• Summary
  • Contents
  • Subject index

“This book reveals how powerful learning could be if students and educators shared more of the teaching responsibilities! Involving students in the teaching experience helps them learn more academically and do more socially.”

—Peggy King-Sears, Professor

George Mason University

“In this easy-to-read resource, the authors help educators understand that inclusion isn't something that we do to and for students, but rather, something we must do with students. The powerful anecdotes of educators and students planning, tutoring, and teaching side by side give us new hope and further direction for the creation of inclusive schools.”

—Cathy L. Taschner, Assistant Superintendent

Oxford Area School District, PA

Take advantage of a resource that's right in your classroom—your students!

How can you meet the needs of a diverse student population in mixed-ability classrooms and maintain a cooperative, caring, and active learning environment? Students are the perfect resource!

Research shows that when students collaborate with teachers, they take responsibility for what happens in the classroom, care about their classmates, and become more engaged in learning. This comprehensive book offers practical strategies for empowering students as co-teachers, decision makers, and advocates in the classroom. Ideal for K—12 general and special education teachers, this guide describes how to

Involve students in instruction through collaborative learning groups, co-teaching, and peer tutoring that foster self-discipline and responsible behavior; Make students a part of decision making by utilizing personal learning plans, peer mediation, and other methods; Put collaboration with students into practice using the assessment tools, user-friendly lesson plans, case studies, and checklists included

Collaborating With Students in Instruction and Decision Making is packed with all the information, strategies, and tools teachers need to tap their students' potential as a resource for making a difference in the classroom.

Introduction
Introduction

There are three components to Part I: Introduction. The Foreword features Professor Paula Kluth, a researcher and advocate for augmented communication techniques that allows students to express themselves, and Peyton Goddard, a student and recent college graduate who has had the experience of advocating ...

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