Instructional Methods Strategies and Technologies to Meet the Needs of All Learners

by Paula Lombardi

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Subjects
Social Sciences, Early Childhood Education
Licence
CC BY-NC-SA, as LibreTexts states it. Non-commercial use only.
Who can read
Teens profiles and older, judged from its title and subjects

Contents

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  1. Front Matter
  2. TitlePage
  3. InfoPage
  4. Table of Contents
  5. Licensing
  6. 1: Key Practices in Instruction and Student Learning
  7. 1.1: Planning Lessons
  8. 1.2: Involving all
  9. 1.3: Talk for learning
  10. 1.4: Using pair work
  11. 1.5: Using questioning to promote thinking
  12. 1.6: Monitoring and giving feedback
  13. 1.7: Involving all
  14. 1.8: Assessing progress and performance
  15. 1.9: Using local resources
  16. 1.10: Storytelling, songs, role play and drama
  17. 2: Surface and Deep Learning
  18. 3: Motivation
  19. 3.1: Linking learner motivation to deeper engagement
  20. 3.2: Intrinsic and Extrinsic Motivation
  21. 3.3: Self-regulation
  22. 3.4: Attention Regulation
  23. 3.5: The student-teacher relationship
  24. 3.6: Alternative learning environments
  25. 4: Direct Instruction
  26. 4.1: Introduction
  27. 4.2: Debate
  28. 4.3: Explicit, Systematic Instruction in the context of Mathematics Instruction
  29. 4.4: Videos
  30. 4.5: Recommended Reading and References
  31. 5: Problem Based Learning
  32. 5.1: Description of Problem Based Learning
  33. 5.2: Characteristics of Problem Based Learning
  34. 5.3: Designing the learning environment
  35. 5.4: Videos
  36. 5.5: References
  37. 6: Project Based Learning
  38. 6.1: Project-based learning through developing the five attitudes of creative people
  39. 6.2: Arguments For and Against Project Based Learning
  40. 6.3: Reflections
  41. 6.4: References
  42. 7: Cooperative Learning
  43. 7.1: Definition and Background
  44. 7.2: Theoretical Framework for Cooperative Learning
  45. 7.3: Collaborative vs. Cooperative Learning
  46. 7.4: Phases of Cooperative Learning
  47. 7.5: Helpful Hints and FAQ
  48. 7.6: Other Forms
  49. 7.7: Benefits and Drawbacks of Cooperative Learning
  50. 7.8: Conclusion
  51. 7.9: References
  52. 8: Bloom’s Taxonomy
  53. 8.1: History
  54. 8.2: What is Bloom’s Taxonomy?
  55. 8.3: Why use Bloom’s Taxonomy?
  56. 8.4: Conclusion
  57. 8.5: Videos
  58. 8.6: Resources and References
  59. 9: Questioning
  60. 9.1: Questioning Techniques
  61. 9.2: How to question
  62. 9.3: Summary of research
  63. 9.4: Common pitfalls of questioning and possible solutions
  64. 9.5: Additional resources and references
  65. 10: Feedback
  66. 10.1: Introduction
  67. 10.2: Feedback
  68. 10.3: Peer Feedback
  69. 10.4: References
  70. 11: Scaffolding
  71. 11.1: What is scaffolding?
  72. 11.2: Vygotsky’s zone of proximal development
  73. 11.3: Characteristics and critical features of scaffolded instruction
  74. 11.4: Six general elements of scaffolded instruction
  75. 11.5: Methods of instructional scaffolding
  76. 11.6: Applications of scaffolding
  77. 11.7: Scaffolding vs. differentiation
  78. 11.8: Challenges and benefits of scaffolding
  79. 11.9: Scaffolding strategies
  80. 11.10: References
  81. 12: Differentiated Instruction
  82. 12.1: Introduction
  83. 12.2: Differentiation vs. scaffolding
  84. 12.3: Differentiated Instruction and Universal Design for Learning
  85. 12.4: Components and features
  86. 12.5: References
  87. 13: Universal Design for Learning
  88. 13.1: UDL at a glance
  89. 13.2: UDL resources
  90. 13.3: References
  91. 14: Assessment for Learning
  92. 14.1: Introduction
  93. 14.2: Characteristics of and use of AfL
  94. 14.3: Summary of the research
  95. 14.4: Assessment in AfL
  96. 14.5: Resources and references
  97. 15: Teacher made assessment strategies
  98. 15.1: Introduction
  99. 15.2: Basic Concepts
  100. 15.3: Selecting appropriate assessment techniques
  101. 15.4: Reliability
  102. 15.5: Absence of bias
  103. 15.6: Teachers’ observation, questioning, and record keeping
  104. 15.7: Selected response items
  105. 15.8: Scoring rubrics
  106. 15.9: Performance assessments
  107. 15.10: Portfolios
  108. 15.11: Choosing assessments
  109. 15.12: Action research
  110. 15.13: Privacy
  111. 15.14: Grading and reporting
  112. 15.15: Summary, key terms and references
  113. 16: Standardized and other formal assessments
  114. 16.1: Introduction
  115. 16.2: Types of standardized tests
  116. 16.3: Standards based assessment
  117. 16.4: International testing
  118. 16.5: Understanding test results
  119. 16.6: Issues with standardized tests
  120. 16.7: Summary, key terms and references
  121. 17: Assessing Learning Using Technology
  122. 17.1: How technology helps measure student learning
  123. 17.2: Formative assessment technology tools
  124. 17.3: Summative assessment technology tools
  125. 17.4: Electronic Portfolios
  126. 17.5: My experience using technology for assessment by Tamika McKenzie
  127. 17.6: Summary, resources and references
  128. 18: Understanding by Design
  129. 18.1: Introduction
  130. 18.2: The Backward Design Template
  131. 18.3: Teacher Designed Module on UbD and Teaching Mathematics
  132. 18.4: References
  133. 19: Classroom Centered Practices in Mathematics
  134. 19.1: Culturally responsive teaching
  135. 19.2: Teacher and student relationships
  136. 19.3: Developing a growth mindset
  137. 19.4: Academic language
  138. 19.5: Support, structure and scaffolding
  139. 19.6: Cross-curricular teaching practices
  140. 19.7: Mathematical representations and manipulatives
  141. 19.8: Mathematically productive instructional routines
  142. 19.9: References
  143. 20: Math Interventions and Strategies
  144. 20.1: Introduction
  145. 20.2: Concrete, representational/visual/Pictorial, and abstract/symbolic models
  146. 20.3: Effective questioning and providingfeedback
  147. 20.4: Teaching vocabulary and symbols
  148. 20.5: Graphics organizers
  149. 20.6: Fluency building
  150. 20.7: Error analysis
  151. 21: Learning with Digital Tools
  152. 21.1: Introduction
  153. 21.2: Technology integration is driven by good teaching practices
  154. 21.3: Modeling and guided practice
  155. 21.4: What is engaged learning with technology tools?
  156. 21.5: What is enhanced learning with technology tools?
  157. 21.6: What is extended learning with technology tools?
  158. 21.7: Resources and references
  159. 21.9: New Page
  160. 22: Selection of Educational Technology
  161. 22.1: Introduction
  162. 22.2: The importance of careful selection
  163. 22.3: Tool selection
  164. 22.4: My experience selecting educational technology
  165. 22.5: Conclusion and references
  166. 22.6: New Page
  167. 22.7: New Page
  168. 22.8: New Page
  169. Back Matter
  170. Index
  171. Glossary
  172. About the Author
  173. Glossary
  174. Glossary
  175. Detailed Licensing