41 Active Learning Strategies for the Inclusive Classroom, Grades 6–12
- Diane Casale-Giannola - Rider University, USA
- Linda Schwartz Green - Centenary College
Inclusive Education | Learning & the Brain | Student Engagement & Motivation
Research shows that all students—regardless of learning style, disability category, or language difference—learn more effectively when they are engaged in active learning. 41 Active Learning Strategies for the Inclusive Classroom shows teachers how to help all students achieve positive learning outcomes. The authors provide a compilation of strategies that serve as blueprints for instructional design and directions for using them across a variety of content areas. The many benefits of active learning include:
A more engaged and interactive classroom
Increased self-directed learning
Development of higher-order thinking skills such as analysis, synthesis, evaluation
Improved reading, discussion, and writing competencies
Each strategy includes materials, directions, sample applications across content areas, ways to support students with learning differences, and sample vignettes. New teacher requirements and raised expectations to meet higher standards for all students might make the teaching challenge look daunting. The authors understand your journey, and will walk you through the process step-by-step so that you are fully prepared to achieve success!
"Teachers and their students will love this compilation of familiar and fresh active learning strategies, relevant for 21st century learners. This resource provides a 'no excuse' and comprehensive guide to planning active student engagement."
"Diane Casale-Giannola and Linda Schwartz Green will reach educators of grades 6-12 with research motivating adolescents to learn. Strategies focus on creating a more engaged interactive classroom environment and also focus on self-directed learning processes, offering clear keys that include materials, directions, sample applications, and more."
Sample Materials & Chapters
Chapter 1: Inclusion at the Secondary Level