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Instructional Planning
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Universal Design for Learning
Developed by: Suzanne M. Robinson, Ph.D., University of Kansas
UDL is a means of instructional planning that takes into account differences in student learning profiles and skills, prior knowledge, and preferences through creating multiple pathways by which students can access information, engage in learning and remember information, and demonstrate what they know.
[Teacher Tools]
[Research]
[Case Studies]
[Online Collaboration]
Literacy
- Reading Acquisition
Developed by: Sharon E. Green, Ph.D., Emporia State University
Reading Acquisition involves the three stages of learning to read. The emergent reader is just beginning the reading journey. Second, the beginning reader has mastered the pre-reading skills necessary to begin the reading process. The last stage is the early instructional reader who is one who has made the transition from "learning to read" to "reading to learn".
[Teacher Tools]
[Research]
[Case Studies]
[Online Collaboration]
- Reading Comprehension
Developed by: Keith Lenz, Ph.D., University of Kansas
Reading comprehension is the process of constructing meaning from text. The goal of all reading instruction is ultimately targeted at helping a reader comprehend text. Reading comprehension involves at least two people: the reader and the writer. The process of comprehending involves decoding the writer’s words and then using background knowledge to construct an approximate understanding of the writer’s message.
[Teacher Tools]
[Research]
[Case Studies]
[Online Collaboration]
- Writing
Developed by Gary Troia, Ph.D, University of Washington
There are several reasons why so many children and youth appear to find writing challenging, which reflect the nature of written expression, changing student demographics, instruction, and individual student characteristics. Composing text is a complex and difficult undertaking that requires the deployment and coordination of multiple affective, cognitive, linguistic, and physical operations to accomplish goals associated with genre-specific conventions, audience needs, and an author’s communicative purposes.
[Teacher Tools]
[Research]
[Case Studies]
[Online Collaboration]
- Mathematics
Developed by: David Allsopp, Ph.D., University of South Florida
Teaching mathematics to students with special needs can be an exciting and rewarding experience for both teachers and students. Many innovative practices are emerging that are making the learning of mathematics both enjoyable and meaningful for students.
[Teacher Tools]
[Research]
[Case Studies]
[Online Collaboration]
Providing Access to the General Education Curriculum
- Strategies for Accessing the Social Studies Curriculum
Short Description
Developed by John Seevers
It is important that social studies teachers learn to teach social studies standards to both special needs and general learners. However, there is no single technique, approach or strategy that will accomplish this because of the complex nature of the social studies curriculum. There are tools that teachers can use to enhance the curriculum and their teaching to improve the learning of all students.
[Teacher Tools]
[Research]
[Case Studies]
[Online Collaboration]
- Strategies for Accessing the Science Curriculum
Short Description
[Teacher Tools]
[Research]
[Case Studies]
[Online Collaboration]
Powerful Approaches
- Classwide Peer Tutoring
Developed by: Barbara Terry, Ph.D., University of Kansas
CWPT is a comprehensive instructional procedure or teaching strategy based on reciprocal peer tutoring and group reinforcement wherein an entire classroom of students is actively engaged in the process of learning and practicing basic academic skills simultaneously in a systematic and fun way.
[Teacher Tools]
[Research]
[Case Studies]
[Online Collaboration]
- Direct Instruction
Developed by: Nancy E. Marchand-Martella, Ph.D., Eastern Washington University
Direct Instruction is a system of teaching that focuses on controlling all the variables that affect the performance of students. This module contains Direct Instruction programs that address reading, language, writing, spelling, and mathematics.
[Teacher Tools]
[Research]
[Case Studies]
[Online Collaboration]
- Cognitive Strategies
Developed by: LuAnn Jordan, Ph.D., University of North Carolina, Charlotte.
Cognitive Strategies are useful tools in assisting students with learning problems. Cognitive Strategies provide a structure for learning when a task cannot be completed through a series of steps. Attention to the steps results in successful completion of the problem.
[Teacher Tools]
[Research]
[Case Studies]
[Online Collaboration]
Accommodations
- Instructional Accommodations
Developed by: Sandra J. Thompson, Ph.D., Research Associate, National Center on Educational Outcomes, University of Minnesota
One of the ways to increase student access to academic content standards through instruction in the general curriculum is by using instructional accommodations. Accommodations are changes in the way a student accesses learning, without changing the actual standards a student is working toward. Using accommodations can be complicated - the goal is to find a balance that gives students equal access to learning without "watering down" the content.
[Teacher Tools]
[Research]
[Case Studies]
[Online Collaboration]
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Copyright © 1999-2005 University of Kansas
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