practice -- Making Practice Effective -- Types of Practice in Lessons -- Responding to Skill Diversity -- Responding to English Language Learners -- Monitoring Student Learning -- Before Instruction: Preassessment -- During Instruction: Formative Evaluation -- After Instruction: Summative Evaluation -- Alternative Evaluation Techniques -- The Role of Performance Feedback -- The Teaching/Learning Cycle --

Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 8 Critical Teaching Skills for Planning Partner and Small-Group Work -- Introduction -- Ways to Use Peers in Instruction -- Benefits, Potential Problems, and Reasons to Use Peers in Instruction -- Benefits -- Benefits for ELLs -- IES Practice Guide Recommendation -- Potential Problems -- Reasons to Use -- When to Plan for Using Peers in Instruction -- Planning Decisions for Partner and Small-Group Work -- Determining the Size of Groups -- Determining How Students Will Share Tasks -- Determining Prerequisite Skills and Knowledge -- Deciding Who Will Work Together -- Deciding How to Incorporate Technology -- Organizing and Managing Partner and Small-Group Work -- Responding to Skill Diversity when Planning Partner and Small-Group Work -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 9 Selected Instructional Interventions -- Introduction -- Selected Interventions Defined --

Accommodations and Modifications -- Choosing Universal or Selected Interventions -- Examples of Selected Interventions -- How to Plan for Selected Interventions -- Step One Write a Lesson or Activity Plan -- Step Two List Skills Students Will Need in This Lesson or Activity -- Step Three List Students Who Lack These Skills -- Step Four Plan Selected Interventions to Support Student Success -- Step Five Plan How to Deliver the Selected Interventions -- How Long to Use Selected Interventions -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Part III The Context for Teaching and learning -- Ch. 10 Supporting Student Behavior -- Introduction -- Connecting with Students -- Responding to Diversity -- Creating a Diversity Responsive Environment -- The Physical Environment -- The Social Environment -- The Emotional Environment -- Universal Behavioral Interventions -- Developing Classroom Rules -- Establishing Classroom Routines

Establishing Social Skills -- Teaching Rules, Routines, and Social Skills -- Encouraging Compliance -- Selected Behavioral Interventions -- When to Use Selected Behavioral Interventions -- Types of Selected Behavioral Interventions -- Responding to Diversity -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 11 Critical Management Skills for Communicating with Students -- Introduction -- Critical Management Skills in Lessons and Activities -- Responding to Diversity when Using Critical Management Skills -- The Challenging Class and Critical Management Skills -- Mrs Bean and Critical Management Skills -- Gaining Attention -- Signals for Attention -- Student Responses to Signals -- Using the Gaining Attention Strategy -- Responding to Diversity when Gaining Attention -- The Challenging Class and Gaining Attention -- Communicating Behavior Expectations -- How to Choose Expectations -- How to Communicate Expectations -- Follow Through --

Responding to Diversity when Communicating Behavior Expectations -- The Challenging Class and Communicating Behavior Expectations -- Acknowledging Appropriate Behavior -- Acknowledging Frequently -- Acknowledging Specifically -- Acknowledging Sincerely -- Acknowledging Fairly -- Acknowledging Important Behaviors -- Responding to Diversity when Acknowledging Appropriate Behavior -- The Challenging Class and Acknowledging Appropriate Behavior -- Group Management Games -- Game Guidelines -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 12 Critical Management Skills for Structuring the Learning Environment -- Introduction -- Monitoring Student Behavior -- How to Monitor -- Monitoring Situations -- Responding to Diversity when Monitoring Student Behavior -- The Challenging Class and Monitoring Student Behavior -- Arranging the Room -- Considerations in Room Arrangement -- Responding to Diversity when Arranging the Room --

The Challenging Class and Arranging the Room -- Planning for Logistics -- Importance of Logistical Planning -- Planning for Teacher Equipment and Materials -- Planning for Student Equipment and Materials -- Planning for Setup, Cleanup, and Using Assistants -- Responding to Diversity when Planning Logistics -- The Challenging Class and Planning Logistics -- Managing Transitions -- Types of Transitions -- Teaching Transitions -- Advance Preparation for Transitions -- Just Before the Transition -- During the Transition -- Don't Be Part of the Problem -- Responding to Diversity when Managing Transitions -- The Challenging Class and Managing Transitions -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Part IV Writing Your Plan -- Ch. 13 Lesson Planning -- Introduction -- When to Use Lessons -- Primary Differences between Lessons and Activities -- Purposes of Lessons -- Attributes of Lessons -- Lesson Example -- What Makes It a Lesson? --

Lesson Models -- Selecting a Model to Use -- Responding to Skill Diversity -- Responding to Cultural Diversity -- Generic Components of a Lesson Plan -- Component 1 Preplanning Tasks -- Component 2 Lesson Setup -- Component 3 Lesson Opening -- Component 4 Lesson Body -- Component 5 Extended Practice -- Component 6 Lesson Closing -- Component 7 Evaluation -- Writing the Lesson Plan -- The Sequence for Writing a Lesson Plan -- Editing a Plan -- Useful Plans -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 14 Activity Planning -- Introduction -- Purposes and Examples of Activities -- When to Use Activity Plans -- Generic Components of an Activity Plan -- Component 1 Preplanning Tasks -- Component 2 Activity Beginning -- Component 3 Activity Middle -- Component 4 Activity Closing -- Writing the Activity Plan -- The Sequence for Writing an Activity Plan -- Editing a Plan -- Useful Plans -- Summary -- Key Terms & Definitions --

Portfolio Pointers -- Ch. 15 Direct Instruction -- Introduction -- Fundamentals of the Direct Instruction Lesson Model -- Teaching Events in Direct Instruction -- Uses of Direct Instruction -- Key Planning Considerations -- Content Analysis -- Explanation -- Demonstration -- Supervised Practice -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 16 Informal Presentation -- Introduction -- The Fundamentals of the Informal Presentation Model -- Teaching Events in Informal Presentation -- Uses of Informal Presentation -- Key Planning Considerations -- Content Analysis -- Content Knowledge -- Advance Organizer -- Checks for Understanding and Active Participation -- Information Delivery -- Extended Practice -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 17 Structured Discovery -- Introduction -- The Fundamentals of the Structured Discovery Lesson Model -- Teaching Events in Structured Discovery --

Uses of Structured Discovery -- Key Planning Considerations -- Content Analysis -- Writing the Objective -- Stating the Objective to Students -- Setting Up the Discovery -- Monitoring the Discovery -- Reviewing the Discovery -- Supervised Practice -- Behavior Expectations -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- Ch. 18 Teaching Specialized Content -- Introduction -- Teaching Concepts -- Concepts Defined -- Effective Models for Teaching Concepts -- Key Planning Considerations for Teaching Concepts -- Concept Analysis -- Objective -- Opening -- Closing -- Teaching Behavioral Skills -- What Are Behavioral Skills? -- Why Teach Behavioral Skills? -- Choosing the Lesson Model to Use -- Key Planning Consider --ations for Teaching Behavioral Skills -- Content Analysis -- Explanation -- Demonstration -- Supervised Practice -- Extended Practice -- Teaching Learning and Study Strategies -- What Are Strategies?

Why Teach Learning and Study Strategies? -- What Are Different Types of Strategies? -- Selecting Strategies to Teach -- Choosing the Lesson Model to Use -- Key Planning Considerations for Teaching Learning and Study Strategies -- Content Analysis -- Opening -- Explanation -- Demonstration -- Extended Practice -- Summary -- Key Terms & Definitions -- Portfolio Pointers.

Current library Collection Call number Copy number Status Date due Barcode
Peninsula Health
General Stacks
Non-fiction 371.3028 PRI 19 1 Available B14239

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