40 active learning strategies for the inclusive classroom, grades K-5
“An excellent tool to help teachers help students, this book would be particularly useful within a professional learning community or in a mentoring setting.”—Jim Hoogheem, Retired PrincipalFernbrook Elementary School, Maple Grove, MN“This book got me excited to teach in an inclusive setting! The ti...
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|---|---|
| Format | eBook Book |
| Language | English |
| Published |
Thousand Oaks, Calif
Corwin
2011
Corwin Press Corwin, A SAGE Publications Company |
| Edition | 1 |
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| Online Access | Get full text |
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| Abstract | “An excellent tool to help teachers help students, this book would be particularly useful within a professional learning community or in a mentoring setting.”—Jim Hoogheem, Retired PrincipalFernbrook Elementary School, Maple Grove, MN“This book got me excited to teach in an inclusive setting! The tips and directions will work with every child and will ensure that ALL students can learn in the same environment.”—Rachel Aherns, Instructional Strategist IWestridge Elementary School, West Des Moines, IAEngage all learners with research-based strategies from acclaimed educatorsResearch indicates that students of all ages and demographics benefit from active learning strategies. The challenge is translating what we know into what we do. Award-winning educators Linda Schwartz Green and Diane Casale-Giannola build that bridge with more than 40 easy-to-implement strategies for today's inclusive classroom. This practical guide includes: Field-tested practices that are easily adaptable to various grade levels and subjects; Vignettes that demonstrate how to apply today's brain-compatible strategies in the classroom; Tools for differentiating instruction to serve ALL students, including high-ability students, those with ADHD or learning disabilities, and English learnersGrounded in foundational research and educational literature, these strategies include directions for use, sample applications across content areas, and how-to's for groups and individuals. Teachers and administrators will find this comprehensive guidebook an indispensable at-your- fingertips resource for enhancing student engagement, furthering professional development, and increasing positive learning outcomes. |
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| AbstractList | Engage all learners with research-based strategies from acclaimed educators
Research indicates that students of all ages and demographics benefit from active learning methods. Award-winning educators Linda Schwartz Green and Diane Casale-Giannola connect research and application with more than 40 easy-to-implement strategies for today's inclusive classroom. This practical guide includes:
Field-tested practices that are easily adaptable to various grade levels and subjects
Vignettes that demonstrate how to apply today's brain-compatible strategies in the classroom
Tools for differentiating instruction to serve ALL students, including high-ability students, those with ADHD or learning disabilities, and English learners This book is a compilation of approximately 40 strategies that serve as blueprints for instructional design. The first chapter describes in depth the research and foundations that support these strategies. Chapter Two provides information for the reader in terms of how to use this book, and how to choose and use strategies to fit both the content and the needs of the learners. Chapter Three presents and describes several strategies. The book is a user-friendly resource that is directly applicable to practice. All of the book's strategies support teachers in their efforts to engage and motivate diverse learners as they meet academic and social objectives. Each strategy is presented with an explanation, directions for use, sample applications and classroom vignettes. Applications for different ages, abilities, and learning needs of the students, and for a variety of content areas, are suggested. The book is focused on the primary school age level. This practical guide connects research and application with over 40 strategies for today′s inclusive classroom, including methods for differentiating instruction for children with special needs. “An excellent tool to help teachers help students, this book would be particularly useful within a professional learning community or in a mentoring setting.”—Jim Hoogheem, Retired PrincipalFernbrook Elementary School, Maple Grove, MN“This book got me excited to teach in an inclusive setting! The tips and directions will work with every child and will ensure that ALL students can learn in the same environment.”—Rachel Aherns, Instructional Strategist IWestridge Elementary School, West Des Moines, IAEngage all learners with research-based strategies from acclaimed educatorsResearch indicates that students of all ages and demographics benefit from active learning strategies. The challenge is translating what we know into what we do. Award-winning educators Linda Schwartz Green and Diane Casale-Giannola build that bridge with more than 40 easy-to-implement strategies for today's inclusive classroom. This practical guide includes: Field-tested practices that are easily adaptable to various grade levels and subjects; Vignettes that demonstrate how to apply today's brain-compatible strategies in the classroom; Tools for differentiating instruction to serve ALL students, including high-ability students, those with ADHD or learning disabilities, and English learnersGrounded in foundational research and educational literature, these strategies include directions for use, sample applications across content areas, and how-to's for groups and individuals. Teachers and administrators will find this comprehensive guidebook an indispensable at-your- fingertips resource for enhancing student engagement, furthering professional development, and increasing positive learning outcomes. Research indicates that students of all ages and demographics benefit from active learning strategies. The challenge is translating what we know into what we do. Award-winning educators Linda Schwartz Green and Diane Casale-Giannola build that bridge with more than 40 easy-to-implement strategies for today's inclusive classroom. This practical guide includes: (1) Field-tested practices that are easily adaptable to various grade levels and subjects; (2) Vignettes that demonstrate how to apply today's brain-compatible strategies in the classroom; and (3) Tools for differentiating instruction to serve ALL students, including high-ability students, those with ADHD or learning disabilities, and English learners. Grounded in foundational research and educational literature, these strategies include directions for use, sample applications across content areas, and how-to's for groups and individuals. Teachers and administrators will find this comprehensive guidebook an indispensable at-your-fingertips resource for enhancing student engagement, furthering professional development, and increasing positive learning outcomes. [Foreword by Toby J. Karten.] |
| Audience | Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Kindergarten Elementary Education |
| Author | Casale-Giannola, Diane Green, Linda Schwartz |
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| Copyright | Copyright © 2011 by Corwin All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. |
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Choate 2004 Vollmer, J. R. (2002). The blueberry story. Retrieved from Jensen 2000; 58 ProTeacher Community. (2006). Archives. Retrieved from Sousa, D. A. (2001). How the brain learns (2nd ed.). Thousand Oaks, CA: Corwin. Salend, S. J. (2005). Creating inclusive classrooms: Effective and reflective practices for all students. Upper Saddle River, NJ: Pearson. Benson, B. P. (2009). How to meet standards, motivate students, and still enjoy teaching! Four practices that improve student learning. Thousand Oaks, CA: Corwin. Lavoie, R. (1989). How Difficult Can This Be? F.A.T. City Workshop: Understanding Learning Disabilities [Video]. Alexandria, VA: PBS Educational Media. Rugutt 2004; 4 Dieker, L. (2007). Demystifying secondary inclusion. Port Chester, NY: Dude. Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Needham Heights, MA: Allyn & Bacon. Jarolimek, J., & Foster, C. (1981). Teaching and learning in the elementary school (2nd ed.). New York: MacMillan. Guillaume, A. M., Yopp, R. H., & Yopp, H. K. (2007). Strategies for active teaching: Engaging K-12 learners in the classroom. Upper Saddle River, NJ: Pearson. Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Pearson. Jensen, E. (2001). Arts with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development. Wood 2008; 13 Ginsberg 2005; 44 Snyder 1999; 120 Kounin, J. S. (1977). Discipline and group management in classrooms. Huntington, NH: Krieger. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Corney, Reid 2007; 13 Bruneau-Balderrama 1997; 70 Friend, M., & Bursuck, W. D. (2002). Including students with special needs: A practical guide for classroom teachers. Boston: Pearson. Forsten, C., Grant, J., & Hollas, B. (2002). Differentiated instruction: Different strategies. Peterborough, NH: Crystal Springs Books. Wood, J. (2009). Pathways to teaching strategies: Practical strategies for the inclusive classroom. Upper Saddle River, NJ: Pearson. Fenwick, T. J. (2001). Experiential learning: A theoretical critique from five perspectives. Columbus, OH: ERIC Clearinghouse. Heacox, D. (2002). Differentiating instruction in the regular classroom. How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit. Cook 2002; 25 Friend, M. (2010). Interactions: Collaboration skills for school professionals. Boston: Pearson. Perna, D. M., & Davis, J. R. (2007). Aligning standards and curriculum for classroom success (2nd ed.). Thousand Oaks, CA: Corwin. Silberman, M. (2006). Teaching actively: Eight steps and thirty-two strategies to spark learning in any classroom. Boston, MA: Pearson. Zmuda 2008; 66 Brophy, J. E. (1997). Motivating students to learn. New York: McGraw-Hill. Mastropieri 2001; 35 Smith, T. E. C., Palloway, E. A., Patton, J. R., & Dowdy, C. A. (2006). Teachingstudents with special needs in inclusive settings. Boston: Pearson. Chapman, C., & King, R. (2003). Differentiated instructional strategies for reading in the content areas. Thousand Oaks, CA: Corwin. Gregory, G. H., & Kuzmich, L. (2004). Data-driven differentiation in the standards-based classroom. Thousand Oaks, CA: Corwin. Hollas, B. (2007). Differentiating instruction in a whole-group setting: Taking the easy first steps into differentiation. Peterborough, NH: Crystal Springs Books. Lewis, L. B., & Doorlag, D. H. (2006). Teaching special students in general education classrooms. Upper Saddle River, NJ: Pearson. Udvari-Solner, A., & Kluth, P. (2008). Joyful learning: Active and collaborative learning in inclusive classrooms. Thousand Oaks, CA: Corwin. Uguroglu, Walberg 1979; 16 Friend, M., & Bursuck, W. D. (2009). Including students with special needs: A practical guide for classroom teachers. Upper Saddle River, NJ: Merrill/Prentice Hall. Michigan Literacy Progress Profile. (2003). K-3 training module 04. Retrieved from |
| References_xml | – reference: Charles, C. M. (2011). Building classroom discipline. Boston: Pearson Education. – volume: 44 start-page: 218 issue: 3 year: 2005 end-page: 255 article-title: Cultural diversity, motivation, and differentiation publication-title: Theory Into Practice doi: doi:10.1207/s15430421tip4403_6 – reference: Karten, T. J. (2005). Inclusion strategies that work! Research-based methods for the classroom. Thousand Oaks, CA: Corwin. – reference: Lavoie, R. (1989). How Difficult Can This Be? F.A.T. City Workshop: Understanding Learning Disabilities [Video]. Alexandria, VA: PBS Educational Media. – volume: 13 start-page: 33 issue: 1 year: 2007 end-page: 54 article-title: Student teachers' learning about subject matter and pedagogy in education for sustainable development publication-title: Environmental Education Research doi: doi:10.1080/13504620601122632 – reference: King-Shaver, B., & Hunter, A. (2003). Differentiating instruction in the English classroom: Content, product and assessment. Portsmouth, NH: Heinemann. – reference: Salend, S. J. (2005). Creating inclusive classrooms: Effective and reflective practices for all students. Upper Saddle River, NJ: Pearson. – volume: 58 start-page: 34 issue: 3 year: 2000 end-page: 37 article-title: Moving with the brain in mind publication-title: Educational Leadership – reference: Lenz, B. K., & Deshler, D. D. (2004). Teaching content to all: Evidenced practices for middle and high school settings. New York: Allyn & Bacon. – volume: 20 start-page: 3 year: 1987 end-page: 7 article-title: Information processing theory and learning disabilities: An overview publication-title: Journal of Learning Disabilities doi: doi:10.1177/002221948702000102 – reference: Merriam-Webster Online. (2010). Retrieved from – volume: 4 start-page: 52 issue: 2 year: 2004 end-page: 85 article-title: Linking individual and institutional factors to motivation: A multilevel approach publication-title: Journal of Educational Research and Policy Studies – volume: 16 start-page: 375 issue: 4 year: 1979 end-page: 390 article-title: Motivation and achievement: A quantitative syntheses publication-title: American Educational Research Journal doi: doi:10.3102/00028312016004375 – reference: Wood, J. (2009). Pathways to teaching strategies: Practical strategies for the inclusive classroom. Upper Saddle River, NJ: Pearson. – reference: Bender, W. (2008). Differentiating instruction for students with learning disabilities: Best teaching practices for general and special educators. Thousand Oaks, CA: Corwin and Council for Exceptional Children. – reference: Carroll, L., & Leander, S. (2001, January). Improving student motivation through the use of active learning strategies (Master of the Arts Action Research Project). (ERIC Document Reproduction Service No. ED455961) – reference: Bender, W. (2002). Differentiating students with learning disabilities: Best practices for general and special educators. Thousand Oaks, CA: Corwin. – start-page: 2 year: 2004 end-page: 17 article-title: Basic principles and practices of inclusive instruction publication-title: Successful inclusive teaching: Proven ways to detect and correct special needs – reference: Hollas, B. (2007). Differentiating instruction in a whole-group setting: Taking the easy first steps into differentiation. Peterborough, NH: Crystal Springs Books. – reference: Friend, M., & Bursuck, W. D. (2009). Including students with special needs: A practical guide for classroom teachers. Upper Saddle River, NJ: Merrill/Prentice Hall. – reference: Smith, T. E. C., Palloway, E. A., Patton, J. R., & Dowdy, C. A. (2006). Teachingstudents with special needs in inclusive settings. Boston: Pearson. – volume: 70 start-page: 328 issue: 6 year: 1997 end-page: 330 article-title: Inclusion: Making it work for teachers, too publication-title: Clearing House doi: doi:10.1080/00098655.1997.10543536 – reference: Chapman, C., & King, R. (2003). Differentiated instructional strategies for reading in the content areas. Thousand Oaks, CA: Corwin. – reference: Perna, D. M., & Davis, J. R. (2007). Aligning standards and curriculum for classroom success (2nd ed.). Thousand Oaks, CA: Corwin. – volume: 25 start-page: 262 issue: 3 year: 2002 end-page: 277 article-title: Inclusive attitudes, strengths, and weaknesses of pre-service general educators enrolled in a curriculum infusion teacher preparation program publication-title: Teacher Education and Special Education doi: doi:10.1177/088840640202500306 – reference: Guillaume, A. M., Yopp, R. H., & Yopp, H. K. (2007). Strategies for active teaching: Engaging K-12 learners in the classroom. Upper Saddle River, NJ: Pearson. – reference: Dewey, J. (1926). Democracy and education. New York: Macmillan. – reference: Brophy, J. E. (1997). Motivating students to learn. New York: McGraw-Hill. – reference: Forsten, C., Grant, J., & Hollas, B. (2002). Differentiated instruction: Different strategies. Peterborough, NH: Crystal Springs Books. – reference: Gregory, G. H., & Kuzmich, L. (2004). Data-driven differentiation in the standards-based classroom. Thousand Oaks, CA: Corwin. – reference: Bonwell, C. C., & Eisen, J. A. (1991). Active learning: Creating excitement in the classroom. (ASHE-ERIC Higher Education Report No. 1) Washington, DC: George Washington University. – reference: Friend, M. (2010). Interactions: Collaboration skills for school professionals. Boston: Pearson. – reference: Jarolimek, J., & Foster, C. (1981). Teaching and learning in the elementary school (2nd ed.). New York: MacMillan. – reference: Kounin, J. S. (1977). Discipline and group management in classrooms. Huntington, NH: Krieger. – reference: Friend, M., & Bursuck, W. D. (2002). Including students with special needs: A practical guide for classroom teachers. Boston: Pearson. – reference: Jensen, E. (2001). Arts with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development. – reference: Sousa, D. A. (2007). Brain research into classroom practice. Retrieved from – reference: Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Pearson. – reference: Sousa, D. A. (2001). How the brain learns (2nd ed.). Thousand Oaks, CA: Corwin. – reference: Sliva, J. A. (2004). Teaching inclusive mathematics to special learners, K-6. Thousand Oaks, CA: Corwin. – start-page: 451 year: 2007 end-page: 457 article-title: Learning by doing: Engaging students through learner- centered activities publication-title: Focus on Teaching – reference: Heacox, D. (2002). Differentiating instruction in the regular classroom. How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit. – reference: ProTeacher Community. (2006). Archives. Retrieved from – reference: Fenwick, T. J. (2001). Experiential learning: A theoretical critique from five perspectives. Columbus, OH: ERIC Clearinghouse. – start-page: 2 year: 2004 end-page: 17 article-title: Teaching all students: A mandate for educators publication-title: Successful inclusive teaching: Proven ways to detect and correct special needs – volume: 43 start-page: 179 issue: 4 year: 1999 end-page: 181 article-title: Tips for teaching: Making uninvited inclusion work publication-title: Preventing School Failure doi: doi:10.1080/10459889909604995 – reference: Dieker, L. (2007). Demystifying secondary inclusion. Port Chester, NY: Dude. – reference: Lewis, L. B., & Doorlag, D. H. (2006). Teaching special students in general education classrooms. Upper Saddle River, NJ: Pearson. – reference: Michigan Literacy Progress Profile. (2003). K-3 training module 04. Retrieved from – reference: Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. – reference: Udvari-Solner, A., & Kluth, P. (2008). Joyful learning: Active and collaborative learning in inclusive classrooms. Thousand Oaks, CA: Corwin. – volume: 13 start-page: 18 issue: 1 year: 2008 end-page: 22 article-title: Mathematics through movement: An investigation of the links between kinesthetic and conceptual learning publication-title: Australian Primary Mathematics – reference: Benson, B. P. (2009). How to meet standards, motivate students, and still enjoy teaching! Four practices that improve student learning. Thousand Oaks, CA: Corwin. – reference: Mastropieri, M., & Scruggs, T. (2000). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Merrill/Prentice Hall. – volume: 120 start-page: 173 issue: 1 year: 1999 end-page: 180 article-title: Inclusion: A qualitative study of inservice general education teachers' attitudes and concerns publication-title: Education – reference: Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. – volume: 35 start-page: 66 issue: 2 year: 2001 end-page: 75 article-title: Is the glass half full or half empty? Challenges encountered by first-year special education teachers publication-title: Journal of Special Education doi: doi:10.1177/002246690103500201 – reference: Silberman, M. (2006). Teaching actively: Eight steps and thirty-two strategies to spark learning in any classroom. Boston, MA: Pearson. – reference: Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: Introduction to special education. Upper Saddle River, NJ: Pearson. – volume: 66 start-page: 38 issue: 3 year: 2008 end-page: 42 article-title: Springing into active learning publication-title: Educational Leadership – reference: Vollmer, J. R. (2002). The blueberry story. Retrieved from – reference: Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Needham Heights, MA: Allyn & Bacon. |
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| Snippet | This practical guide connects research and application with over 40 strategies for today′s inclusive classroom, including methods for differentiating... “An excellent tool to help teachers help students, this book would be particularly useful within a professional learning community or in a mentoring... Research indicates that students of all ages and demographics benefit from active learning strategies. The challenge is translating what we know into what we... This book is a compilation of approximately 40 strategies that serve as blueprints for instructional design. The first chapter describes in depth the research... Engage all learners with research-based strategies from acclaimed educators Research indicates that students of all ages and demographics benefit from active... |
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| SubjectTerms | Academically Gifted Active Learning Activity programs in education Attention Deficit Hyperactivity Disorder Behinderung Brain Classroom Techniques Diversity in Early Childhood Education Education (Elementary) Elementary Inclusion Elementary School Students English (Second Language) Equality & Inclusion in Early Childhood Education Grouping (Instructional Purposes) Grundschule Guides Inclusion Inclusive education Individualized Instruction Integrierender Unterricht Learning Disabilities Learning Strategies Regular and Special Education Relationship Schüler Student Diversity Student Participation Teaching Methods Vignettes |
| TableOfContents | Cover -- Contents -- Foreword -- Acknowledgments -- About the Authors -- Chapter 1 - Engaging Students in the Inclusive Classroom: Research and Theoretical Underpinning -- Chapter 2 - Selecting and Implementing Active Learning Strategies for the Inclusive Classroom -- Chapter 3 - Grouping for Instruction: Who Goes Where With Whom to Do What? -- Chapter 4 - Active Learning Strategies -- Chapter 5 - The Journey Continues -- References Engaging Students in the Inclusive Classroom: Research and Theoretical Underpinning -- Selecting and Implementing Active Learning Strategies for the Inclusive Classroom -- Grouping for Instruction: Who Goes Where with Whom to Do What? -- Active Learning Strategies -- The Journey Continues |
| Title | 40 active learning strategies for the inclusive classroom, grades K-5 |
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