Take advantage of a resource that's right in your classroom-your students! This 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 more Use assessment tools, lesson plans, case studies, and checklists to put collaboration with students into practice…mehr
Take advantage of a resource that's right in your classroom-your students! This 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 more Use assessment tools, lesson plans, case studies, and checklists to put collaboration with students into practice
Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations.
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Foreword: The Importance of Students' Voices by Paula Kluth and Peyton Goddard List of Tables List of Figures Acknowledgments About the Authors I. Introduction Letter to the Reader 1. Why Collaborate with Students? Rationale #1: Student Collaboration Facilitates 21st Century Goals of Education Rationale#2: Student Collaboration is Democratic Schooling Rationale #3: Student Collaboration Increases Self-Determination Rationale #4: Student Collaboration Increases Academic and Social Competence Rationale #5: Student Collaboration Facilitates Other School Reform Efforts Rationale #6: Student Collaboration is an Untapped Resource in Times of Limited Fiscal and Human Resources Summary II. Teaching With Students Definition of Teaching What is the Instructional Cycle? What is the Research Base for Teaching with Students? 2. Students as Co-Teachers in Cooperative Learning Groups What is Cooperative Learning? What Cooperative Groups Are NOT Five Essential Ingredients of Cooperative Group Learning: PIGS Face The Four Phases of Planning and Implementing Formal Cooperative Group Lessons Teacher Decisions at Each Phase of Planning and Implementation An Example of a Formal Cooperative Group Lesson What Do Students Say About Cooperative Group Learning Summary 3. Students as Peer Tutors and Partner Learners Meet Some Peer Tutors What is Peer Tutoring/Partner Learning? Essential Ingredients of Peer Tutoring and Partner Learning Getting Started with Peer Tutoring and Partner Learning An Example of a Peer Tutoring/Partner Learning Lesson Students' Views of Peer Tutoring and Partner Learning Summary 4. Students as Co-Teachers What is a Co-Teacher? What are Examples of Adults Co-Teaching with Students? Co-Teaching Approaches Challenges Faced by Student Co-Teachers What Are Student Co-Teachers, Adult Co-Teachers, Administrators, and Learners in Co-Taught Classes Saying About Co-Teaching? Summary III. Decision-Making With Students 5. Empowering Students as Collaborative Creative Thinkers Barriers to Creative Thinking and Action Awareness Plans for Busting Barriers and Imagining Improvements Osborn-Parnes Creative Problem-Solving (CPS) Process Thinking for Collaborative Solution Finding-Focusing Upon What You Can Do Summary 6. Students as Instructional Decision Makers Collaborating with Students to Determine the Product of Learning Collaborating with Students to Differentiate Instruction for Struggling Learners Summary 7. Students as Designers of Their Own Learning Defining and Nurturing Self-Determination Making Action Plans (MAPs) as a Tool to Actualize Self-Determination Student-Led Individualized Education Programs Personal Learning Plans as a Tool to Teach Self-Determination What Do Students Say About Self-Determination? Summary 8. Students as Mediators of Conflict and Controversy Examples of Everyday School Conflicts Understanding Conflict An Example of a Class-Wide or School-Wide Peer Mediation Program A Lesson Plan Example: Learning Friendly Disagreeing Skills Summary 9. Students as Collaborators in Responsibility A "Circle of Courage" Definition of Responsibility The Self-Discipline Pyramid Summary Epilogue: Beyond Benevolence to Befriending Glossary Resources A. Cooperative Group Learning Lesson Plan B. Peer Tutor Lesson Plan C. Co-Teaching Lesson Plan D. Syllabus for High School Course for Teaching Students to Be Co-Teachers E. Template for Product-Activity Matrix Integrating Bloom's Taxonomy and Gardner's Multiple Intelligence Theory F. Template for Facts about the Learner, Classroom Demands, Mismatches, and Potential Solutions G. Student Collaboration Quiz (for students) References Index
Foreword: The Importance of Students' Voices by Paula Kluth and Peyton Goddard List of Tables List of Figures Acknowledgments About the Authors I. Introduction Letter to the Reader 1. Why Collaborate with Students? Rationale #1: Student Collaboration Facilitates 21st Century Goals of Education Rationale#2: Student Collaboration is Democratic Schooling Rationale #3: Student Collaboration Increases Self-Determination Rationale #4: Student Collaboration Increases Academic and Social Competence Rationale #5: Student Collaboration Facilitates Other School Reform Efforts Rationale #6: Student Collaboration is an Untapped Resource in Times of Limited Fiscal and Human Resources Summary II. Teaching With Students Definition of Teaching What is the Instructional Cycle? What is the Research Base for Teaching with Students? 2. Students as Co-Teachers in Cooperative Learning Groups What is Cooperative Learning? What Cooperative Groups Are NOT Five Essential Ingredients of Cooperative Group Learning: PIGS Face The Four Phases of Planning and Implementing Formal Cooperative Group Lessons Teacher Decisions at Each Phase of Planning and Implementation An Example of a Formal Cooperative Group Lesson What Do Students Say About Cooperative Group Learning Summary 3. Students as Peer Tutors and Partner Learners Meet Some Peer Tutors What is Peer Tutoring/Partner Learning? Essential Ingredients of Peer Tutoring and Partner Learning Getting Started with Peer Tutoring and Partner Learning An Example of a Peer Tutoring/Partner Learning Lesson Students' Views of Peer Tutoring and Partner Learning Summary 4. Students as Co-Teachers What is a Co-Teacher? What are Examples of Adults Co-Teaching with Students? Co-Teaching Approaches Challenges Faced by Student Co-Teachers What Are Student Co-Teachers, Adult Co-Teachers, Administrators, and Learners in Co-Taught Classes Saying About Co-Teaching? Summary III. Decision-Making With Students 5. Empowering Students as Collaborative Creative Thinkers Barriers to Creative Thinking and Action Awareness Plans for Busting Barriers and Imagining Improvements Osborn-Parnes Creative Problem-Solving (CPS) Process Thinking for Collaborative Solution Finding-Focusing Upon What You Can Do Summary 6. Students as Instructional Decision Makers Collaborating with Students to Determine the Product of Learning Collaborating with Students to Differentiate Instruction for Struggling Learners Summary 7. Students as Designers of Their Own Learning Defining and Nurturing Self-Determination Making Action Plans (MAPs) as a Tool to Actualize Self-Determination Student-Led Individualized Education Programs Personal Learning Plans as a Tool to Teach Self-Determination What Do Students Say About Self-Determination? Summary 8. Students as Mediators of Conflict and Controversy Examples of Everyday School Conflicts Understanding Conflict An Example of a Class-Wide or School-Wide Peer Mediation Program A Lesson Plan Example: Learning Friendly Disagreeing Skills Summary 9. Students as Collaborators in Responsibility A "Circle of Courage" Definition of Responsibility The Self-Discipline Pyramid Summary Epilogue: Beyond Benevolence to Befriending Glossary Resources A. Cooperative Group Learning Lesson Plan B. Peer Tutor Lesson Plan C. Co-Teaching Lesson Plan D. Syllabus for High School Course for Teaching Students to Be Co-Teachers E. Template for Product-Activity Matrix Integrating Bloom's Taxonomy and Gardner's Multiple Intelligence Theory F. Template for Facts about the Learner, Classroom Demands, Mismatches, and Potential Solutions G. Student Collaboration Quiz (for students) References Index
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