40 Active Learning Strategies for the Inclusive Classroom, Grades K-5

9 Pages·2017·0.407 MB·English

by  Linda S. Green _ Diane P. Casale-Giannola.pdf

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40 Active
Learning Strategies
for the
Inclusive Classroom
Grades K-5
Linda Schwartz Green
Diane Casale-Giannola
Foreword by Toby J. Karten
[email protected]
BUTUH LENGKAP HUB
Copyright © 2011 by Corwin
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Library of Congress Cataloging-in-Publication Data
[email protected]
BUGTreUenH, LLEinNdGa KSAchPw HarUtzB, a u t h o r. 40 active learning strategies for the inclusive classroom,
[email protected]
grades K-5 / Linda Schwartz GrBeeUnT, UDHian LeE CNaGsaKleA-GP iHanUnBol a ; F o reword by Toby J. Karten.
p. cm
Includes bibliographical references.
ISBN 978-1-4129-8170-5 (pbk.)
1. Active learning. 2. Activity programs in education. 3. Education (Elementary). 4.
Inclusive education. I. Casale-Giannola, Diane, author. II. Title. III. Title: Forty active
learning strategies for the inclusive classroom, grades K-5.
LB1027.23.G738 2011
371.9’046—dc22 2010044641
This book is printed on acid-free paper.
11 12 13 14 15 10 9 8 7 6 5 4 3 2 1
Acquisitions Editor: Jessica Allan
Associate Editor: Allison Scott
Editorial Assistant: Lisa Whitney
Production Editor: Veronica Stapleton
Copy Editor: Diana Breti
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Dennis W. Webb
Cover Designer: Michael Dubowe
Permissions Editor: Karen Ehrmann
Contents

Foreword
Toby J. Karten
Acknowledgments
About the Authors
Chapter 1 Engaging Students in the Inclusive Classroom: Research and
Theoretical Underpinning
The Blueberry Story: The Teacher Gives the Businessman a Lesson
Inclusion: Definition and Research
Students in the Inclusive Classroom: Who Are We Teaching?
Helping Teachers Meet the Inclusion Challenge
What Is Active Learning?
Brain-Based Learning
Information Processing
Connections to Differentiated Instruction
Supporting State Standards and Assessments
Motivating Learners With Active Learning Strategies
Access Is Not Enough: The Critical Need to Address Diverse Student
Populations
The Beginning
Chapter 2 Selecting and Implementing Active Learning Strategies for
the Inclusive Classroom
Introduction
Classifications and Characteristics
Other Diverse Populations
Assessing Students and Identifying Learning Characteristics
Using Strategies: Before, During, and After
How to Choose a Strategy to Meet Individual Student Needs
Learner Characteristics Described
How to Choose a Strategy to Meet Individual Teacher Needs
Learning Communities
And Now, the Next Step on Our Journey
Chapter 3 Grouping for Instruction: Who Goes Where With Whom to
Do What?
Introduction
How Do I Manage Everyone?
Whole Group Instruction
Small Group Instruction
Different Ways to Form Groups
Tips for Choosing and Using Instructional Groups in the Inclusive
Classroom
And Now (Drum Roll, Please) … the Strategies
Chapter 4 Active Learning Strategies
Introduction

1. ACROSTIC TOPICS (Using a concept name to create acrostic poems)

2. BAGGIE STORIES (Students produce a visual story of specific content)

3. BALL TOSS (The game of catch facilitates Q & A)

4. BAROMETER (Students take a stand on controversial issues by voting
with their feet)

5. CHAIN REACTION (A variation of the old word game Telephone using
academic concepts or phrases)

6. CLASSIFICATION CAPERS (Students develop criteria to sort and classify
objects, pictures, or word cards)

7. CLASSROOM BOX BINGO (Completing a Bingo grid by walking around
the class to get the information)
8. EXIT CARDS (End of lesson questions or comments to identify student
progress or process)

9. FISHBOWL (One group observes another in role play and shares
feedback)

10. FOUR CORNERS (Students respond to questions by choosing one of
four choices in each classroom corner)

11. HOWDY PARTNER! (Students find a partner with the same topic by
sharing descriptors)

12. IF I WERE … (A student completes a sentence stem based on a given
topic, and another student makes a related comment)

13. INFORMATION RINGS (Constructing connected flash cards of data)

14. JOB WANTED POSTER (Students construct a job wanted advertisement
using their knowledge of a particular character or historical figure)

15. LINE UP! (Students line up in order based on sequential content—
particularly facts that students need to know to automaticity)

16. LISTENING TEAMS (Each group is given one question or issue to report
on after a lecture or other direct instruction)

17. OUTLINE PLUS (A detailed outline with strategic blank spaces to
support video instruction)

18. PAPER PASS (Sharing and commenting on peer perspectives)

19. PEOPLE MOVERS (Students move around the room to create visual
representations of a concept)

20. PLAY DOUGH CONSTRUCTION (Using play dough to create concept
representations)

21. PUZZLE PIECES (Students walk around the class with Q & A cards to
find matches)

22. QUICK QUESTIONS (Students are given answers and have to come up
with the questions)

23. RAINBOW BALL (A paper ball that students toss and catch, with a
question on each layer that students answer)

24. ROUND ROBIN (Students participate in group rotations responding to a
topic or question)

25. SENTENCE STARTER POSTER SESSION (Using sentence starters to
create posters that summarize key points of a given topic)

26. SNOWBALL FIGHT (Students create questions on paper balls and throw
them to each other for answers)

27. THE SPIDER WEB (Class stands in a circle using a ball of yarn to create
a spider web while responding to a statement or question)

28. THINK, PAIR, SHARE (Student pairs share information, reflect, and
comment)

29. TIMELINE (Student groups research sequential content and create a
visual timeline)

30. TWO TRUTHS AND A LIE (with variations) (Students state three facts
about a topic, and peers identify which one is not true)

31. VENN HOOPS (Constructing Venn diagrams with hula hoops)

32. WALKING IN THEIR SHOES (Students consider a given situation from
the point of view of a character, animal, or historical figure)

33. WHAT’S IN THE BAG? (Students collect objects to share information
about a common theme)

34. WHAT UP? (Using signs and signals for each student to respond to a
query)

35. WHAT WOULD IT SAY? (Students match phrases that inanimate
objects might have said if these objects could talk)

36. WHO AM I? WHAT AM I? (Students provide clues to concepts and
peers guess what they are)

37. 52 THINGS TO DO (The number on a playing card indicates how much
information students share on a topic)

Participation Prompts
38. CONVERSATION CUES: TALKING TICKETS AND TALKING CIRCLES

39. CONVERSATION CARDS

40. THE WHIP
Chapter 5 The Journey Continues
References