EFFECTIVE TEACHING AND LEARNING IN LARGE CLASSES

 INTRODUCTION 3
CHAPTER 1 - THE INCLUSIVE CLASSROOM 4
1.1 THEORIES OF INTELLIGENCE 6
1.2 EVOLVING DEFINITIONS OF GIFTEDNESS 7
1.3 MYTHS ABOUT ADVANCED STUDENTS 8
1.4 IDENTIFYING THE STUDENTS 9
CHAPTER 2- GROUPING THE STUDENTS 11
2.1 ABILITY BASED GROUPING 11
2.2 ABILITY GROUPING STRATEGIES 15
2.3 WHAT DID THE STUDY REVEAL? 18
2.4 STRATEGIES FOR TEACHING ADVANCED STUDENTS IN THE INCLUSIVE CLASSROOM 20
2.5 ANSWERS TO COMMON QUESTIONS ABOUT ABILITY GROUPING 20
CHAPTER 3- MIXT ABILITY CLASSES 25
3.1 CLASSROOM ORGANIZATION AND MANAGEMENT 29
3.2 WHAT IS DIFFERENTIATED INSTRUCTION? 30
3.3 SOCIAL AND EMOTIONAL CLIMATE 30
3.4 SUPPORT FOR MINORITY STUDENTS 31
3.5 MANAGING THE YOUNG TEENAGE LEARNER 32
CHAPTER 4- SUPPORT FOR GIRLS 35
CHAPTER 5- DIFFERENTIATING CONTENT 36
CHAPTER 6- CURRICULUM COMPACTING AND FLEXIBLE PACING 38
CHAPTER 7- KNOWING THE STUDENTS IS THE KEY 41
7.1 SELF-DIRECTED LEARNING 42
7.2 LEARNING CENTERS 44
7.3 PROBLEM- BASED LEARNING 45
CHAPTER 8- SEMINARS 47
CHAPTER 9- EFFECTIVE TEACHING AND LEARNING IN LARGE CLASSES 49
9.1 WHAT IS A LARGE CLASS? 49
9.2 HOW DOES CLASS SIZE MAKE A DIFFERENCE? 50
9.3 ORGANIZATION OF A LARGE CLASS 53
9.4 TEACHING LARGE CLASSES 58
CHAPTER 10- RESULTS 63
10.1 MIXED AND MORE MIXED ABILITIES 67
10.2 A BASIC FACT ABOUT HUMAN PSYCHOLOGY 67
10.3 THE DILEMMA FOR TEACHING 68
10.4 SPECIAL EDUCATION 69
CONCLUSIONS 73
BIBLIOGRAPHY 74