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Planning effective instruction : diversity responsive methods and management / Kay M. Price (Western Washington University, Retired), Karna L. Nelson (Western Washington University, Retired).

By: Contributor(s): Publisher: Boston, Massachusetts, USA : Cengage Learning, Inc., ©2019Copyright date: ©2019Edition: Sixth edition; Student editionDescription: xxi, 314 pages : color illustrations ; 28 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9781337564847
  • 1337564842
Uniform titles:
  • Daily planning for today's classroom
Subject(s): DDC classification:
  • 371.3028 P93  23 2019
LOC classification:
  • LB1027.4 .P73 2019
Contents:
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
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
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
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
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
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
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
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
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
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?
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
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
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?
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.
Holdings
Item type Current library Collection Call number Status Barcode
Books Books College Library General Circulation Section GC GCG 371.3028 P93 2019 (Browse shelf(Opens below)) Available HNU001509

Before 2007, this book was published under the title: Daily planning for today's classroom.

Includes bibliographical references (pages 296-304) and index.

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

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

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

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

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

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

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

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

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

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?

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

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

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?

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.

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