63 Tactics for Teaching Diverse Learners, K-6

Bob Algozzine, Pam Campbell, Adam Wang

• Publisher: Corwin
• Year: 2008
• Print ISBN: 9781412942386, 9781412942379
• eBook ISBN: 9781452280431
• Edition: 1
• Topic: Education
• Subtopic: Education Teaching Methods

"An in-depth, effectively organized resource guide for teachers at all grade levels, putting meaningful, practical strategies and activities just a page-turn away. Filled with the voices of teachers and students, this book won?t have time to gather dust on the shelf."
—Ruth Devlin, ELL Teacher
Paradise Professional Development School, Las Vegas, NV

"I love the way the book addresses specific behaviors and classroom situations. The format is consistent throughout the text, which makes finding information on a specific topic, skill, or content area easy."
—Roxie Ahlbrecht, Second-Grade Teacher
Robert Frost Elementary School, Sioux Falls, SD

Evidence-based practices for delivering instruction that meets students? diverse learning needs!

The increased inclusion of students with disabilities and learning differences in the general education elementary classroom has challenged novice and expert educators to seek more effective ways of meeting diverse learning needs. This detailed guide offers easy access to information about effective teaching methods that allow educators to be more responsive to individual concerns.

63 Tactics for Teaching Diverse Learners, K–6 presents successful, teacher-tested instructional methods that can be used across content areas and grade levels for elementary students with or without disabilities. The authors provide a practical, research-based teaching model that focuses on planning, managing, delivering, and evaluating instruction. Readers will find:

• Descriptions of how to teach students with diverse learning styles and needs
• Feedback from teachers on how to implement or modify each tactic
• Information to help teachers choose appropriate strategies for specific subjects, grades, or learning difficulties

Motivational and multifaceted, this resource is an essential tool for providing an informed approach that improves academic performance for all elementary students.

PART I

Planning Instruction

Effective teachers carefully plan their instruction. They decide what to teach and how to teach it. They also communicate their expectations for learning to their students. In this part of our resource, we describe evidenced-based strategies for each principle of planning instruction.

Planning Instruction Works: A Case Study

I’ve always considered myself an excellent planner, regardless of the fact that my principal reviews my plan book every Friday. I really want to be organized and prepared; you know, you have to be with 27 fifth graders in one room. So I’ve been very careful in deciding what and how to teach; I also know exactly what the instructional goals and objectives are each day. I have collaborated with our special education staff to ensure that each student’s Individualized Educational Plan (IEP) includes appropriate instructional goals and objectives that specify exactly how each objective will be taught and measured. The IEPs use the ABCC format: Actor (the student), Behavior (observable/measureable student action), Content (materials/methods used), and Criterion (how student performance will be measured). For example: “Given ten flashcards, John will be able to name ten CVC [consonant-vowel-consonant; e.g., h-a-t] words with 90 percent accuracy.”

So this year, it has been so helpful to have Mr. Laird, my special education coteacher, in my classroom for most of the day. Between the two of us, we are able to circulate around the classroom and really monitor and record student learning, as well as respond to any questions or problems students might be having. When we compare our notes, we are able to make accurate decisions about what and how to teach the next day. It’s really great because not only are we able to make immediate modifications for any of our students, we can be really smart about planning next steps and ensure that we’re adhering to IEPs. We are also really able to “close the loop” between evaluating and planning instruction. (Related tactic is located in Chapter 1: Decide What to Teach under Strategy: Assess to Identify Gaps in Performance.)

1

Decide What to Teach

Chapter 1: Decide What to Teach

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Strategy:	Assess to Identify Gaps in Performance
Focus:	Basic Skills; Content Skills
Area:	Reading; Mathematics/Problem Solving/Calculating; Writing; Social Studies; Science; Arts; Fitness
Learning Difference:	Attention; Cognition High; Cognition Low; Cognition Mixed; Health; Study Skills; Social Knowledge; Receptive Language/Decoding (listening, reading); Expressive
	Language/Encoding (speaking, writing, spelling); Fine Motor (handwriting, articulation, etc.); Processing Verbal Information; Processing Visual Information
Disability Category:	Specific Learning Disabilities; Attention Deficit/Hyperactivity Disorder; Visual Impairments; Deafness/Blindness; Gifted and Talented; Hearing Impairments;
	Mental Retardation; Multiple Disabilities; Traumatic Brain Injury; Second Language Learning Needs; Serious Emotional Disturbance; Speech or Language Impairments;
	Orthopedic Impairments; Other Health Impairments; Autism
Tactic Title:	Observing Students
Problem:	There are times when teachers of students with disabilities evaluate the students and design modifications for their instruction based on the students’ assessment test scores.
	But what do these scores mean? Do these scores allow the teacher to meet the students’ needs appropriately?
Tactic:	Direct observation can be used to gain a more comprehensive understanding of the students. While the students are working, walk around the classroom to monitor and record student progress.
	Ask students questions regarding the lesson and the assignment. Use a checklist to assess desired objectives (see Student Observation Sheet).
	Write anecdotal records of students’ learning, including notes of inappropriate behaviors, underdeveloped thinking skills, on-task behaviors, the understanding of content instruction, or any other noticeable behavior that needs to be documented.
Example:	Observing students as they are working provides a wonderful way for me to monitor their understanding. In fact, I use an Observational Journal to organize my notes during observation.
	I monitor not only my students’ learning, but also their health. The number of days absent or their physical appearance can be a beneficial way of studying their work habits and social skills.
	(These areas are important to set the framework for the academic learning.) Gathering data through close observation also helps me when collaborating with parents and special education teachers.
	Parents and teachers can study my anecdotal records of students showing daily occurrences of behaviors and progress. In this way, decisions concerning the students’ education can be made appropriately.
	Rosemary T., teacher
Benefits:	Measuring learning progress informally can confirm other people’s observations of the students, the students’ test scores, or the students’ behaviors; help identify and address individual student needs; lead to appropriate decisions for students’ individualized programs; and meet the objectives of a student’s Individualized Education Program (IEP).
Literature:	Burns, M. S., Delclos, V. R., & Kulewicz, S. J. (1987). Effects of dynamic assessment on teachers’ expectations of handicapped children. American Educational Research Journal, 24, 325–336.

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Student Observation Sheet

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Copyright © 2009 by Corwin Press. All rights reserved. Reprinted from 63 Tactics for Teaching Diverse Learners, K–6 by Bob Algozzine, Pam Campbell, and Adam Wang. Thousand Oaks, CA: Corwin Press, www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.

Strategy:	Establish Logical Sequences of Instruction
Focus:	Basic Skills
Area:	Reading; Mathematics/Problem Solving/Calculating; Writing; Social Studies; Science; Arts; Fitness
Learning Difference:	Attention; Cognition High; Cognition Low; Cognition Mixed; Mobility; Hearing; Health; Memory Short-Term;
	Memory Long-Term; Seeing; Speaking/Talking; Study Skills; Fine Motor (handwriting, a...

Table of contents

• Cover Page
• Dedication
• Title
• Copyright
• Contents
• Preface
• Acknowledgments
• About the Authors
• PART I: PLANNING INSTRUCTION
• PART II. MANAGING INSTRUCTION
• PART III. DELIVERING INSTRUCTION
• PART IV. EVALUATING INSTRUCTION
• References
• Additional Readings
• Index