Classroom Strategies for Helping At-Risk Students

Autor/in	Snow, David R.
Institution	Association for Supervision and Curriculum Development
Titel	Classroom Strategies for Helping At-Risk Students
Quelle	(2005), (114 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4166-0202-6
Schlagwörter	Leitfaden; Unterricht; Lehrer; Constructivism (Learning); Intervention; Learning Strategies; At Risk Students; Metacognition; Peer Teaching; Tutoring; Educational Strategies; Classroom Techniques; Teaching Methods; Low Achievement; Grouping (Instructional Purposes); Educational Research; Evidence; Computer Assisted Instruction; Learning Processes + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Lehrstrategie; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterdurchschnittliche Leistung; Grouping; Gruppenbildung; Bildungsforschung; Pädagogische Forschung; Evidenz; Computer based training; Computerunterstützter Unterricht; Learning process; Lernprozess
Abstract	All that you need to assist the low-achieving students in your school are the six intervention strategies from this well-researched guide. Drawing from 118 studies of students at-risk of failure, David Snow guides you through the evidence-based strategies that are proven to be effective with students who are performing below standards: (1) Whole-class instruction that balances constructivist and behaviorist strategies; (2) Cognitively oriented instruction which combines cognitive and metacognitive strategies with other learning activities; (3) Small groups of either like-ability or mixed-ability students; (4) Tutoring that emphasizes diagnostic and prescriptive interactions; (5) Peer tutoring, including classroomwide peer tutoring, peer-assisted learning strategies, and reciprocal peer tutoring; and (6) Computer-assisted instruction where teachers have a significant role in facilitating activities. A set of practitioner implications accompanies each intervention so you can quickly decide how to use these interventions in your school or classroom. (As Provided).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10