Make your lessons interesting, interactive, and engaging
Successful lessons are explicit, yet also inspire active learning and opportunities to respond. As the one shaping lessons, can you do better? Probably, and you're not alone. Research shows teachers consistently offer students far fewer than the recommended opportunities to respond, leaving all students--including those with special needs and behavior challenges--less than engaged and falling short of their best chance for success.
With this book, you'll discover 14 strategies you can translate directly to your classroom, complete with descriptions, advantages and disadvantages of each, and how and when best to use them. Divided into three parts, you will be guided through
- Verbal engagement strategies, such as whip around, choral responding, quick polls, and individual questioning
- Non-verbal engagement strategies, such as stop and jot, guided notes, response cards, and hand signals
- Partner and teaming strategies, such as turn & talk, cued retell, four corners, and classroom mingle
Terrance M. Scott is a Professor, Distinguished University Scholar, and Director of the Center for Instructional and Behavioral Research in Schools in the College of Education and Human Development at the University of Louisville. He received his Ph.D. in Special Education at the University of Oregon, has published 4 books and over 80 peer-reviewed publications, has conducted over 1,000 presentations and training activities throughout the U.S. and across the world, and has successfully competed for more than $20 million in external grant funding. In 2004 he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children and in 2012 he received the Outstanding National Leadership Award from the Council for Children with Behavior Disorders. His research interests focus on the role of instructional variables in managing student behavior, school-wide prevention systems, functional behavior assessment/intervention, and scientific research in education. Terry has 2 other books published with Corwin, Teaching Behavior: Managing Classroom Behavior with Effective Instruction, and with Geoff Colvin, Managing the Cycle of Acting Out Behavior in the Classroom, 2E.
Justin T. Cooper is an Associate Professor and Assistant Department Chair in the College of Education and Human Development at the University of Louisville. He received his Ed.D. in Special Education with an emphasis in learning and behavioral disorders from the University of Kentucky. He is a Past President of the Council for Children with Behavioral Disorders, a division of the Council for Exceptional Children. He conducts trainings for schools and school districts in the area of effective instruction and behavior management. His research interests include teacher preparation, the effects of teacher behavior on student behavior, effective instructional strategies, functional behavioral assessment, and behavior intervention planning.
Todd Whitney is an Assistant Professor of Special Education in the College of Education and Human Development at the University of Louisville. He received his Ph.D. in Special Education with an emphasis in learning and behavioral disorders from the University of Louisville. His research areas of interest include evidence-based academic and behavioral interventions for students with disabilities and the effective use of evidence-based instructional practices to increase student engagement. He has taught special education methods, assessment, and classroom management courses for almost 10 years across three universities (Kentucky and Tennessee). He publishes in journals that focus on evidence-based academic and behavioral interventions for students with learning and behavior disorders. He is a member of the Council for Exceptional Children (CEC), the Association for Positive Behavior Supports (APBS), among others. Additionally, he has delivered and contributed to 40 peer-reviewed and invited presentations at both the national and state level.
