Differentiated Instructional Strategies : One Size Doesn't Fit All,9781412936408

Differentiated Instructional Strategies : One Size Doesn't Fit All

by
Edition: 2nd
ISBN13: 9781412936408
ISBN10: 1412936403
Format: Paperback
Pub. Date: 2006-08-18
Publisher(s): Corwin Pr
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List Price: $36.95

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Summary

Praise for the First Edition: 'Highly recommended reading for classroom educators and a seminal contribution to Teacher Education supplemental reading lists and academic reference collections' - Midwest Book Review 'A teacher-friendly guide to differentiating instruction based on sound theory and best practice' - Joanne Quinn, OISE University of Toronto '[The book] is highly recommended reading for classroom educators and a seminal contribution to Teacher Education supplemental reading lists and academic reference collections' - Wisconsin Bookwatch 'Differentiated Instructional Strategies: One Size Doesn't Fit All provides information about strategies that will enable teachers to plan strategically so they can meet the needs of the wide variety of students in today's highly diverse classroom. Presented in an easy-to-use format, practical techniques and processes are shared that can be used to plan and adjust learning based on pre-assessment of individual students' knowledge, skills, experience, preferences, and needs' - Gifted Child Today 'My principals use Differentiated Instructional Strategies to design appropriate strategies for evaluating whether the needs of all learners have been met' - Linda S. Tafel, Professor, National-Louis University, Evanston Campus Differentiated instruction enables teachers to plan strategically so they can meet the needs of each and every student in today's highly diverse classroom. Now the book offering best practices and techniques for differentiated instruction has been updated and expanded by two of the field's most respected proponents. Differentiated Instructional Strategies, Second Edition, features more of the practical techniques and processes that teachers can use to adjust learning based on individual students' knowledge, skills, experience, preferences, and needs. This teacher-friendly guide is sure to be an important resource for any teacher, new or experienced, who wants to help every student in the classroom learn and succeed.

Table of Contents

Preface xi
About the Authors xiii
One Size Doesn't Fit All
1(8)
Figure 1. As With Clothing, So With Lessons: One Size Does Not Fit All
1(5)
Figure 2. Tools and Strategies for Designing Inclusive Differentiated Classrooms for Diverse Learners
6(2)
Figure 3. The Six-Step Planning Model for Differentiated Learning: Template
8(1)
Creating a Climate for Learning
9(14)
Figure 4. Emotional Intelligence Chart
15(8)
Knowing the Learner
23(24)
Figure 5. Learning Styles: Learning Is Affected by Such Factors as Time of Day and Environment
25(2)
Figure 6. How Do You Like to Learn?
27(2)
Figure 7. Learners Tend to Favor One Particular Learning Style But Are Capable of Working in All Four Areas, as Suggested by Bernice McCarthy's 4MAT Model
29(2)
Figure 8. A Matrix of Learning Styles Illustrates Their Connections and Similarities
31(4)
Figure 9. How Are You Intelligent?
35(1)
Figure 10. What Is Your Unique Multiple Intelligences Profile?
36(1)
Figure 11. Teachers Can Capture Observations Over Time About Students' Multiple Intelligences and Transfer Them to Student Profiles
37(2)
Figure 12. Eight Intelligences: Self-Reflection Tool Used by Students Individually or With Peers
39(1)
Figure 13. Yes---Maybe---No Line
40(1)
Figure 14. Focusing on Multiple Intelligences in the Classroom
41(1)
Figure 15. Suggestions for Using the Eight Multiple Intelligences
42(5)
Assessing the Learner
47(24)
Figure 16. Squaring Off Sample at Sea
50(1)
Figure 17. Squaring Off Sample on Land
51(15)
Figure 18. Performance Assessment Examples
66(5)
Adjusting, Compacting, and Grouping
71(24)
Figure 19. Adjustable-Assignments Model: Money
73(2)
Figure 20. Adjustable Assignments: Spanish
75(1)
Figure 21. Adjustable-Assignments Grid for Use by Teachers to Record Data About Student Readiness Levels
76(2)
Figure 22. Curriculum Compacting: Used to Provide Enrichment for Advanced Learners Beyond the Regular Curriculum
78(2)
Figure 23. Collaborative Jigsaw Compacting
80(1)
Figure 24. In-Class Compacting
80(2)
Figure 25. Personal Agenda to Keep Track of Time and Tasks
82(1)
Figure 26. Double-Duty Log
83(4)
Figure 27. Stick Picks: Used to Create Random Groups of Heterogeneous Learners
87(1)
Figure 28. Wagon Wheel Teaming: Rotating Concentric Circles to Form Teams of Three or Four Learners at Different Levels
88(7)
Instructional Strategies for Student Success
95(38)
Figure 29. Learning and Remembering New Information: A Complex Process
98(4)
Figure 30. Instructional Strategies for Improving Student Achievement: Best Practice, Brain Research, and Teaching Tactics
102(2)
Figure 31. Venn Diagram: Used to Identify an Area of Overlap Between Two Topics
104(1)
Figure 32. Cross-Classification Compare and Contrast Matrix
104(2)
Figure 33. Comparing 2 Things Flow Chart
106(1)
Figure 34. Example of a Word Web Used to Organize and Classify Primary and Secondary Concepts Related to World War II
107(1)
Figure 35. Graphic Organizer Framework
108(3)
Figure 36. Social Skill: Listening to Others
111(1)
Figure 37. Reflection on Group Work
112(2)
Figure 38. Keeping Students on Task Bookmarks
114(2)
Figure 39. Jigsaw Strategy: Used to Enhance Interdependence With More Advanced Learners
116(2)
Figure 40. Character Sketch: Used as an Organizer by Four Students When Reading a Story or Novel
118(3)
Figure 41. Aligning Lesson Plans With the Six Levels of Bloom's Taxonomy
121(1)
Figure 42. Question Starters and Classroom Activities Differentiated According to Bloom's Taxonomy
122(3)
Figure 43. Use of Different Verbs, Tasks, and Commands on Each Side of a Cube
125(1)
Figure 44. Cubes Vary in Color and Tasks Depending on the Prior Knowledge and Interests of the Learners
126(2)
Figure 45. Choice Board for Role-Playing
128(5)
Curriculum Approaches for Differentiated Classrooms
133(38)
Figure 46. Center Example: The Magic Egg
137(1)
Figure 47. Center Example: Bottled Eggs
138(1)
Figure 48. Center Planning Template
139(2)
Figure 49. Clipboard Cruising for Data Collection
141(2)
Figure 50. Center Checklists: Used to Address Targeted Needs of the Group
143(1)
Figure 51. Sample Feedback Card for Students to Assess Centers After They Have Worked in Them
144(1)
Figure 52. Multiple Intelligences: Suggestions for Centers and Projects
145(4)
Figure 53. Rubric for Project
149(4)
Figure 54. Sample Choice Board for Migration Project
153(1)
Figure 55. Bill of Rights Choice Board
154(1)
Figure 56. Choice Board for Studying the Solar System
155(1)
Figure 57. Sample Choice Board for Social Studies
156(1)
Figure 58. Sample Choice Wheel
157(1)
Figure 59. Choice Boards May Include Scrolls and Pyramids
157(1)
Figure 60. Multiple Intelligences Choice Board
158(3)
Figure 61. Flow Chart for a Basic Inquiry Model
161(2)
Figure 62. Choice Board for Study of World War II
163(1)
Figure 63. Contract Form for Student to Fill In After Choosing an Activity
164(1)
Figure 64. Contract Form in Which the Teacher Provides Some Core Activities
165(5)
Figure 65. Questions Teachers Need to Ask Themselves as They Plan and Design Contracts
170(1)
Putting It All Together in Your Differentiated Classroom
171(10)
Figure 66. The Six-Step Planning Model for Differentiated Learning: Template
172(1)
Figure 67. Adjustable-Assignments Grid to Record Data About Student Readiness Levels: Template
173(1)
Figure 68. Planning for Differentiated Learning for Early Elementary Math: Reading the Analog Clock/Telling Time
174(1)
Figure 69. Adjustable-Assignments Grid for Early Elementary Math: Understanding the Clock and Elapsed Time
175(1)
Figure 70. Planning for Differentiated Learning for Upper Elementary Science: Interpreting the Periodic Table
176(1)
Figure 71. Adjustable-Assignments Grid for Upper Elementary Science: Interpreting the Periodic Table
177(1)
Figure 72. Planning for Differentiated Learning for Middle School Science: Exploring the Functions of the Body's Skeletal and Muscular Systems
178(1)
Figure 73. Planning for Differentiated Learning for High School Social Studies: Examining the Impact of European Immigration on American Culture
179(1)
Figure 74. Checklist of Questions for Teachers Planning Differentiated Learning for Their Students
180(1)
Bibliography 181(6)
Index 187

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