40 Active Learning Strategies for the Inclusive Classroom, Grades K–5
អំពីសៀវភៅអេឡិចត្រូនិកនេះ
—Jim Hoogheem, Retired Principal
Fernbrook 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 I
Westridge Elementary School, West Des Moines, IA
Engage all learners with research-based strategies from acclaimed educators
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:
- 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
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.
អំពីអ្នកនិពន្ធ
Learn more about Linda Green′s PD offerings Consulting Description: Active Learning for the Inclusive Classroom, K-5 Consulting Description: Active Learning for the Inclusive Classroom, 6-12 Dr. Linda Green has a B.A. in English from University of Bridgeport, an M.A. in Special Education and Reading from Eastern New Mexico University, and a Ph.D. in Psychological & Cultural Studies and Special Education from University of Nebraska at Lincoln. She holds certifications in Special Education and Teacher of English and is currently as Associate Professor of Education at Centenary College. She has worked as a special education teacher and a consultant, preparing and implementing workshops on a variety of topics related to special education. Dr. Green is a member of the Council for Exceptional Children (CEC) and the Teacher Education Division of CEC. She presents regularly at national special education conferences, is a reviewer of conference proposals for national special education conferences, and a reviewer of manuscripts for special education texts for major education publishers. Dr. Green has taught most of the special education courses at Centenary on both the undergraduate and graduate level, and she developed and is the current director of the M.A. program in Special Education. She also serves as the director of the Teachers of Students with Disabilities Certification Program. She received the Centenary College Distinguished Teacher Award in 2000. She is the founding advisor of the Centenary College Student Chapter of the Council for Exceptional Children.
Dr. Diane Casale-Giannola is currently a Associate Professor in the School of Education at Rider University. She received her Master’s of Science, specializing in Special Education, from Albany University and her Ph.D. from New York University. She also holds an Advanced Certificate in Educational Supervision and Administration from Brooklyn College. Dr. Casale-Giannola is an active researcher, presenter, and consultant, focusing on how to assess and address the needs of diverse student populations. She is an active member of the New Jersey Council for Exceptional Children and Council for Exceptional Children, including participating in the CEC scholarship committee and sponsoring the first state-wide Student CEC professional conference. She also is on the Special Education Advisory Board, which consults with community and university members to support pre-service teachers to effectively teach and service individuals with disabilities in the community and their families.
