Collaborating with Students in Instruction and Decision Making (Multimedia Kit)

The Untapped Resource
1. Auflage 2010
ISBN: 978-1-4129-7170-6
Verlag: Sage Publications

Buch, Englisch, 152 Seiten, Multimedia Kit, Format (B × H): 216 mm x 279 mm, Gewicht: 1616 g

Truly inclusive education means not only including students with diverse abilities in the general classroom, but making sure every learner has the opportunity to contribute in meaningful ways. Students can be a teacher's number one resource for creating a learning environment that values all members of the classroom community.

This comprehensive professional development kit enables staff developers to lead training on how to tap into students' potential as helpers, advocates, and decision makers in an inclusive classroom. Participants will learn how to:

- Collaborate with students to build a cooperative, caring, and active classroom

- Use collaborative learning groups, co-teaching methods, and peer tutoring to foster acceptance and cooperation

- Give students a voice in instruction and learning through personal learning plans, peer mediation, and other methods

The multimedia kit provides:

- The companion book Collaborating With Students in Instruction and Decision Making, offering research-based strategies for empowering students in the classroom

- A 72-minute, content-rich DVD, with an easy stop-and-search navigation menu; interviews with the authors; interviews with students, teachers, and administrators; and in-classroom examples of best practices

- A chapter-by-chapter facilitator's guide connecting the book to the DVD and providing chapter summaries, discussion questions, application activities, and handouts

- A companion CD-ROM with a printable version of the facilitator's guide

An ideal resource to use with large or small groups, this multimedia kit is essential for anyone leading professional development focused on making students active partners in the teaching and learning process.

Other Professional Development Multimedia Kits From Corwin:

1. Villa, A Guide to Co-Teaching 2e MMK, ISBN: 978-1-4129-5484-6

2. Thousand, Differentiating Instruction MMK, ISBN: 978-1-4129-5322-1

3. Richardson, Blogs, Wikis, Podcasts and Other Powerful Web Tools MMK 978-1-4129-7751-7

4. Tate, Reading and Language Arts Worksheets Won't Grow Dendrites MMK 978-1-4129-7562-9

5. Downey, 50 Ways to Close the Achievement Gap MMK 978-1-4129-7746-3

Autoren/Hrsg.

Villa, Richard A

Thousand, Jacqueline S

Nevin, Ann I

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

About the Authors
Introduction
Welcome and Workshop Starter
Chapter-by-Chapter Study Guides: Collaborating With Students in Instruction and Decision Making: The Untapped Resource
Part I: Introduction
Foreword: The Importance of Students' Voices
Chapter 1: Why Collaborate With Students?
Part II: Teaching With Students
Chapter 2: Students as Co-Teachers in Cooperative Learning Groups
Chapter 3: Students as Peer Tutors and Partner Learners
Chapter 4: Students as Co-Teachers
Part III: Decision Making With Students
Chapter 5: Empowering Students as Collaborative Creative Thinkers
Chapter 6: Students as Instructional Decision Makers
Chapter 7: Students as Designers of Their Own Learning
Chapter 8: Students as Mediators of Conflict and Controversy
Chapter 9: Students as Collaborators in Responsibility
Epilogue: Beyond Benevolence to Befriending and Advocacy
Workshop Evaluation and Closure Activity
Workshop Evaluation Form
References
Handouts and Overheads
Matrix of Activities and Estimated Times

Über Autor(innen)

Nevin, Ann I
Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.

Thousand, Jacqueline S
Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr. Thousand served as a special educator in Chicago area and Atlanta public schools and as the coordinator of early childhood special education services for children ages 3 through 6 in the Burlington, Vermont area. Dr. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She is the author of 21 books and numerous research articles and chapters on issues related to inclusive education, organizational change strategies, differentiated instruction and universal design, co-teaching and collaborative teaming, cooperative group learning, creative problem solving, positive behavioral supports, and, now, culturally proficiency special education. Dr. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals.

Villa, Richard A
Learn more about Richard Villa's PD offerings

Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations.