9780130944382

This popular book investigates the teaching, instruction and curricula required to meet the needs of diverse learners who by virtue of their experiential, cultural, and socioeconomic backgrounds, challenge traditional curriculum and instructional programs. It provides a summary of the characteristics of students with diverse learning and curricular needs as well as an essential examination of current issues in education. It also introduces six key principles to direct teachers through the design of instruction and curriculum to ensure that diverse learners succeed in the classroom. Characteristics of Students with Diverse Learning and Curricular Needs; Effective Strategies for Teaching Beginning Reading; Effective Strategies for Teaching Writing; Effective Strategies for Teaching Mathematics; Effective Strategies for Teaching Science; Effective Strategies for Teaching Social Studies; Modulating Instruction for English-language Learners; Contextual Issues and Their Influence on Curricular Change. For teachers of diverse learners.

Introduction

1

(23)

A Retrospective of Educational Innovations

4

(2)

Reading Innovations

4

(1)

Mathematics Innovations

5

(1)

Social Studies Innovations

5

(1)

Science Education Innovations

6

(1)

The Purpose of This Book

6

(2)

Principles of High-Quality Educational Tools

8

(7)

Big Ideas

8

(2)

Conspicuous Strategies

10

(1)

Mediated Scaffolding

11

(1)

Strategic Integration

12

(1)

Primed Background Knowledge

13

(1)

Judicious Review

14

(1)

Benefits of Instruction Based on Quality Design Tools

15

(3)

The Application of Instructional Design Principles

16

(1)

Developing Effective Instructional Tools

16

(1)

Selecting Instructional Tools

17

(1)

Modifying Instructional Tools

18

(1)

Summary

18

(1)

References

19

(2)

Author Note

21

(2)

Characteristics of Students with Diverse Learning and Curricular Needs

23

(30)

A Demographic Portrait of Diversity

26

(3)

High-Quality Instructional Strategies to Teach Increasingly Diverse Students

28

(1)

Learner Characteristics

29

(16)

Retaining Information

30

(5)

Strategy Knowledge and Use

35

(5)

Vocabulary Knowledge

40

(3)

Language Coding

43

(2)

Summary

45

(2)

References

47

(4)

Author Note

51

(2)

Effective Strategies for Teaching Beginning Reading

53

(40)

Current Issues in Beginning Reading

54

(2)

Research on Beginning Reading

55

(1)

Principles for Improving Instructional Strategies in Beginning Reading

56

(18)

Beginning Reading: Designing Instruction around Big Ideas

56

(7)

Designing Conspicuous Strategies

63

(4)

Designing Mediated Scaffolding

67

(2)

Designing Strategic Integration

69

(2)

Designing Primed Background Knowledge

71

(1)

Designing Judicious Review

72

(2)

The Application of Instructional Design Principles

74

(4)

Developing Instructional Tools

75

(1)

Selecting Instructional Tools

76

(1)

Modifying Instructional Tools

77

(1)

Summary

78

(11)

References

89

(3)

Author Note

92

(1)

Effective Strategies for Teaching Writing

93

(28)

Current Issues in Writing Instruction

94

(3)

Opportunity to Learn

94

(1)

Author versus Secretary, or Author and Secretary

95

(1)

Technology

96

(1)

Writing Assessment

97

(1)

Principles for Improving Instructional Strategies in Writing

97

(15)

Designing Instruction around Big Ideas

97

(2)

Designing Conspicuous Strategies

99

(2)

Designing Mediated Scaffolding

101

(6)

Designing Strategic Integration

107

(3)

Designing Primed Background Knowledge

110

(1)

Designing Judicious Review

110

(2)

The Application of Instructional Design Principles

112

(3)

Development

112

(1)

Selection

113

(1)

Modification

114

(1)

Summary

115

(1)

References

116

(3)

Author Note

119

(2)

Effective Strategies for Teaching Mathematics

121

(28)

Principles for Improving Math Instruction Strategies

124

(19)

Designing Instruction around Big Ideas

124

(5)

Designing Conspicuous Strategies

129

(9)

Designing Mediated Scaffolding

138

(1)

Designing Primed Background Knowledge

139

(1)

Designing Strategic Integration

140

(2)

Designing Judicious Review

142

(1)

The Application of Instructional Design Principles

143

(3)

Developing Instructional Tools

143

(1)

Selecting Instructional Tools

144

(1)

Modifying Instructional Tools

145

(1)

Summary

146

(1)

References

147

(1)

Author Note

148

(1)

Effective Strategies for Teaching Science

149

(28)

Current Issues in Science Instruction

150

(2)

Principles for Improving Instructional Strategies in Science

152

(17)

Designing Instruction around Big Ideas in Science Inquiry

152

(1)

Component Steps and Concepts in Science Inquiry

153

(1)

Designing Conspicuous Strategies for Science Inquiry

153

(3)

Designing Instruction around Big Ideas in Science Subject Matter

156

(2)

Components in Science Subject Matter

158

(1)

Designing Conspicuous Strategies in Science Subject Matter

158

(5)

Designing Mediated Scaffolding in Science Inquiry and Subject Matter Instruction

163

(4)

Designing Judicious Review

167

(1)

Designing Strategic Integration

168

(1)

The Application of Instructional Design Principles

169

(2)

Developing Instructional Tools

169

(1)

Selecting Instructional Tools

170

(1)

Modifying Instructional Tools

171

(1)

Summary

171

(2)

References

173

(2)

Author Note

175

(2)

Effective Strategies for Teaching Social Studies

177

(26)

Current Issues in Social Studies Instruction

178

(2)

Principles for Improving Instructional Strategies in Social Studies

180

(17)

Designing Instruction around Big Ideas

181

(7)

Designing Conspicuous Strategies

188

(2)

Designing Mediated Scaffolding

190

(2)

Designing Strategic Integration

192

(3)

Designing Primed Background Knowledge

195

(1)

Designing Judicious Review

196

(1)

The Application of Instructional Design Principles

197

(3)

Developing Instructional Tools in Social Studies

197

(1)

Selecting Instructional Tools

198

(1)

Modifying Instructional Tools

199

(1)

Summary

200

(1)

References

201

(1)

Author Note

202

(1)

Modulating Instruction for English-Language Learners

203

(16)

Problems in Current Instruction of English-Language Learners

205

(3)

Differing Theories About and Approaches to Second Language Instruction

206

(2)

Constructs for Conceptualizing Effective Instructional Practice

208

(7)

Scenario One: Merging Language Learning with Reading Instruction

210

(1)

Scenario Two: Building Intellectual Accountability during Literacy Instruction

211

(1)

Scenario Three: Accessing First-Language Knowledge during Literacy Instruction

212

(1)

Scenario Four: Integrating Responsiveness to Cultural and Personal Diversity into Literacy Instruction

213

(2)

Summary

215

(1)

References

215

(2)

Author Note

217

(2)

Contextual Issues and their Influence on Curricular Change

219

(14)

Contextual Variables

222

(2)

Revising Curricula for a More Diverse Student Population

224

(2)

The Problems of Context and Curricular Change

226

(3)

Summary

229

(1)

References

230

(1)

Author Note

231

(2)

Name Index

233

(6)

Subject Index

239

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

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Like the first edition of this book, this edition is about diverse learners who, by virtue of their instructional, experiential, cultural, socioeconomic, linguistic, cognitive, and physiological backgrounds, bring different and oftentimes additional requirements to instruction and curriculum. What are these "different" and "additional" instructional and curricular requirements? Why are they different? Why are "additional" instructional and curricular requirements necessary for these learners? What is it about diverse learners that requires teachers, publishers, developers of educational materials (e.g., textbooks and basal reading programs), school administrators, legislators, and others to consider these additional burdens? Will a teacher's effective response to these additional instructional and curricular requirements help the average and high-performing learners? Although this book is about diverse learners, it would be of little value if it focused exclusively on them and their learning and behavioral characteristics, because as we see it, they are not the issue. Instead, they areour challengeandour promise.Thus, in the interest of full and accurate disclosure, this book is about the teaching, instruction, and curricula required to give diverse learners a fighting chance to beat the odds both in today's classrooms and outside the classroom. We offer in this text a synthesis of our critical examination of pedagogical and curricular requirements in schools. What is demanded explicitly or implicitly of students with diverse learning and curricular needs by typical school tasks and materials in grades K-8? Based on these analyses, we have developed a core of six architectural principles for designing, modifying, or evaluating the instruction and curriculum for diverse learners. These six principles are thecoreof this text and serve to frame our analysis and recommendations in teaching beginning reading (Chapter 3), writing (Chapter 4), mathematics (Chapter 5), science (Chapter 6), social studies (Chapter 7), and also in teaching English-language learners (Chapter 8). The text consists of nine chapters: an introductory chapter, a chapter on the characteristics of diverse learners, six content-specific chapters, and a chapter on the contextual social and economic issues that influence curriculum change and reform. But the heart of the text is the six principles--big ideas, conspicuous strategies, mediated scaffolding, primed background knowledge, strategic integration, and judicious review--and the application of these principles across different and sometimes unwieldy knowledge structures and skills in reading, science, social studies, and mathematics. We assert that these six principles serve as the organic basis, if not the DNA, for the design of instruction and curriculum for diverse learners. We view these principles as representing the minimum instructional and curricular elements necessary for the adequate design of school materials. However, architectural principles for designing instruction, principled curricular, and instructional analyses are necessary but insufficient to ensure that diverse learners succeed in the classroom. As most practitioners know, the harsh reality is that the day-to-day success of teachers and children resides in the instructional and curricular details--in the examples teachers use to teach a concept such as proportion in mathematics; in the strategies used to make visible and clear how best to work with concepts efficiently, effectively, broadly, and deeply; in the integration of concepts across topics; and in the decisions made to schedule further review and practice that students may need to ensure critical concepts or big ideas are not forgotten, or that these ideas are not confused with other highly similar concepts or ideas. In this text, we offer guidelines for determining the curricular and instructio

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Effective Teaching Strategies That Accommodate Diverse Learners

Effective Teaching Strategies That Accommodate Diverse Learners

0130944386

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