| Description |
1 online resource (176 pages) |
| Contents |
Cover; Title Page; Copyright Page; Dedication; Acknowledgments; Foreword; About the Author; Table of Contents; How to Use This Book; 1 Foundations; What Is Differentiated Instruction?; Dispelling Some Myths About Differentiated Instruction; Myth 1: Differentiated Instruction Consists of Students Doing Exercises in Self-Correcting Workbooks; Myth 2: Differentiated Instruction Is the All-Purpose Problem Solver; Myth 3: Differentiated Instruction Means That the Teacher Does Not Present Information |
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Myth 4: Differentiated Instruction Does Not Work in Classes Where Students Have to Master a Body of Information for a High-Stakes TestMyth 5: Differentiated Instruction Is Mainly for Students with Learning Deficits; Myth 6: Differentiated Instruction Means Dividing the Class into ""Bluebirds"" and ""Redbirds""; Myth 7: In a Heterogeneous Class, Brighter Students Will Be ""Used"" to Teach the Others; Values; Reflection: What Does Your Class Look Like?; What You Are Doing; What the Kids Are Doing; 2 Where Do I Start?; Teacher Habits of Mind; Reflection; The ""Big Ideas"" of Thinking |
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Comparison/ContrastConnecting Cause and Effect; Going from the Generality to the Specific, and Back to the Generality; Justifying an Assertion; Understanding Organization: Arrangements, Categories, Subordination; Description; Evaluating Against Criteria; Reflection; Differentiated Instruction for the ""Big Test""; Reflection; Grading Practices and Differentiating Instruction; The Flex Fund; Tiered Performance Tasks; Contracts; Compacting; Reflection; Understanding Your Teaching Style: How Will Differentiated Instruction Work for You? |
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Knowledge and Skills Are Actively Created, Rather Than Passively LearnedIn Delivering Instruction and in Assessing Students, Teachers Need to Consider Individual Differences; Learning Is Affected by Social and Emotional Conditions; A Conversation; Reflection; Summary; 3 The Language of Differentiated Instruction; Reflection; Terms; 4 Differentiating Instruction for Reading the Textbook; Three Teachers and a Textbook; How Does Your Textbook Fit into Your Teaching Style?; Reflection; How Learner-Friendly Is Your Textbook?; A Learner-Friendly Textbook; Reflection; Softening the Textbook |
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ReflectionSetting Up Expectations; Table of Contents; Whole Class Instruction; Reflection; Reading the Chapter; Reflection; Performance Tasks Based on Learning Theory; Devising Textbook-Based Performance Tasks; Whole Class Instruction; Reflection; Differentiating Content, Process, and Product in the Textbook; Differentiating Content; Reflection: Umbrella Themes; Differentiating Process; Reflection; Differentiating Assessment; Reflection: Alternative Assessment; Summary Reflection: The Textbook; 5 Differentiating Instruction for Independent Reading; Reading the Classics |
| Summary |
This book demonstrates how to make your classroom more responsive to the needs of individual students with a wide variety of learning styles, interests, goals, cultural backgrounds, and prior knowledge. Focusing on grades 6 through 12, this book showcases classroom-tested activities and strategies. Differentiated Instruction: A Guide for Middle and High School Teachers shows you how to vary your instruction so you can respond to the needs of individual learners. The concrete examples in this book demonstrate how you can use differentiated instruction to clarify: the content (what you want stud |
| Notes |
241 Classics: Outside Reading |
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Print version record |
| Subject |
Individualized instruction.
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Cognitive styles in children.
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Mixed ability grouping in education.
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Elementary school teaching.
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EDUCATION -- Elementary.
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Cognitive styles in children
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Elementary school teaching
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Individualized instruction
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Mixed ability grouping in education
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| Form |
Electronic book
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| ISBN |
9781317923695 |
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1317923693 |
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