63 Tactics for Teaching Diverse Learners

Grades 6-12

Bob Algozzine, Pam Campbell, Adam Wang

• Publisher: Skyhorse
• Year: 2015
• Print ISBN: 9781634503013
• eBook ISBN: 9781510700819
• Topic: Education
• Subtopic: Education Teaching Methods

This collection of evidence-based instructional strategies enables general and special education teachers, novice or experienced, to address the learning needs of all students in diverse, inclusive classrooms. The authors provide a practical, research-based teaching model that focuses on planning, managing, delivering, and evaluating instruction for middle and secondary students with or without disabilities. Readers will find: Descriptions of how to teach students with different learning styles and needs
Specific instructions for using each tactic, with helpful comments from practicing teachers and literature resources
A wealth of reproducible worksheets
Help for choosing appropriate strategies for specific subject areas, grade ranges, or learning difficulties
Information to help teachers comply with federal mandates such as NCLB and the reauthorization of IDEA 2004 63 Tactics for Teaching Diverse Learners: Grades 6–12 allows teachers to match specific needs with an easily accessible set of solutions and enable all learners to achieve success in the classroom.

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.

Component	Principle	Strategy
Planning Instruction	Decide What to Teach	Assess to Identify Gaps in Performance
(Part I)	(Chapter 1)	Establish Logical Sequences of Instruction
		Consider Contextual Variables
	Decide How to Teach	Set Instructional Goals
	(Chapter 2)	Establish Performance Standards
		Choose Instructional Methods and Materials
		Establish Grouping Structures
		Pace Instruction Appropriately
		Monitor Performance and Replan Instruction
	Communicate Realistic Expectations	Teach Goals, Objectives, and Standards
	(Chapter 3)	Teach Students to Be Active, Involved Learners
		Teach Students Consequences of Performance

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 35 ninth 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/measurable student action), Content (materials/methods used), and Criterion (how student performance will be measured). For example: “Given 10 flashcards, John will able to name 10 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 2: Decide How to Teach under Strategy: Monitor Performance and Replan Instruction.)

1

Decide What to Teach

Component	Principle	Strategy
Planning Instruction	Decide What to Teach	Assess to Identify Gaps in Performance
		Establish Logical Sequences of Instruction
		Consider Contextual Variables

Chapter 1: Decide What to Teach

Strategy:	Assess to Identify Gaps in Performance
Content Skills:	Mathematics/Problem Solving/Calculating; Reading
Learning Difference:	Cognition Low; Attention; Processing Visual Information; Receptive Language/Decoding (listening, reading); Fine Motor (handwriting, articulation, etc.); Processing Verbal Information; Expressive Language/Encoding (speaking, writing, spelling); Cognition Mixed
Disability Category:	Specific Learning Disabilities; Mental Retardation; Speech or Language Impairments; Serious Emotional Disturbance; Attention Deficit/Hyperactivity Disorder; Autism; Gifted and Talented; Hearing Impairments; Multiple Disabilities; Traumatic Brain Injury; Visual Impairments; Deafness/Blindness; Orthopedic Impairments; Other Health Impairments
Tactic Title:	Think-Aloud Problem Solving
Problem:	Teachers often think that if they knew more about the way students were thinking and reasoning, they would be better equipped to evaluate students’ understanding of problem-solving methods.
Tactic:	When evaluating problem-solving or reasoning skills of students (especially in mathematics), take students aside individually and have them describe what they are doing as they work through word problems. Tell them to say exactly what they are thinking and doing. Keep careful records of their verbalizations. (A tape recorder is helpful for this purpose.) The think-aloud procedure can be used alone or as a component of a unit test. After the evaluation is complete, review the strategies that students used to arrive at their solutions.
Example:	I’ve found this tactic to be very helpful because I can see exactly where a student is going astray in thinking and start reteaching at that point. In fact, the students often show me an excellent alternative to my own thinking. Sometimes, when my time is limited, I’ve organized the students into dyads and let them talk through their thinking with a peer . . . [a] nice way to include students of differing abilities in shared problem-solving. For those students who have expressive languages issues, I’ve found that just observing their work closely provides extremely useful information for me, as the teacher. While I’ve used this idea in my algebra and general mathematics classes, I’m sure teachers in other content areas would find it very useful.
	Arturo C., teacher
Benefits:	Verbalizing thinking enables teachers to • design instruction that is specific to the exact needs and abilities of students; • incorporate opportunities for students to use their strategies on tests; and • ensure that individual learning styles, appropriate modifications, and IEP objectives are being met.
Literature:	Marjorie, M., & Applegate, B. (1993). Middle school students’ mathematical problem solving: An analysis of think-aloud protocols. Learning Disability Quarterly, 16, 19–30....

Table of contents

• Cover
• Dedication
• Title Page
• 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