How To Teach Everybody
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Description
Contents
Reviews
Language
English
ISBN
9780198417934
Front Cover
Title Page
Contents
Acknowledgements
Introduction
Chapter 1 Visual strategies
Slide presentations, blackboards, and everything in between
What do good ones look like?
Diagrams and pictures
Demonstrations
Process cards
Sorting cards
Objects
Displays
Resources: glossaries and exemplars
Planning written work on the wall
Extending activities by using visual materials
Chapter 2 Using text and words
Check your pupils’ vision
Helping students read
Helping students write
Chapter 3 Changing the task
Formative assessment
Ways to change the task
Chapter 4 Supporting sensory needs
Differences in sensitivity
Awareness of personal space
Teaching strategies to help the hearing-impaired
Teaching strategies to help the visually impaired
Strategies for those who are colour vision deficient (colour blind)
Setting out the classroom to support those with sensory difficulties
Fiddle objects
Opportunities to move around
Chapter 5 Marking
Prompt marking
Clear, legible and respectful marking
What is the purpose of your marking?
Marking for motivation and behaviour
Approaches that can save time when marking
Self-checking before marking
Peer marking: why, why not and how to use it effectively
Time for students to improve work
Triple impact marking
Awareness of students with specific difficulties
Awareness of students who are more or the most able in the group
Chapter 6 Using other people to support differentiation
Reading practice
Precision teaching
Mentors
How to involve parents and carers in supporting differentiation
Working with colleagues to differentiate within the classroom
Working with colleagues who are supporting learning outside the classroom
Chapter 7 Routines
Routines to help support pupils
Routines for teachers
Chapter 8 Differentiation through managing behaviour
Class or group strategies
Strategies for individual pupils
Dealing with attention-needing behaviours
Managing rude behaviour
Analysing behaviour
Communicating behavioural expectations to pupils with communication difficulties
Explicitly offer a fresh start after a difficult session
Chapter 9 Developing effective and motivated learners
Developing learning resilience
Reducing anxieties
Planning for non-planners
Build in motivation
How to ask for help and build up a network of support
Find role models
Experiencing consequences
Feeling safe
Chapter 10 Teaching high achievers and the gifted and talented
What is good teaching for those who learn quickly and easily?
Teaching to broaden knowledge and understanding
Teaching to deepen knowledge and understanding
Teaching metacognition
How to integrate imagination and curiosity into lessons
Dual exceptionality
Developing fluency
Index
Back Cover
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