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Breaking the Learning Barrier for Underachieving Students : Practical Teaching Strategies for Dramatic Results by George D. Nelson (2005, Perfect)
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About this product
Product Identifiers
PublisherCorwin Press
ISBN-10141291485X
ISBN-139781412914857
eBay Product ID (ePID)15038855559
Product Key Features
Number of Pages280 Pages
Publication NameBreaking the Learning Barrier for Underachieving Students : Practical Teaching Strategies for Dramatic Results
LanguageEnglish
SubjectGeneral, Special Education / Learning Disabilities, Teaching Methods & Materials / General
Publication Year2005
TypeTextbook
Subject AreaEducation
AuthorGeorge D. Nelson
FormatPerfect
Dimensions
Item Height0.7 in
Item Weight13 Oz
Item Length9 in
Item Width6 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN2005-014946
Dewey Edition22
IllustratedYes
Dewey Decimal371.82694
Table Of ContentPrefaceAcknowledgmentsAbout the Author1. The System2. Dramatic Elements3. Character and Education4. The Profile of a Dramatic Learner5. The Structure of Dramatic Learning6. Curriculum Design7. Getting Into it HIPA Deep8. Learning and Self Image9. Discipline and the Dramatic LearnerConclusionAppendixIndexEnd Notes
SynopsisThis guide explains the special learning and discipline needs of dramatic or at-risk learners and outlines specific teaching strategies for helping dramatic learners succeed., Make a breakthrough with underachieving and at-risk students! Little compares to the thrill of seeing a young mind come alive with wonder. But despite the best efforts, there are always students who seem unreachable, unteachable. So what can educators do to make learning fun and rewarding for all students? Breaking the Learning Barrier for Underachieving Students provides a strong theoretical understanding of learning styles, focusing on at-risk, or "dramatic" learners and why traditional teaching methods fail to meet their educational needs. Offering innovative yet practical teaching strategies, disciplinary policies, and lesson plans designed to engage even the most reluctant learners, Nelson demonstrates the importance of the principles that guide his groundbreaking work with at-risk students: Learning requires active involvement, participation, and effort from the learner Learners need dramatic elements to gain meaning and inspiration Teachers must consider the values and preferences of the learner Learning must be fun Using Nelsons classroom-tested strategies to modify existing lessons and the learning environment so that these conditions are met, you will be amazed by the progress you can make with every student in your classroom!, Combining theory and practice, Nelson has developed an innovative way to reach the at-risk-or "dramatic"-learner, improving the learning environment for all other students in the process. Using dramatic theory as an extended metaphor, Nelson first provides the reader with a strong theoretical understanding of the particular learning needs of the "dramatic" learner, and explains why a traditional classroom environment fails to meet these needs. With this foundation in place, Nelson provides practical, classroom-tested strategies and ideas that can be used to meet the particular teaching and discipline needs of these students. Breaking the Learning Barrier for At-Risk Students presents four learning principles: o Learning! requires the active involvement of the learner. Nothing can be learned without the willing participation and effort of the learner. o Life without drama is meaningless and uninspiring. Learning that is not built upon dramatic elements is also meaningless and uninspiring. o Learning must be value based. When teaching takes into account the values and preferences of a learner, he or she will be motivated to participate. o Learning must be fun. When the first three conditions exist, learning becomes the most rewarding, engaging, and fun activity in life. By utilizing the principles of dramatic structure in their course work, teachers will uncover the power of discovery based learning-getting even the most reluctant students actively engaged in the learning process.
LC Classification NumberLC4691.N45 2006
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