Planning effective instruction : (Record no. 37064)

MARC details
000 -LEADER
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001 - CONTROL NUMBER
control field 19646945
003 - CONTROL NUMBER IDENTIFIER
control field phtghnu
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20230907133252.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field ta
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 170515t20192019maua bf 001 0 eng d
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number 2017942468
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9781337564847
Qualifying information (student edition ;
-- paperback)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 1337564842
Qualifying information (student edition ;
-- paperback)
035 ## - SYSTEM CONTROL NUMBER
System control number (OCoLC)on1019158523
040 ## - CATALOGING SOURCE
Language of cataloging eng
Transcribing agency HNU
Description conventions rda
042 ## - AUTHENTICATION CODE
Authentication code lccopycat
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LB1027.4
Item number .P73 2019
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 371.3028 P93
Edition number 23
Placement Code GCG
Item number 2019
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Price, Kay M.,
Relator term author.
240 10 - UNIFORM TITLE
Uniform title Daily planning for today's classroom
245 10 - TITLE STATEMENT
Title Planning effective instruction :
Remainder of title diversity responsive methods and management /
Statement of responsibility, etc. Kay M. Price (Western Washington University, Retired), Karna L. Nelson (Western Washington University, Retired).
250 ## - EDITION STATEMENT
Edition statement Sixth edition.
250 ## - EDITION STATEMENT
Edition statement Student edition.
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture Boston, Massachusetts, USA :
Name of producer, publisher, distributor, manufacturer Cengage Learning, Inc.,
Date of production, publication, distribution, manufacture, or copyright notice ©2019.
264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Date of production, publication, distribution, manufacture, or copyright notice ©2019.
300 ## - PHYSICAL DESCRIPTION
Extent xxi, 314 pages :
Other physical details color illustrations ;
Dimensions 28 cm
336 ## - CONTENT TYPE
Content type term text
Content type code txt
Source rdacontent
337 ## - MEDIA TYPE
Media type term unmediated
Media type code n
Source rdamedia
338 ## - CARRIER TYPE
Carrier type term volume
Carrier type code nc
Source rdacarrier
500 ## - GENERAL NOTE
General note Before 2007, this book was published under the title: Daily planning for today's classroom.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes bibliographical references (pages 296-304) and index.
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Machine generated contents note: pt. I Planning What to Teach -- ch. 1 Thinking about Content -- Introduction -- Thinking about What Students Need to Learn -- Subject Matter -- Types of Knowledge: Declarative and Procedural -- Thinking about Diversity Responsive Content -- Content about Diversity -- Content That Is Complete and Inclusive -- Content That Is Connected to Students' Lives -- Considering Skill Diversity -- Guidance in Choosing What to Teach -- State Standards -- Common Core State Standards -- Professional Organization Standards and Big Ideas -- Analyzing Content -- Organizing Content for Teaching -- Choosing the Analysis -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 2 Writing Objectives -- Introduction -- Definition, Importance, and Purposes of Objectives -- Process of Developing Objectives -- State Standards: A Source of Objectives -- Common Core State Standards: Another Source of Objectives -- From General to Specific -- Measurable Objectives
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Multiple Objectives -- Efficiency and Multiple Objectives -- Diversity and Multiple Objectives -- Multiple Objectives versus Multiple Learnings -- The Four Components of Measurable Objectives -- Content -- Behavior -- Conditions -- Criterion -- Help with Including the Four Components in Objectives -- Practice Writing Objectives -- Bloom's Taxonomy of the Cognitive Domain -- Responding to Skill Diversity when Planning the Objective -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- pt. II Planning How to Teach -- ch. 3 Thinking about Instruction -- Introduction -- Universal Design for Learning -- Applications of UDL -- Six UDL Principles for Designing Instruction for Diverse Learners -- Differentiated Instruction -- Providing Options -- Similarities between Universal Design and Differentiated Instruction -- Response to Intervention -- Key Features of Response to Intervention
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Response to Intervention and Universal and Selected Interventions -- Planning for English Language Learners -- Stages of Language Acquisition -- Make What You Present Understandable -- Provide Opportunities for Language Use -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 4 Critical Teaching Skills for Focusing Attention -- Introduction -- Planning Openings -- Strategies for Openings -- Stating the Objective and Objective Purpose -- Responding to Diversity -- Developing Questions to Ask -- The Role of Questions -- Types of Questions -- Effective Questioning -- Guidelines for Planning and Delivering Questions -- Engaging All Students through Questioning -- Responding to Skill Diversity -- Responding to English Language Learners -- Planning Closings -- Strategies for Closings -- Responding to Diversity -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 5 Critical Teaching Skills for Presenting Information -- Introduction
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Providing Explanations -- Components of Explanations -- Responding to Skill Diversity -- Responding to English Language Learners -- Responding to Cultural Diversity -- Giving Demonstrations -- Types of Demonstrations -- Responding to Skill Diversity -- Using Visual Supports -- Categories of Visual Supports -- Responding to Skill Diversity -- Teaching Key Terms and Vocabulary -- Academic Language -- Decision Steps for Planning to Teach Key Terms and Vocabulary -- Strategies for Defining Words -- IES Practice Guide Recommendations for English Language Learners -- Giving Directions -- Making Directions Clear -- Responding to Diversity -- General Tips for Planning Effective Presentations -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 6 Critical Teaching Skills for Promoting Active Participation -- Introduction -- Active Participation Defined -- Importance of Active Participation -- Types of Active Participation Strategies
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Examples of Active Participation Strategies -- Involvement Strategies -- Rehearsal Strategies -- Processing Strategies -- Responding to Diversity when Planning for Active Participation -- Responding to Skill Diversity -- Responding to Cultural Diversity -- Responding to English Language Learners -- Number of Strategies to Include -- Teaching Active Participation Response Strategies -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 7 Critical Teaching Skills for Planning Practice and Monitoring Student Learning -- Introduction -- Planning Practice -- Making Practice Effective -- Types of Practice in Lessons -- Responding to Skill Diversity -- Responding to English Language Learners -- Monitoring Student Learning -- Before Instruction: Preassessment -- During Instruction: Formative Evaluation -- After Instruction: Summative Evaluation -- Alternative Evaluation Techniques -- The Role of Performance Feedback -- The Teaching/Learning Cycle
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 8 Critical Teaching Skills for Planning Partner and Small-Group Work -- Introduction -- Ways to Use Peers in Instruction -- Benefits, Potential Problems, and Reasons to Use Peers in Instruction -- Benefits -- Benefits for ELLs -- IES Practice Guide Recommendation -- Potential Problems -- Reasons to Use -- When to Plan for Using Peers in Instruction -- Planning Decisions for Partner and Small-Group Work -- Determining the Size of Groups -- Determining How Students Will Share Tasks -- Determining Prerequisite Skills and Knowledge -- Deciding Who Will Work Together -- Deciding How to Incorporate Technology -- Organizing and Managing Partner and Small-Group Work -- Responding to Skill Diversity when Planning Partner and Small-Group Work -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 9 Selected Instructional Interventions -- Introduction -- Selected Interventions Defined
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Accommodations and Modifications -- Choosing Universal or Selected Interventions -- Examples of Selected Interventions -- How to Plan for Selected Interventions -- Step One Write a Lesson or Activity Plan -- Step Two List Skills Students Will Need in This Lesson or Activity -- Step Three List Students Who Lack These Skills -- Step Four Plan Selected Interventions to Support Student Success -- Step Five Plan How to Deliver the Selected Interventions -- How Long to Use Selected Interventions -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- pt. III The Context for Teaching and learning -- ch. 10 Supporting Student Behavior -- Introduction -- Connecting with Students -- Responding to Diversity -- Creating a Diversity Responsive Environment -- The Physical Environment -- The Social Environment -- The Emotional Environment -- Universal Behavioral Interventions -- Developing Classroom Rules -- Establishing Classroom Routines
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Establishing Social Skills -- Teaching Rules, Routines, and Social Skills -- Encouraging Compliance -- Selected Behavioral Interventions -- When to Use Selected Behavioral Interventions -- Types of Selected Behavioral Interventions -- Responding to Diversity -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 11 Critical Management Skills for Communicating with Students -- Introduction -- Critical Management Skills in Lessons and Activities -- Responding to Diversity when Using Critical Management Skills -- The Challenging Class and Critical Management Skills -- Mrs. Bean and Critical Management Skills -- Gaining Attention -- Signals for Attention -- Student Responses to Signals -- Using the Gaining Attention Strategy -- Responding to Diversity when Gaining Attention -- The Challenging Class and Gaining Attention -- Communicating Behavior Expectations -- How to Choose Expectations -- How to Communicate Expectations -- Follow Through
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Responding to Diversity when Communicating Behavior Expectations -- The Challenging Class and Communicating Behavior Expectations -- Acknowledging Appropriate Behavior -- Acknowledging Frequently -- Acknowledging Specifically -- Acknowledging Sincerely -- Acknowledging Fairly -- Acknowledging Important Behaviors -- Responding to Diversity when Acknowledging Appropriate Behavior -- The Challenging Class and Acknowledging Appropriate Behavior -- Group Management Games -- Game Guidelines -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 12 Critical Management Skills for Structuring the Learning Environment -- Introduction -- Monitoring Student Behavior -- How to Monitor -- Monitoring Situations -- Responding to Diversity when Monitoring Student Behavior -- The Challenging Class and Monitoring Student Behavior -- Arranging the Room -- Considerations in Room Arrangement -- Responding to Diversity when Arranging the Room
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: The Challenging Class and Arranging the Room -- Planning for Logistics -- Importance of Logistical Planning -- Planning for Teacher Equipment and Materials -- Planning for Student Equipment and Materials -- Planning for Setup, Cleanup, and Using Assistants -- Responding to Diversity when Planning Logistics -- The Challenging Class and Planning Logistics -- Managing Transitions -- Types of Transitions -- Teaching Transitions -- Advance Preparation for Transitions -- Just Before the Transition -- During the Transition -- Don't Be Part of the Problem -- Responding to Diversity when Managing Transitions -- The Challenging Class and Managing Transitions -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- pt. IV Writing Your Plan -- ch. 13 Lesson Planning -- Introduction -- When to Use Lessons -- Primary Differences between Lessons and Activities -- Purposes of Lessons -- Attributes of Lessons -- Lesson Example -- What Makes It a Lesson?
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Lesson Models -- Selecting a Model to Use -- Responding to Skill Diversity -- Responding to Cultural Diversity -- Generic Components of a Lesson Plan -- Component 1 Preplanning Tasks -- Component 2 Lesson Setup -- Component 3 Lesson Opening -- Component 4 Lesson Body -- Component 5 Extended Practice -- Component 6 Lesson Closing -- Component 7 Evaluation -- Writing the Lesson Plan -- The Sequence for Writing a Lesson Plan -- Editing a Plan -- Useful Plans -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 14 Activity Planning -- Introduction -- Purposes and Examples of Activities -- When to Use Activity Plans -- Generic Components of an Activity Plan -- Component 1 Preplanning Tasks -- Component 2 Activity Beginning -- Component 3 Activity Middle -- Component 4 Activity Closing -- Writing the Activity Plan -- The Sequence for Writing an Activity Plan -- Editing a Plan -- Useful Plans -- Summary -- Key Terms & Definitions
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Portfolio Pointers -- ch. 15 Direct Instruction -- Introduction -- Fundamentals of the Direct Instruction Lesson Model -- Teaching Events in Direct Instruction -- Uses of Direct Instruction -- Key Planning Considerations -- Content Analysis -- Explanation -- Demonstration -- Supervised Practice -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 16 Informal Presentation -- Introduction -- The Fundamentals of the Informal Presentation Model -- Teaching Events in Informal Presentation -- Uses of Informal Presentation -- Key Planning Considerations -- Content Analysis -- Content Knowledge -- Advance Organizer -- Checks for Understanding and Active Participation -- Information Delivery -- Extended Practice -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 17 Structured Discovery -- Introduction -- The Fundamentals of the Structured Discovery Lesson Model -- Teaching Events in Structured Discovery
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Uses of Structured Discovery -- Key Planning Considerations -- Content Analysis -- Writing the Objective -- Stating the Objective to Students -- Setting Up the Discovery -- Monitoring the Discovery -- Reviewing the Discovery -- Supervised Practice -- Behavior Expectations -- Summary -- Key Terms & Definitions -- Portfolio Pointers -- ch. 18 Teaching Specialized Content -- Introduction -- Teaching Concepts -- Concepts Defined -- Effective Models for Teaching Concepts -- Key Planning Considerations for Teaching Concepts -- Concept Analysis -- Objective -- Opening -- Closing -- Teaching Behavioral Skills -- What Are Behavioral Skills? -- Why Teach Behavioral Skills? -- Choosing the Lesson Model to Use -- Key Planning Considerations for Teaching Behavioral Skills -- Content Analysis -- Explanation -- Demonstration -- Supervised Practice -- Extended Practice -- Teaching Learning and Study Strategies -- What Are Strategies?
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Note continued: Why Teach Learning and Study Strategies? -- What Are Different Types of Strategies? -- Selecting Strategies to Teach -- Choosing the Lesson Model to Use -- Key Planning Considerations for Teaching Learning and Study Strategies -- Content Analysis -- Opening -- Explanation -- Demonstration -- Extended Practice -- Summary -- Key Terms & Definitions -- Portfolio Pointers.
521 ## - TARGET AUDIENCE NOTE
Target audience note College of Education Graduate Studies
546 ## - LANGUAGE NOTE
Language note Text in English
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Lesson planning
Form subdivision Handbooks, manuals, etc.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Activity programs in education
Form subdivision Handbooks, manuals, etc.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Nelson, Karna L.,
Relator term author.
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a 7
b cbc
c copycat
d 2
e epcn
f 20
g y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type Books
Classification part 300-399
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection code Home library Current library Shelving location Date acquired Source of acquisition Total Checkouts Full call number Barcode Date last seen Date last checked out Price effective from Koha item type
    Dewey Decimal Classification     GC College Library College Library General Circulation Section 07/12/2019 Library Fund 1 GCG 371.3028 P93 2019 HNU001509 08/29/2024 06/10/2023 07/28/2020 Books