Planning Effective Instruction,
6th Edition

Part I: PLANNING WHAT TO TEACH.
1. Thinking about Content.
2. Writing Objectives.
Part II: PLANNING HOW TO TEACH.
3. General Approaches to Universal Instructional Interventions.
4. Critical Teaching Skills for Focusing Attention.
5. Critical Teaching Skills for Presenting Information.
6. Critical Teaching Skills for Promoting Active Participation.
7. Critical Teaching Skills for Planning Practice and Monitoring Student Progress.
8. Critical Teaching Skills for Planning Partner and Small-Group Work.
9. Selected Instructional Interventions.
Part III: THE CONTEXT FOR TEACHING AND LEARNING.
10. Supporting Student Behavior.
11. Critical Management Skills for Communicating with Students.
12. Critical Management Skills for Structuring the Learning Environment.
Part IV: WRITING YOUR PLAN.
13. Lesson Planning.
14. Activity Planning.
15. Direct Instruction.
16. Informal Presentation.
17. Structured Discovery.
18. Teaching Specialized Content.
Appendix: Teaching Plans.

• Kay M. Price

  Kay M. Price is a seasoned teacher education instructor and supervisor; she taught and supervised at Western Washington University for 30+ years. She has also been a special education teacher and consultant in K−12 schools. Her areas of interest and expertise include instructional planning and delivery, teacher coaching for pre-service and in-service teachers in general and special education, inclusion strategies, adapting instruction for students with learning problems, and general classroom management.

• Karna L. Nelson

  Karna L. Nelson is an experienced teacher education instructor and supervisor; she taught for 25+ years at Western Washington University. She was also a special education teacher and a K−12 school consultant. Her areas of expertise and interest include instructional planning and delivery, adapting instruction for English-language learners, positive behavior support and management, and teaching individuals with emotional and behavior disorders.

• Learning objectives and outlines in each chapter direct students to important key ideas to help them focus their attention while reading.

• IES Practice Guide Recommendations assure instructors and students that evidence-based best practices are presented for use in classrooms.

• New strategies and techniques for implementing critical teaching skills increase readers' "toolbox" for diversity responsive teaching.

• More visual organizers help clarify key information.

• Key terms defined in each chapter support student comprehension and recall.

• Teacher Checklists summarize the key points of the chapter into a succinct list that students can use as self-checks in their own classrooms.

• Additional tech notes provide information about technology tools that facilitate the teaching of diverse learners.

• The Framework for Diversity Responsive Teaching helps provide structure for the themes throughout the book. Part 1 emphasizes how to think carefully about content and outcomes before planning how to teach. Part 2 focuses on universal interventions (i.e., strategies that benefit all students). To ensure that students are prepared for potential obstacles that might derail an otherwise well-planned lesson or activity, Part 3 includes coverage of classroom and behavior management. Part 4 includes specific guidance on how to write effective lesson and activity plans.

• Teachers in Action boxes provide examples of teachers who are planning lessons or activities for their classes. The scenarios, introduced at the beginning of the chapter and revisited at the end, provide a reason for reading and an opportunity to apply the information presented in the chapter.

• Teacher Checklists, Mini-Lessons, and Mini-Activities highlight key information and provide ready-to-use tools for teachers.

• Examples of key concepts appear throughout each chapter.

• Strategies and examples support information on how to integrate proactive classroom management into lesson or activity plans. Strategies for managing behavior in the "challenging class" are also included.

• The authors focus on planning lessons and activities that are designed to meet the needs of the diverse student populations in today's classrooms, including classrooms with English Language Learners. They present ways to determine whether to write a lesson or activity plan and what to include in each, helping readers save time when planning. They also explain how to build universal design features and critical teaching skills into the initial stages of planning a lesson or activity, thereby decreasing the need to add accommodations for individuals.

• Information about connecting lesson objectives to the state standards in both general education and special education helps readers identify content that is important to teach.

• Examples of activity and lesson plans -- which serve as models to guide student teachers as they begin to write their own plans -- are designed for various grade levels, content areas, and group sizes.

• Chapters on critical teaching skills and critical management skills include many suggestions for responding to diversity.

• An appendix includes many examples of written lesson and activity plans that incorporate the concepts presented throughout the book. These plans also save future teachers from having to construct their own plans.

• Each chapter includes learning objectives and content is correlated to InTASC standards.

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

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