Instructional strategies and curriculum design for at-risk students
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Date
1998
Authors
Way, Deidre G. M
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998
Abstract
The number of students experiencing academic underachievement
or who are potential dropouts is increasing (Alderman,1990).
These at-risk students have the ability and desire to learn, but
are heading towards failure in pursuit of a formal education
because of interference from personal, school, or community
related issues.
A review of the literature shows that students who are atrisk
of failure will respond positively when emphatic teachers
using individualized instruction, continuous student paced
programs, reward systems, and technology assisted instruction,
truly believe in their potential academic capabilities. Providing
opportunities for these students to set realistic goals, offering
challenging, yet manageable, relevant course work, highlighting
key concepts, and using maps and charts will engage and motivate
at-risk students as they work through their educational materials.
This study includes a sampling of social studies lessons,
reflecting and incorporating the findings summarized in the
literature review, thus appealing to the unique needs of at-risk
students placed in a multi-grade, alternate classroom. This type
of curriculum design and delivery, along with successful
instructional strategies, takes planning and patience but may be
the first step toward reversing the cycle of educational failure
these students are experiencing in our schools.
Description
vi, 73 leaves : ill. (some col.) ; 28 cm. --
Keywords
Learning disabilities , Problem children -- Education , Education -- Curriculum , Curriculum enrichment , Instructional systems -- Design , Individualized instruction