Summary
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Subject index
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 Nelson's 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!
Curriculum Design
Curriculum Design
The design elements for a curriculum (plot) that will best meet the learning needs of dramatic learners are not much different from those elements typically used for traditional lesson and unit planning. Teachers and administrators who have developed sound curriculum-designing skills should have no problems making the adjustments necessary to create learning experiences that are better targeted to reach their dramatic learners. In reality, we need to understand and master just a few simple keys to make the planning process more successful. Though they may seem like minor adjustments to standard lesson planning practices, these keys are essential to use when working with this particular population of learners.
It doesn't matter how we have fared with other learners. We must change what we ...
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