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010 a| 2008035429;

020 a| 9781578869824q| (cloth ;q| alk. paper);

020 a| 157886982Xq| (cloth ;q| alk. paper);

020 a| 9781578869831q| (pbk. ;q| alk. paper);

020 a| 1578869838q| (pbk. ;q| alk. paper);

020 z| 9781578869848q| (electronic);

020 z| 1578869846q| (electronic);

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100 1 a| Dunn, Rita,d| 1929-2009.=| ^A62469;

245 10 a| Differentiating instruction for at-risk studentsh| [electronic resource] :b| what to do and how to do it /c| Rita Dunn and Andrea Honigsfeld.;

260 a| Lanham, MD :b| Rowman & Littlefield Education,;

300 a| xv, 185 pages :b| illustrations ;c| 24 cm;

504 a| Includes bibliographical references (pages 165-180).;

505 0 a| Preface -- Acknowledgments -- Who Are Students At Risk Of Academic Failure And How Should We Teach Them?: -- Who are typically recognized as being at risk? -- Why do students become at risk? -- Millennial student -- What this book can help accomplish -- Reflection points -- What Is Learning Style?: -- How do learning-style models vary? -- Consideration of perceptual modalities -- Consideration of goal setting and instructional environments -- Consideration of culture, study skills, and strengths -- Consideration of brain processing -- Consideration of bipoloar versus comprehensive models -- Comprehensive approach to learning styles -- Dunn and Dunn learning-style model -- How to identify students' learning styles? -- To what extent does learning style influence individuals? -- Reflection points -- Teaching Global Students Globally: -- Characteristics of global processors -- Characteristics of analytic processors -- Analytic versus global environmental preferences -- When learning guidelines for teaching analytic students -- Guidelines for teaching global students -- When you want to teach global and analytic students at the same time -- Sample global activities designed for at-risk students -- Assessing students' processing predispositions -- Graphic guide to the implementation of global vs analytic teaching strategies -- Reflection points -- Redesigning Classrooms For Increased Comfort And Concentration: -- Divide and conquer -- Ruling the roost -- Establishing rules and responsibilities -- Establishing goals and following through -- Creativity related to achievement -- Explaining the program to parents -- Graphic guide to room redesign -- Refection points -- Teaching Tactual Students Tactually: -- Characteristics of students with tactual preferences -- How do tactual learners learn? -- Getting started with tactual resources -- Description of tactual resources and how to create them pic-a-holes -- Learning circles -- Task cards -- Flip chutes -- Electroboards -- Sample tactual resources designed for at-risk students -- Assessing student performance -- Using tactual resources for self-assessment -- Assessing student-created tactual resources -- Teaching creatively, assessing traditionally -- Graphic guide to the implementation of tactual resources -- Reflection points -- Teaching Kinesthetic Students Kinesthetically: -- Characteristics of students with kinesthetic preferences -- Description of kinesthetic resources and learning activities -- How to get started with kinesthetic resources -- How to design floor, wall, or table-top games -- Sample kinesthetic activities designed for at-risk students -- How to address auditory, visual, tactual, verbal, and kinesthetic perceptual strengths at the same time: choices, choices, choices! -- Assessing student performance -- Graphic guide to the implementation of kinesthetic resources -- Reflection points -- Teaching Peer-Motivated Students With Small-Group Techniques: -- For whom, when, and how often are small-group techniques appropriate? -- Team learning to introduce new and difficult content designing a team learning -- Teacher's guide for using a team learning sample team learning for young children: team learning on vegetables -- Team learning on the three branches of government -- Circle of knowledge to reinforce new and difficult content -- Designing a circle of knowledge -- Sample circles of knowledge -- Group analysis -- Designing a group analysis -- What's the rush? Group analysis -- Sample group analysis tasks -- Graphic guide to the implementation of small-group techniques -- Reflection points -- Teaching At-Risk Students With Contract Activity Packages: -- Learning-style characteristics that respond to contract activity packages -- Contract activity packages: one approach to learning -- Sample contract activity package -- Global warming: it's not cool! -- Greenhouse effect -- Unit test -- Resource alternatives -- Differentiating CAPs -- Assessing student performance -- Graphic guide to the implementation of contract activity packages -- Reflection points -- Teaching Visual/Tactual Students Who Need Structure With Programmed Learning Sequences: -- What is a programmed learning sequence? -- Characteristics of students for whom programmed learning sequences work -- Description of programmed learning sequences a sample programmed learning sequence designed for at-risk students -- Ways to integrate technology into a PLS -- Assessing student performance -- Graphic guide to the implementation of programmed learning sequences -- Reflection points -- Teaching Unmotivated At-Risk Students With Multisensory Instructional Packages: -- Characteristics of students for whom multisensory instructional packages work -- Description of multisensory instructional packages -- Components of a multisensory instructional package -- Sample multisensory instructional package designed for at-risk students -- Global warming: it's not cool! -- What does an MIP look like? -- Assessing student performance -- Graphic guide to the implementation of multisensory instructional packages -- Reflection points -- Experimenting With Learning-Style Instructional Strategies In Practitioner-Oriented Steps: -- Getting started with learning styles beginning steps for designing a responsive environment -- Beginning steps for differentiating by perceptual strengths -- Plan of action -- Beginning steps for administrators to consider assessing students' attitudes -- Comparing attitudes toward two different treatments -- What does the research say? -- Comparing attitudes toward three or more different treatments -- Assessing learning-style implementation -- Experimenting with learning-style instructional strategies -- Back to the beginning -- Reflection points -- Research On The Dunn And Dunn Learning-Styles Model: How Do We Know It Works?: -- Relationships between cognitive style and learning style -- Brain lateralization theory -- What makes this model unique? -- Research on the Dunn And Dunn Learning-styles model -- Practitioners findings -- Researchers' findings -- How do learning styles differ among students? -- Differences by achievement -- Differences by gender -- Differences by age -- Differences by sociological preferences -- Differences by emotional preferences -- Differences by emotional preferences -- Differences by perceptual preferences -- Differences by processing styles -- Contrasting results between learning-style and special-education practices -- Reflection points -- How Schools, Parents, And Courts Can Respond To Federal Law And Improve Classroom Teaching For At-Risk Students / by Robin A. Boyle -- Our federal laws -- Reflection points -- Appendix A: Semantic differential scale -- Appendix B: Comparative values scales -- Appendix C: Supervisory learning-style scale -- References -- About the authors.;

506 a| Available only to authorized users.;

520 a| Synopsis: 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.;

538 a| Mode of access: World Wide Web;

650 0 a| Effective teachingz| United States.=| ^A398184;

650 0 a| Teacher-student relationshipsz| United States.=| ^A157569;

650 0 a| Special educationz| United States.=| ^A213301;

650 0 a| Children with disabilitiesx| Educationz| United States.=| ^A1342;

650 0 a| Children with social disabilitiesx| Educationz| United States.=| ^A11295;

650 0 a| Learning disabled childrenx| Educationz| United States.=| ^A149460;

650 7 a| Children with disabilitiesx| Education.2| fast0| (OCoLC)fst00855556;

650 7 a| Children with social disabilitiesx| Education.2| fast0| (OCoLC)fst00855659;

650 7 a| Effective teaching.2| fast0| (OCoLC)fst00903762;

650 7 a| Learning disabled childrenx| Education.2| fast0| (OCoLC)fst00994943;

650 7 a| Special education.2| fast0| (OCoLC)fst01128842;

650 7 a| Teacher-student relationships.2| fast0| (OCoLC)fst01144236;

650 07 a| Behinderung.2| swd;

650 07 a| Didaktik.2| swd;

650 07 a| Schüler.2| swd;

651 7 a| United States.2| fast0| (OCoLC)fst01204155?| UNAUTHORIZED;

655 0 a| Electronic books.=| ^A491897;

700 1 a| Honigsfeld, Andrea,d| 1965-=| ^A794483;

856 40 z| Full text available from Ebook Central - Public Library Completeu| https://ebookcentral.proquest.com/lib/eastcarolina/detail.action?docID=466854;

947 a| (OCoLC)ocn244246592;

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Differentiating instruction for at-risk students what to do and how to do it / Rita Dunn and Andrea Honigsfeld.

Author/creator	Dunn, Rita
Other author	Honigsfeld, Andrea, 1965-
Format	Electronic
Publication Info	Lanham, MD : Rowman & Littlefield Education,
Description	xv, 185 pages : illustrations ; 24 cm
Supplemental Content	Full text available from Ebook Central - Public Library Complete
Subjects	Effective teaching--United States. Teacher-student relationships--United States. Special education--United States. Children with disabilities--Education. --United States. Children with social disabilities--Education. --United States. Learning disabled children--Education. --United States.

Contents	Preface -- Acknowledgments -- Who Are Students At Risk Of Academic Failure And How Should We Teach Them?: -- Who are typically recognized as being at risk? -- Why do students become at risk? -- Millennial student -- What this book can help accomplish -- Reflection points -- What Is Learning Style?: -- How do learning-style models vary? -- Consideration of perceptual modalities -- Consideration of goal setting and instructional environments -- Consideration of culture, study skills, and strengths -- Consideration of brain processing -- Consideration of bipoloar versus comprehensive models -- Comprehensive approach to learning styles -- Dunn and Dunn learning-style model -- How to identify students' learning styles? -- To what extent does learning style influence individuals? -- Reflection points -- Teaching Global Students Globally: -- Characteristics of global processors -- Characteristics of analytic processors -- Analytic versus global environmental preferences -- When learning guidelines for teaching analytic students -- Guidelines for teaching global students -- When you want to teach global and analytic students at the same time -- Sample global activities designed for at-risk students -- Assessing students' processing predispositions -- Graphic guide to the implementation of global vs analytic teaching strategies -- Reflection points -- Redesigning Classrooms For Increased Comfort And Concentration: -- Divide and conquer -- Ruling the roost -- Establishing rules and responsibilities -- Establishing goals and following through -- Creativity related to achievement -- Explaining the program to parents -- Graphic guide to room redesign -- Refection points -- Teaching Tactual Students Tactually: -- Characteristics of students with tactual preferences -- How do tactual learners learn? -- Getting started with tactual resources -- Description of tactual resources and how to create them pic-a-holes -- Learning circles -- Task cards -- Flip chutes -- Electroboards -- Sample tactual resources designed for at-risk students -- Assessing student performance -- Using tactual resources for self-assessment -- Assessing student-created tactual resources -- Teaching creatively, assessing traditionally -- Graphic guide to the implementation of tactual resources -- Reflection points -- Teaching Kinesthetic Students Kinesthetically: -- Characteristics of students with kinesthetic preferences -- Description of kinesthetic resources and learning activities -- How to get started with kinesthetic resources -- How to design floor, wall, or table-top games -- Sample kinesthetic activities designed for at-risk students -- How to address auditory, visual, tactual, verbal, and kinesthetic perceptual strengths at the same time: choices, choices, choices! -- Assessing student performance -- Graphic guide to the implementation of kinesthetic resources -- Reflection points -- Teaching Peer-Motivated Students With Small-Group Techniques: -- For whom, when, and how often are small-group techniques appropriate? -- Team learning to introduce new and difficult content designing a team learning -- Teacher's guide for using a team learning sample team learning for young children: team learning on vegetables -- Team learning on the three branches of government -- Circle of knowledge to reinforce new and difficult content -- Designing a circle of knowledge -- Sample circles of knowledge -- Group analysis -- Designing a group analysis -- What's the rush? Group analysis -- Sample group analysis tasks -- Graphic guide to the implementation of small-group techniques -- Reflection points -- Teaching At-Risk Students With Contract Activity Packages: -- Learning-style characteristics that respond to contract activity packages -- Contract activity packages: one approach to learning -- Sample contract activity package -- Global warming: it's not cool! -- Greenhouse effect -- Unit test -- Resource alternatives -- Differentiating CAPs -- Assessing student performance -- Graphic guide to the implementation of contract activity packages -- Reflection points -- Teaching Visual/Tactual Students Who Need Structure With Programmed Learning Sequences: -- What is a programmed learning sequence? -- Characteristics of students for whom programmed learning sequences work -- Description of programmed learning sequences a sample programmed learning sequence designed for at-risk students -- Ways to integrate technology into a PLS -- Assessing student performance -- Graphic guide to the implementation of programmed learning sequences -- Reflection points -- Teaching Unmotivated At-Risk Students With Multisensory Instructional Packages: -- Characteristics of students for whom multisensory instructional packages work -- Description of multisensory instructional packages -- Components of a multisensory instructional package -- Sample multisensory instructional package designed for at-risk students -- Global warming: it's not cool! -- What does an MIP look like? -- Assessing student performance -- Graphic guide to the implementation of multisensory instructional packages -- Reflection points -- Experimenting With Learning-Style Instructional Strategies In Practitioner-Oriented Steps: -- Getting started with learning styles beginning steps for designing a responsive environment -- Beginning steps for differentiating by perceptual strengths -- Plan of action -- Beginning steps for administrators to consider assessing students' attitudes -- Comparing attitudes toward two different treatments -- What does the research say? -- Comparing attitudes toward three or more different treatments -- Assessing learning-style implementation -- Experimenting with learning-style instructional strategies -- Back to the beginning -- Reflection points -- Research On The Dunn And Dunn Learning-Styles Model: How Do We Know It Works?: -- Relationships between cognitive style and learning style -- Brain lateralization theory -- What makes this model unique? -- Research on the Dunn And Dunn Learning-styles model -- Practitioners findings -- Researchers' findings -- How do learning styles differ among students? -- Differences by achievement -- Differences by gender -- Differences by age -- Differences by sociological preferences -- Differences by emotional preferences -- Differences by emotional preferences -- Differences by perceptual preferences -- Differences by processing styles -- Contrasting results between learning-style and special-education practices -- Reflection points -- How Schools, Parents, And Courts Can Respond To Federal Law And Improve Classroom Teaching For At-Risk Students / by Robin A. Boyle -- Our federal laws -- Reflection points -- Appendix A: Semantic differential scale -- Appendix B: Comparative values scales -- Appendix C: Supervisory learning-style scale -- References -- About the authors.
Abstract	Synopsis: 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.
Bibliography note	Includes bibliographical references (pages 165-180).
Access restriction	Available only to authorized users.
Technical details	Mode of access: World Wide Web
Genre/form	Electronic books.
LCCN	2008035429
ISBN	9781578869824 (cloth ; alk. paper)
ISBN	157886982X (cloth ; alk. paper)
ISBN	9781578869831 (pbk. ; alk. paper)
ISBN	1578869838 (pbk. ; alk. paper)
ISBN	(electronic)
ISBN	(electronic)

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Differentiating instruction for at-risk students what to do and how to do it / Rita Dunn and Andrea Honigsfeld.

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