Planning effective instruction : (Record no. 65603)

000 -LEADER
fixed length control field 14513nam a22005057a 4500
003 - CONTROL NUMBER IDENTIFIER
control field PH-MaPUP
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20210312133243.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 200605b xxu||||| |||| 00| 0 eng d
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number 2017942468
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9781337564847 (paperback)
040 ## - CATALOGING SOURCE
Original cataloging agency PH-MaPUP
Language of cataloging eng
Description conventions rda
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LB 1027.4
Item number .P75 2019
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 371.3028
Edition number 23
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 #4 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc Boston, MA :
Name of publisher, distributor, etc Cengage,
Date of publication, distribution, etc ©2019.
264 #4 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Date of publication, distribution, etc ©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 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.
650 10 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Lesson planning
Form subdivision Handbooks, manuals, etc.
9 (RLIN) 28069
650 20 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as 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
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Koha item type Books
Holdings
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          Main Library: Reference Section Main Library: Reference Section 2020-06-05 C&E 5398.00 LB 1027.4 .P75 2019 19-033495 2020-06-05 c.1 2020-06-05 Books      
          Main Library: Reference Section Main Library: Reference Section 2020-06-05 C&E 5398.00 LB 1027.4 .P75 2019 19-033496 2020-06-05 c.2 2020-06-05 Books      
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