Chapter 1 Who Are Students At Risk of Academic Failure and How Should We Teach Them? Chapter 2 What Is Learning Style? Chapter 3 Teaching Global Students Globally Chapter 4 Redesigning Classrooms for Increased Comfort and Concentration Chapter 5 Teaching Tactual Students Tactually Chapter 6 Teaching Kinesthetic Students Kinesthetically Chapter 7 Teaching Peer-Motivated Students with Small-Group Techniques Chapter 8 Teaching At-Risk Students with Contract Activity Packages Chapter 9 Teaching Visual/Tactual Students Who Need Structure with Programmed Learning Sequences Chapter 10 Teaching Unmotivated Students with Multi-Sensory Instructional Packages Chapter 11 Experimenting with Learning-Style Instructional Strategies in Practitioner-Oriented Steps Chapter 12 Research on the Dunn and Dunn Learning-Styles Model: How Do We Know It Works? Chapter 13 How Schools, Parents, and Courts Can Respond to Federal Law and Improve Classroom Teaching for At-Risk Students
Rita Dunn is professor and director of the Center for the Study of Learning and Teaching Styles, St. John's University. Andrea Honigsfeld is associate professor and associate dean in the Division of Education at Molloy College in New York.
Whereas some pedagogical approaches will be more effective with
particular learners, stimulating and engaging teaching through
individuals' learning styles is effective for all students. The
effectiveness of both differentiation and learning styles is
confirmed by research and is critical for teachers who work with
at-risk students. This book provides a guide for educators
world-wide to differentiate through a organized approach to
learning.
*Carolyn Brunner, director of International Graduate Programs for
Educators at Buffalo State, SUNY*
Dunn worked to identify research-based methods of instruction in
education long before it became the mandate to employ such
interventions. This compilation of years of well-researched
strategies advocated by Dunn and Honigsfeld is a valuable resource
for educators at all levels.
*Armin Paul Thies, associate clinical professor of the Child Study
Center, Yale University*
As schools engage in the strategic work of closing the achievement
gap for their at-risk populations, differentiation is the most
important tool. Principals and teachers committed to supporting the
needs of diverse learners should read this book. It is filled with
practical resources and strategies for enhancing the delivery of
instruction and increase results for nontraditional learners!
*Theresa Axford, principal of Sugarloaf School, a Demonstration
School of Excellence in Florida*
Differentiated Instruction for At-Risk Students is a superb text
that guides educators to use the learning styles of different kinds
of at-risk students to help them to be successful. The
instructional approaches provided are realistic and responsive to
at-risk students' learning styles. Guidelines for implementing each
strategy with graphics and instruments. are also provided. Here is
an easy to use, realistic guide that can make a different for our
lowest achieving students.
*Marcia Knoll, professor of education at Hunter College*
Dunn and Honigsfeld have done an outstanding job synthesizing over
850 research studies and translating them into hands-on learning
styles strategies for use with at-risk K-12 students. This is a
book for teachers and administrators that combines innovative
instructional approaches with administrative suggestions for
preventing school failure and focusing on the goal of preventing
learners from falling through the cracks. A must-have for all
professional libraries!
*Mary Ellen Freeley, associate professor at St. John?s University
and past president of Association for Supervision and Curriculum
Development*
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