Who are students at risk of academic failure and how should we teach them? -- What is learning style? -- Teaching global students globally -- Redesigning classrooms for increased comfort and concentration -- Teaching tactual students tactually -- Teaching kinesthetic students kinesthetically -- Teaching peer-motivated students with small-group techniques -- Teaching at-risk students with contract activity packages -- Teaching visual/tactual students who need structure with programmed learning sequences -- Teaching unmotivated at-risk students with multisensory instructional packages -- Experimenting with learning-style instructional strategies in practitioner-oriented steps -- Research on the Dunn and Dunn Learning-Styles Model : how do we know it works? -- How schools, parents, and courts can respond to federal law and improve classroom teaching for at-risk students / by Robin A. Boyle
Summary
No single approach to teaching is effective with all children; each helps those with identified learning-style strengths to increase their knowledge base within the first three or four months of classroom use. Some learners will want to continue using a single method; others will prefer a variety of approaches. When the activities described herein are introduced to students whose learning styles they match, most will demonstrate strong abilities to learn and remember new and difficult content within the first four months of beginning--if not earlier. This book is written to prevent more childre
Bibliography
Includes bibliographical references (pages 165-180)
