The Differentiated Instruction Book of Lists. J–B Ed: Reach and Teach - Product Image

The Differentiated Instruction Book of Lists. J–B Ed: Reach and Teach

  • ID: 2211508
  • Book
  • 288 Pages
  • John Wiley and Sons Ltd
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Differentiated Instruction (DI) puts the focus on student activity rather than direct teacher instruction. In differentiated classrooms, students are doing things like moving around the room to learning stations, leading discussions, giving presentations, and working on teams to solve creative problems. These involved students are highly invested in learning and are given a wide variety of opportunities to succeed.

The Differentiated Instruction Book of Lists is the definitive reference for Differentiated Instruction for teachers in grades K–12. Ready for immediate use, this handy resource includes more than 150 up–to–date lists for developing instructional materials, planning lessons, and assessing students. Written by two experts on the topic, the book is filled with practical examples, proven teaching ideas, and engaging activities that can be used or adapted to meet the wide range of students′ individual needs.

Authors Jenifer Fox and Whitney Hoffman show how to:

  • Teach with the individual in mind
  • Plan a differentiated curriculum
  • Create strategies for differentiating language arts, math, science, social studies, art, physical education, and health
  • Employ commonly used DI techniques for various grade levels
  • Develop DI classroom management skills
  • Tap into new media strategies that naturally differentiate instruction

With this hands–on guide, teachers can meet the instructional needs of all students so that they can reach their full potential.

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The Authors v

Acknowledgments vii

Preface xv

Introduction 1

Section 1 Understanding Differentiated Instruction 5

List 1.1. A Vision for the Differentiated Instruction Classroom 6

List 1.2. One–Size–Fits–All Teaching Versus Differentiated Teaching 7

List 1.3. Small Things That Make a Big Difference 8

List 1.4. Common Misconceptions 10

List 1.5. Differentiate the Materials 12

List 1.6. Differentiate the Task 14

List 1.7. Differentiate the Homework 15

List 1.8. Differentiate Checking for Understanding 16

List 1.9. Differentiate the Outcome 17

List 1.10. Are You Ready for Differentiated Instruction? A Few More Examples of What Is Expected 18

List 1.11. Definitions of Concepts Commonly Associated with Differentiated Instruction 20

Section 2 Teaching with the Individual in Mind 25

List 2.1. Building Relationships 26

List 2.2. Strategies to Determine Individual Strengths 28

List 2.3. Interest Inventories 30

List 2.4. Planning with Learning Styles in Mind 32

List 2.5. Multiple Intelligences and Differentiated Instruction 34

List 2.6. Tips for Raising Students Comfort Level 35

List 2.7. Tips to Help Struggling Students 37

List 2.8. Tips for Motivating All Students 39

List 2.9. Class Discussion Strategies 41

Section 3 Planning the Differentiated  Curriculum 43

List 3.1. Where to Begin andWhat to Do 44

List 3.2. Tips for Keeping Records for Differentiated Lesson Plans 46

List 3.3. How to Create Differentiated Lesson Plans with Bloom s Taxonomy 48

List 3.4. Differentiated Assessments 50

List 3.5. Curriculum Compacting: Why and How 53

List 3.6. What Are Authentic Choices? How to Plan with Them 55

List 3.7. General Planning Tips for the Differentiated Classroom 58

Section 4 Most Commonly Used Differentiated Instruction Techniques and How to Use Them 61

List 4.1. Tiered Lessons 63

List 4.2. Scaffolding Tools 66

List 4.3. Project–Based Learning 69

List 4.4. Learning Contracts 73

List 4.5. Graphic Organizers 77

List 4.6. Flexible Grouping 83

List 4.7. Learning Stations 86

List 4.8. Rubrics 88

Section 5 Differentiated Classroom Management 91

List 5.1. Arranging the Classroom for Optimal Differentiated InstructionManagement 93

List 5.2. Strategies for Differentiated Classroom Management 95

List 5.3. Why StudentsMisbehave 97

List 5.4. Discipline Strategies 100

List 5.5. Strength–Based Discipline: An Individualized Approach 102

List 5.6. Examples of Strength–Based Versus Deficit–Based Labels 104

List 5.7. Classroom Management and Parental Communication Tips 105

Section 6 Roles and Responsibilities 109

List 6.1. Classroom Teacher 110

List 6.2. Students 111

List 6.3. Administrators 114

List 6.4. Parents 117

List 6.5. Support Staff 119

Section 7 Using Differentiated Instruction Techniques at Different Grade Levels 121

List 7.1. Kindergarten 123

List 7.2. Grades 1 5 125

List 7.3. Middle School 128

List 7.4. High School 130

Section 8 Strategies for Differentiating Language Arts 133

List 8.1. What Exemplary Reading Teachers Do to Differentiate Reading Instruction 135

List 8.2. Strategies to Improve Reading 136

List 8.3. Tips for Differentiating Small–Group Reading Instruction 138

List 8.4. Assigned Reading: Dealing with Low Interest 139

List 8.5. Differentiated Writing Assignments and Strategies 141

List 8.6. Examples of Exciting Differentiated Language Arts

Assignments 144

List 8.7. Tips for Differentiating Instruction for English Language Learners 145

List 8.8. Tips for Differentiating Writing Assignments 146

Section 9 Strategies for Differentiating Math 149

List 9.1. Using Reading andWriting to Differentiate Math Instruction 150

List 9.2. Five SpecificWays to Integrate Writing in the Math Curriculum 152

List 9.3. GroupWork as a Way to Differentiate the Math Class 155

List 9.4. Ways to Integrate Group Work in the Math Curriculum 156

List 9.5. Math Manipulatives 158

List 9.6. Project–Based Learning Ideas and the Math Class 161

List 9.7. Beyond Traditional Quizzes and Tests: Differentiated

Assessments in Math 164

List 9.8. Math Anxiety and Differentiated Instruction 168

Section 10 Strategies for Differentiating Science 171

List 10.1. General Differentiated Strategies for Science 172

List 10.2. Inquiry–Based Instruction and Science 174

List 10.3. Multimedia Projects, Science, and Differentiated Instruction 176

List 10.4. Practical Advice for the Laboratory 177

List 10.5. Technology, Differentiated Instruction, and Science Class 179

Section 11 Strategies for Differentiating Social Studies 181

List 11.1. Gallery Walks 182

List 11.2. Time Lines 185

List 11.3. Political Cartoons 186

List 11.4. Authentic Civic Projects 187

List 11.5. Multimedia Presentations 190

List 11.6. Research Methods 193

List 11.7. Class Discussion 195

Section 12 Strategies for Differentiating the Arts 199

List 12.1. GroupWork in the Arts 200

List 12.2. Ways to Help All Students Feel Successful in Art 203

List 12.3. Technology, Differentiated Instruction, and Visual Arts 205

List 12.4. Technology, Differentiated Instruction, and Performing Arts 207

Section 13 Strategies for Physical Education and Health 209

List 13.1. Tips on Using Differentiated Instruction in Physical

Education 210

List 13.2. Strategies for Differentiating Skill Training 212

List 13.3. How to Encourage Everyone s Participation 214

List 13.4. Ideas for Coaches 217

List 13.5. Physical Education and the Unhealthy Student 219

Section 14 NewMedia Strategies that Naturally Differentiate Instruction 221

List 14.1. How Online Tools Can Help Organize and Differentiate Instruction 223

List 14.2. Ways to Use Facebook in the Classroom 224

List 14.3. Ways to Use Twitter in the Classroom 226

List 14.4. Using Ning in the Classroom 228

List 14.5. Blogging in the Classroom 230

List 14.6. Wikis in the Classroom 234

List 14.7. Cultivating a Positive Digital Footprint 237

List 14.8. Administrative Considerations When Using New Media in the Classroom 239

List 14.9. New Media Uses That Are Not OK 241

Section 15 Special Considerations 243

List 15.1. Differentiated Instruction and the Gifted Student 244

List 15.2. Differentiated Instruction and the Advanced Placement Curriculum 246

List 15.3. Differentiated Instruction and the At–Risk Student 247

List 15.4. Differentiated Instruction and Diversity Inclusion 248

References 249

Index 257

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The Authors

JENIFER FOX, MEd, has worked for more than twenty–five years as a public and private school teacher and administrator. She is a school consultant and creator of Strong Planet, a media–driven interactive curriculum to help all kinds of learners discover their strengths. Fox authored the best–selling book Your Child′s Strengths and is an acclaimed international speaker.

WHITNEY HOFFMAN is CEO and director of Hoffman Digital Media and creator of the successful LD Podcast ([external URL] where she has interviewed many of the leading voices in the special education field. Hoffman speaks regularly before education and business audiences on the use of social media platforms to create communities of learning.

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