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Creating an Actively Engaged Classroom
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Table of Contents

Introduction: Student Engagement and Teacher Responsibility Section I: Verbal Engagement Strategies Whip Around Quick Poll Choral Responding Individual Questioning Strategies for Student Response Section II: Nonverbal Engagement Strategies Stop and Jot Guided Notes Response Cards Colored Choice Multiple Choice True/False Response Slates and Whiteboards Hand Signals Fist to Five Fingers for Numbers Thumbs Up/Thumbs Down Section III: Partner and Team Engagement Strategies Turn and Talk Cued Retell Numbered Heads Together Four Corners Snowball Classroom Mingle Conclusion: Putting It All Together Appendix A. Stop-and-Jot Template-Elementary B. Stop-and-Jot Template-Secondary C. Response Card Templates D. Fist-to-Five Visual E. Thumbs Up/Thumbs Down Visual F. Thumbs Up/Thumbs Down/Thumbs Sideways Visual G. Cued-Retell Sheet H. OTR Data Collection Form-Overall OTR Only I. OTR Data Collection Form-Individual/Group OTR-Specific Strategies Used References

About the Author

Todd Whitney is an Assistant Professor of Special Education in the College of Education and Human Development at the University of Louisville. He received his Ph.D. in Special Education with an emphasis in learning and behavioral disorders from the University of Louisville. He has taught special education methods, assessment, and classroom management courses for almost 10 years across three universities (Kentucky and Tennessee). His research areas of interest include evidence-based academic and behavioral interventions for students with disabilities and the effective use of evidence-based instructional practices to increase student engagement. Justin T. Cooper is an Associate Professor and Assistant Department Chair in the College of Education and Human Development at the University of Louisville. He received his Ed.D. in Special Education with an emphasis in learning and behavioral disorders from the University of Kentucky. He is a Past President of the Council for Children with Behavioral Disorders, a division of the Council for Exceptional Children. He conducts trainings for schools and school districts in the area of effective instruction and behavior management. His research interests include teacher preparation, the effects of teacher behavior on student behavior, effective instructional strategies, functional behavioral assessment, and behavior intervention planning. Terrance M. Scott is a senior principal education researcher at the Stanford Research Institute (SRI). Before joining SRI in 2020, Dr. Scott spent 24 years as a professor and researcher in special education. He began his career as a counselor in residential treatment and has worked with students with challenging behaviors across a variety of settings. Since receiving his PhD in Special Education at the University of Oregon in 1994, Dr. Scott has written over 100 publications, has conducted well more than 1,000 presentations and training activities throughout the United States and across the world, and has successfully competed for more than $24 million in external grant funding. In 2004 he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children, and in 2012 he received the Outstanding National Leadership Award from the Council for Children with Behavior Disorders. He was elected president of this organization in 2013 and served as a two term editor of the journal, Beyond Behavior. His research interests focus on schoolwide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, video-based training for school personnel, and scientific research in education.

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