Today's Diverse Classroom -- Diversity Responsive Teaching -- A Framework for Diversity Responsive Teaching -- Goals of Diversity Responsive Teachers -- Universal and Selected Interventions -- Universal Interventions -- Selected Interventions -- Built-Ins and Add-Ons -- The Challenging Class -- An Example of Diversity Responsive Teaching -- Attitude of the Diversity Responsive Teacher -- Part I. Planning What to Teach -- Chapter 1. Thinking about Content -- Thinking about What Students Need to Learn -- Subject Matter -- Types of Knowledge: Declarative and Procedural -- Diversity and Content -- Guidance in Choosing What to Teach -- State Standards -- Professional Organization Standards and Big Ideas -- Preparing to Teach -- Levels of Understanding -- Organizing Content for Teaching -- Choosing the Analysis -- Chapter 2. Writing Objectives -- Process -- State Standards: A Source of Objectives -- From General to Specific -- Measurable Objectives -- Multiple Objectives -- The Four Components of Objectives -- Behavior -- Conditions -- Criterion -- Bloom's Taxonomy of the Cognitive Domain -- Responding to Diversity when Planning the Objective -- A Final Thought -- Practicing Writing Objectives: Study Suggestions -- Bloom's Taxonomy -- Part II. Planning How to Teach -- Chapter 3. General Approaches to Universal Instructional Interventions -- Universal Design for Learning -- Applications -- Six Principles for Designing Instruction for Diverse Learners -- Differentiated Instruction -- Providing Options -- Similarities between Universal Design and Differentiated Instruction -- Planning for English Language Learners -- Stages of Language Acquisition -- Make What You Present Understandable -- Provide Opportunities for Language Use -- Chapter 4. Critical Teaching Skills for Focusing Attention -- Openings -- Strategies for Openings -- State the Objective and Objective Purpose -- Responding to Diversity When Planning the Opening -- Types of Questions -- Guidelines for Planning and Delivering Questions -- Responding to Skill Diversity When Planning Questions -- Responding to English Language Learners When Planning Questions -- Closings -- Strategies for Closings -- Responding to Diversity When Planning the Closing -- Chapter 5. Critical Teaching Skills for Presenting Information -- Presentations -- Designing Presentations -- Clarifying Key Terms and Vocabulary -- Responding to Skill Diversity When Presenting Information -- Responding to English Language Learners When Presenting Information -- Responding to Cultural Diversity When Presenting Information -- Demonstration or Modeling -- Types of Demonstrations -- Responding to Diversity When Planning a Demonstration -- Visual Supports -- Categories of Visual Supports -- Responding to Diversity When Planning Visual Supports -- Giving Directions for Tasks and Assignments -- Making Directions Clear -- Responding to Diversity When Giving Directions -- Chapter 6. Critical Teaching Skills for Promoting Active Participation -- Importance of Active Participation -- Types of Strategies -- Involvement Strategies -- Rehearsal Strategies -- Processing Strategies -- Responding to Diversity When Planning for Active Participation -- Responding to Skill Diversity When Planning for Active Participation -- Responding to Cultural Diversity When Planning for Active Participation -- Responding to English Language Learners When Planning for Active Participation -- Number of Strategies to Include -- Active Participation and Hands-On Activities -- Calling on Individuals -- Chapter 7. Critical Teaching Skills for Planning Practice and Monitoring Student Progress -- Planning Practice -- Student Practice -- Teacher Support -- Supervised Practice -- Responding to Skill Diversity When Planning Supervised Practice -- Responding to English Language Learners When Planning Supervised Practice -- Extended Practice -- A Special Note about In-Class Practice Activities -- Providing Effective Practice Using Role Plays -- A Special Note about Out-of-Class Practice Activities -- Responding to Diversity When Planning Extended Practice -- Monitoring Student Progress -- Terminology Used in Monitoring Progress -- Formative Evaluation -- Summative Evaluation -- The Role of Performance Feedback -- The Teaching/Learning Cycle -- Chapter 8. Critical Teaching Skills for Planning Partner and Small-Group Work -- Reasons for Using Peers in Instruction -- Potential Problems -- Planning for Using Peers in Instruction -- When to Plan -- Planning Decisions -- Chapter 9. Selected Instructional Interventions -- Distinguishing between Universal and Selected Interventions -- Accommodations and Modifications -- The Challenging Class -- Specific Areas of Challenge -- Acquisition of Information -- Difficulty Maintaining Attention -- Difficulty Keeping Still -- Difficulty Reading -- Difficulty with Selective Attention -- Processing or Memorizing Information -- Difficulty Waiting or Impulsiveness -- Difficulty Beginning Tasks -- Difficulty Completing Tasks -- Difficulty Organizing -- Difficulty with Tasks That Require Memorization -- Expressing Information -- Slow or Poor Handwriting -- Messiness -- Difficulty with Taking Tests -- Difficulty Sticking with Routine Tasks -- Difficulty Following Directions -- Part III. The Context for Teaching and Learning -- Chapter 10. Supporting Student Behavior -- Connecting with Students -- Responding to Diversity When Connecting with Students -- Creating a Diversity Responsive Environment -- The Physical Environment -- The Social Environment -- The Emotional Environment -- Universal Behavioral Interventions -- Developing Classroom Rules -- Establishing Classroom Routines -- Planning Social Skills Instruction -- How to Teach Rules, Routines, and Social Skills -- Selected Behavioral Interventions -- When to Use Selected Behavioral Interventions -- Types of Selected Behavioral Interventions -- Responding to Diversity -- Chapter 11. Critical Management Skills -- Arranging the Room -- Responding to Diversity When Arranging the Room -- Gaining Attention -- Responding to Diversity When Gaining Attention -- The Challenging Class -- Communicating Behavior Expectations -- Responding to Diversity When Communicating Behavior Expectations -- The Challenging Class -- Acknowledging Appropriate Behavior -- Responding to Diversity When Acknowledging Appropriate Behavior -- The Challenging Class -- Monitoring Student Behavior -- Responding to Diversity When Monitoring Student Behavior -- Planning for Logistics -- Managing Transitions -- Responding to Diversity When Managing Transitions -- The Challenging Class -- Part IV. Writing Your Plan -- Chapter 12. Lessons versus Activities -- Primary Differences between Lessons and Activities -- Lesson Example -- Definition of Terms -- Activities -- Activity Purposes -- Activity Examples -- Chapter 13. Lesson Planning -- Generic Components of a Lesson Plan -- Component 1. Preplanning Tasks -- Component 2. Lesson Setup -- Component 3. Lesson Opening -- Component 4. Lesson Body -- Component 5. Extended Practice -- Component 6. Lesson Closing -- Component 7. Evaluation -- Component 8. Editing Tasks -- Steps in Writing a Lesson Plan -- Sequence for Writing the Components of a Lesson Plan -- Writing a Useful Plan -- How to Write a Reader-Friendly Plan -- Chapter 14. Activity Planning -- Purposes of Activities -- Generic Components of an Activity Plan -- Component 1. Preplanning Tasks -- Component 2. Activity Beginning -- Component 3. Activity Middle -- Component 4. Activity Closing -- Component 5. Editing Tasks -- Steps in Writing an Activity Plan -- Sequence for Writing the Components of an Activity Plan -- Writing a Useful Plan -- Preface to the Lesson Models -- Selecting a Model to Use -- Responding to Skill Diversity When Selecting a Lesson Model -- Responding to Cultural Diversity When Planning Lessons -- Organization of Chapters 15 through 17 -- Chapter 15. Direct Instruction -- Uses of Direct Instruction -- Key Planning Considerations -- Content Analysis -- Presentation of Information -- Demonstration -- Supervised Practice -- Chapter 16. Informal Presentation -- Uses of Information Presentation.

Key Planning Considerations -- Content Analysis -- Content Knowledge -- Advance Organizer -- Checks for Understanding and Active Participation -- Presentation Delivery -- Extended Practice -- Chapter 17. Structured Discovery -- Uses of Structured Discovery -- Key Planning Considerations -- Content Analysis -- Writing the Objective -- Stating the Objective to Students -- Setting Up the Discovery -- Selecting Examples and Nonexamples -- Planning Questions and Prompts -- Supervised Practice -- Behavior Expectations -- Chapter 18. Teaching Specialized Content -- Teaching Concepts -- Concepts Defined -- Types of Concepts -- Direct Instruction Model -- Structured Discovery Model -- Key Planning Considerations -- Teaching Social Skills -- Choosing the Lesson Model to Use -- Key Planning Considerations -- Teaching Learning and Study Strategies -- Strategy Purposes -- Choosing the Lesson Model to Use -- Key Planning Considerations -- Chapter 19. Editing Your Plan -- Editing Task #1. Editing for Critical Management Skills -- Application of Editing Task #1 -- Editing Task #2. Editing for Instructional Interventions -- Application of Editing Task #2 -- Editing Task #3. Evaluate Congruence -- Chapter 20. Using the Framework for Diversity Responsive Teaching -- Using the Framework for Brainstorming -- Narrative Example -- Using the Framework as a Tool for Self-Reflection -- Mr. Perez's Lesson Plan -- Mr. Perez's Students -- Narrative Example -- Mr. Perez's Reflection.