Book Description
Here is a unique picture book of learning solutions for teachers who are trying to help students struggling in three main areas of learning – attention, memory, and organization. For each area, it identifies specific problems such as difficulties with left to right scanning (an attention problem), presents an observed student behavior, explains the problem, and provides strategies and visuals to correct it, including illustrated worksheets.
Customer Reviews:
making a difference.......2006-01-03
We recently found out our son has genius IQ, auditory processing problem and needs occupational therapy for his handwriting. Problem is, we live in Kuwait where there are no services in private schools. I ordered several books and this one has given me the most help to help him. We are working through it and he is reversing his b and d's less and learning organizational skills. So often it is assumed that kids know how to do all these things, but they need to be taught how. Thank you for putting together a sequential set of activities to help children. It is also written in an easy to understand way.
a fantastic find!.......2003-05-29
Mimi Gold has expertise and wisdom...and is willing to share it all! I have had the good fortune of working with Mimi and seeing her put her ideas into action. This book is a phenomenal assistant for anyone working with/living with children who require a little extra help. If offers activities and strategies to help students overcome challenges that can be extremely detrimental if not addressed. I highly recommend this book!!
Not just for students with learning disabilities.......2003-05-20
Although I have no diagnosable learning disabilities, Ms Gold points out that we each learn in our own style, which can translate into stronger and weaker styles. Then she proceeds to inform on how to strengthen our weaker styles. This book is for everyone who is curious about the way we learn and for anyone who would like to strengthen their comprehension and learning speed. Great practical advice. Highly recommend. So interesting.
Help for the Veteran Teacher!.......2003-03-20
I have taught children with learning disabilities for many years and yet this book offers ways to reorganize my thinking about any student that struggles. It's not that I haven't thought about some of these things before, but this book reminds me to observe behaviors I sometimes overlook in the press of daily teaching chores. You know how special education teachers are always seeking ways "to change the brain". Well, it is apparent that it is also Ms. Gold's objective and she offers effective examples to get a teacher moving in the right direction to do this.
Book Description
As a teacher in a typical classroom, there are two things you know for sure: Your students have widely divergent needs, skills, and interests . . . and you're responsible for helping every one attain the same high standards.
This book is the first comprehensive presentation of the principles and applications of Universal Design for Learning (UDL)--a practical, research-based framework for responding to individual learning differences and a blueprint for the modern redesign of education.
The first part of Teaching Every Student in the Digital Age lays out the foundation of UDL, including neuroscience research on learner differences, the effective uses of new digital media in the classroom, and how insights about students who do not "fit the mold" can inform the creation of flexible curricula that help everyone learn more effectively. The second part of the book addresses UDL's practical applications--how UDL principles can help you
*Set appropriate goals for every student.
*Choose the methods and materials that give every student optimum instructional support.
*Ensure the fair and accurate assessment of every student's progress.
Along with references to digital tools and links to online resources, the authors provide a set of templates to facilitate classroom implementation of UDL, share the experience of a school district already succeeding with UDL, and highlight plans for UDL implementation on a national scale.
David H. Rose and Anne Meyer are the founders and co-directors of the Center for Applied Special Technology (CAST), a not-for-profit organization that uses technology to expand opportunities for all people, including those with disabilities.
Customer Reviews:
Wonderfully Applicable.......2006-02-23
This book was required for a Master's class taken at U of I (IL). It will open your eyes as a teacher. I especially enjoyed the section that discusses Universal Design for Learning. The applictions were very practical. For those wanting to incorporate technology into their lesson plans, this book is for you. It focuses on how to do so for students of all learning types. A great reference book for the future.
A Must-Read.......2004-04-21
This book is a must-read for teachers and administrators faced with the demands of the No Child Left Behind (NCLB) legislation. NCLB requires that all children progress in the general curriculum. Teaching Every Student in the Digital Age lays the theoretical groundwork and offers practical examples and recommendations on how digital technologies can be used to break down barriers to learning that impair the performance of many students.
Authors Rose and Meyer cite two converging dynamics at play that are helping eliminate such barriers: one is the discoveries of neural science that explain the great diversity in student learning; the other is the growth in digital technologies. As they see it, digitization makes possible a rich array of media that are beginning to match the complex of ways that students learn and express that learning.
Rose and Meyer urge material developers to follow principles of Universal Design for Learning (UDL). Just as buildings today are designed to be accessible to all, without added ramps, so say the authors, educational materials should be created without barriers to content. If type is a barrier, alternative routes to content (such as audio, enlarged type, or shifts in foreground and background color) can and should be provided.
As I noted, this book has an excellent balance between theory and practice. It is supported by a rich Web site (http://www.cast.org/teachingeverystudent) and would make an excellent text for pre-service or in-service programs.
Book Description
Learner-Centered Assessment on College Campuses integrates current thinking and research regarding the learning of undergraduate students with principles of best practice in assessment and teaching. The book will help readers see the connection among three powerful trends in higher education today: the focus on learning and learners, the emphasis on the assessment of learning, and the need to continually improve what those in higher education do. Grounded in principles of constructivist learning theory and continuous improvement, the book provides opportunities for readers to make connections with what they already know about assessment, integrate new information with their current knowledge, and try new approaches to enhance the learning of their students.
Readers will consider what it means to shift from a teacher-centered paradigm of instruction to a learner-centered paradigm. The book offers practical approaches to help formulate intended learning outcomes, gather feedback from students to guide instruction, and develop scoring criteria for guiding and evaluating student work. Readers will learn how to assess students' ability to think critically, address enduring and emerging issues and problems in their disciplines, and use portfolios to promote and evaluate student learning. Numerous questions to guide implementation, as well as examples from a variety of disciplines and institutions are provided.
For higher education administrators or those in faculty development.
Customer Reviews:
very boring book.......2007-03-17
I had to buy it for my Educational Evaluation class. It is very boring to read. It is stuffed with annoying quotes, and repeats the same thing over and over.
Very few examples of how to shift from teacher-centered to learner-centered method of teaching...
Grant Wiggins, Warmed-Over.......2006-04-02
I got this book after reading the reviews posted here, and found it rather disappointing. First, the authors have taken from Grant Wiggins the idea that 'authentic assessment' should include assignments that test 'real-world' skills and interpreted it *very* literally; as a result you will find many examples here from soil science, forestry and engineering, but almost nothing at all from the humanities (I teach history and found no applicable examples). Combined with this is an implicit argument that the point of education is preprofessional training; the authors embrace the idea that the student is a consumer purchasing a skill set from teacher-salesmen. On top of that, it's very clumsily written. I found this a narrow and discouraging view of student-centered learning, which at its best not only applies well to the humanities, but offers a wider perspective on the 'preprofessional' as well: missing here are the ideas of generating essential questions, any discussion of how to incorporate those into syllabus design, or a coherent bigger picture in which engaging assignments that duplicate 'real-world' work are fitted into a learning trajectory. There is, however, a fair amount of discussion of the practice of assessment techniques such as the portfolio etc., but this can also be found in books that apply to a wider range of educational topics. Readers, esp. those from the humanities, interested in learner-centered assessment *and teaching* would be better served by going straight to Wiggins instead of reading the excerpted and narrower version of his arguments presented here.
Very helpful.......2006-02-28
This book provides extensive information about using online environments in the classroom. It details implementations that worked, and implementations that didn't work to show how to implement online enviornments to best benefit students.
A Different and Powerful Approach to Assessment.......2004-08-13
Huba and Freed bridge the gap between assessment and student-centered teaching and learning. Throughout the text the authors include reflection questions to trigger thinking and changes in mental models. While the thrust of the book is conceptual, there are many practical suggestions for implementation in areas such as learning outcomes, rubrics, and other related areas of assessment. While compatible with other treatments of assessment, this is a unique perspective.
A great surprise.......2000-04-25
As a faculty developer and instructional designer I am constantly on the lookout for good resources. Every once in a while, a jewel turns up. I must say that this is a pure jewel. I have had my copy for about six eeks and have read it once and am in the process of rereading it a second time.
For faculty who really want a good understanding of student-centered instruction as well as assessment, I higly recommend this book.
It is replete with examples and the section on developing and using rubrics is exceptional.
I consider this book a must have for faculty member's professional library.
Jim
Book Description
A highly practical resource for special educators and classroom teachers, this book provides specific instructional guidance illustrated with vignettes, examples, and sample lesson plans. Every chapter is grounded in research and addresses the nuts and bolts of teaching math to students who are not adequately prepared for the challenging middle school curriculum. Presented are a range of methods for helping struggling learners build their understanding of foundational concepts, master basic skills, and develop self-directed problem-solving strategies. While focusing on classroom instruction, the book also includes guidelines for developing high-quality middle school mathematics programs and evaluating their effectiveness.
Customer Reviews:
Enthusiastically recommended resource for public and private schoolteachers........2006-11-05
Edited by Marjorie Montague ( Professor of Special Education at the University of Miami) and Asha K. Jitendra (a Professor and Coordinator of Special Education at Lehigh University), Teaching Mathematics to Middle School Students with Learning Difficulties is an anthology writings by experienced educators. Methodologies for helping middle school students with learning difficulties internalize basic mathematic skills are discussed at length, along with lesson plans, guidelines for teaching self-directed problem-solving strategies, recommendations for building foundational concepts, and much more. Examples and diagrams help clarify methodologies in this timely and enthusiastically recommended resource for public and private schoolteachers.
Book Description
Practical and accessible, this book provides the first step-by-step guide to cognitive strategy instruction, which has been shown to be one of the most effective instructional techniques for students with learning problems. Presented are proven strategies that students can use to improve their self-regulated learning, study skills, and performance in specific content areas, including written language, reading, and math. Clear directions for teaching the strategies in the elementary or secondary classroom are accompanied by sample lesson plans and many concrete examples. Enhancing the book's hands-on utility are more than 20 reproducible worksheets and forms.
Book Description
A highly practical resource for the classroom, this book offers clear, research-based recommendations for helping students at all grade levels understand and learn from what they read. Explaining the skills and strategies that good readers use to comprehend text, the authors show how to support struggling students in developing these skills. They present a variety of effective assessment procedures, ways to enhance vocabulary instruction and teach students about different text structures, and instructional practices that promote comprehension before, during, and after reading. Special features include discussion questions in every chapter and reproducible instructional materials and lesson plans.
Customer Reviews:
Definitely Needed.......2007-10-07
There are many books, but few are geared to the practical, everyday processes of reacing out to a child with a disability. This book does that. Everything is step by step, and easy to carry out. I have been a SPED teacher for over 33 years. You can never, ever learn enough.
[...].
Book Description
This brief inexpensive version of the author's larger text is nearly 30% shorter and is designed either for the increasing number of brief (1-2 hour) assessment courses or for broader courses where assessment is one of several major topics covered. It is ideal for those 6-9 hour block courses (sometimes spanning two semesters) that cover a variety of major topics such as assessment, classroom management, and general methods. Like the bigger book, this one ties assessment into every type of teacher decision making: from organizing the class as a social system to planning and conducting instruction to the formal evaluation of learning and, finally, to grading. The goal is to show students that assessment is part of their daily routine. This edition features a new, full chapter on sizing-up assessment (assessment early in the school year), expanded treatment of accommodating pupils with disabilities, more on state-wide standards and assessments, updated performance/alternative assessment, and descriptions of twenty Web sites related to educational assessment. This is the most teacher-friendly assessment text on the market.
Customer Reviews:
Mathematics Instruction.......2007-01-09
This is a very good book. I used it for a college class and it helped alot.
Book Description
KEY BENEFIT: This book is an essential tool for any educator working with culturally and linguistically diverse (CLD) students. It delivers applied recommendations from the research developed by scholars endorsing the importance of a constructivist and developmental perspective. Referred to as the “Ethnic Educator,” its approach emphasizes how educators must be responsive to the needs of CLD students and families. Appropriate for a wide range of professionals such as bilingual and special educators, education diagnosticians and psychologists, counselors, social workers, speech patholgists, and school administrators.
Books:
- His Little Princess: Treasured Letters from Your King (His Princess)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
Books Index
Books Home
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Experimental
| Contemporary Methods
| Education Theory
| Education
| Nonfiction
| Subjects
| Books
Teaching Learning Strategies and Study Skills To Students with Learning Disbilities, Attention Deficit Disorders, or Special Needs (3rd Edition)
The Organized Student: Teaching Children the Skills for Success in School and Beyond
Complete Learning Disabilities Handbook: Ready-to-Use Strategies & Activities for Teaching Students with Learning Disabilities, New Second Edition
Study Power Workbook: Exercises in Study Skills to Improve Your Learning and Your Grades
Study Skills That Stick (Grades 4-8)
