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Differentiating Instruction for at-Risk Students
What to Do and How to Do It
Authors:
Publisher:
2009
Summary
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.
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Bibliographic data
Copyright year
2009
ISBN-Print
978-1-57886-982-4
ISBN-Online
978-1-57886-984-8
Publisher
Rowman & Littlefield, Lanham
Language
English
Pages
186
Product type
Book Titles
Table of contents
ChapterPages
Contents No access
Preface: Why Do Many Children Struggle in School? No access
Acknowledgments No access
Chapter 01. Who Are Students at Risk of Academic Failure and How Should We Teach Them? No access Pages 1 - 6
Chapter 02. What Is Learning Style? No access Pages 7 - 16
Chapter 03. Teaching Global Students Globally No access Pages 17 - 24
Chapter 04. Redesigning the Classroom for Increased Comfort and Concentration No access Pages 25 - 36
Chapter 05. Teaching Tactual Students Tactually No access Pages 37 - 50
Chapter 06. Teaching Kinesthetic Students Kinesthetically No access Pages 51 - 60
Chapter 07. Teaching Peer-Motivated Students with Small-Group Techniques No access Pages 61 - 76
Chapter 08. Teaching At-Risk Students with Contract Activity Packages No access Pages 77 - 88
Chapter 09. Teaching Visual/Tactual Students Who Need Structure with Programmed Learning Sequences No access Pages 89 - 120
Chapter 10. Teaching Unmotivated At-Risk Students with Multisensory Instructional Packages No access Pages 121 - 126
Chapter 11. Experimenting with Learning-Style Instructional Strategies in Practitioner-Oriented Steps No access Pages 127 - 138
Chapter 12. Research on the Dunn and Dunn Learning-Styles Model: How Do We Know It Works? No access Pages 139 - 150
Chapter 13. How Schools, Parents, and Courts Can Respond to Federal Law and Improve Classroom Teaching for At-Risk Students No access Pages 151 - 154
