need full :contact [email protected] 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 All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. All trade names and trademarks recited, referenced, or reflected herein are the property of their respective owners who retain all rights thereto. For information: Corwin A SAGE Company SAGE Pvt. Ltd. 2455 Teller Road B 1/I 1 Mohan Cooperative Industrial Thousand Oaks, California Area 91320 Mathura Road, New Delhi 110 044 www.corwin.com India SAGE Ltd. SAGE Asia-Pacific Pte. Ltd. 1 Oliver’s Yard 33 Pekin Street #02-01 55 City Road Far East Square London, EC1Y 1SP Singapore 048763 United Kingdom Printed in the United States of America 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