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Differentiating Instruction : Planning for Universal Design and Teaching for College and Career Readiness - Jacqueline S. Thousand

Differentiating Instruction

Planning for Universal Design and Teaching for College and Career Readiness

By: Jacqueline S. Thousand (Editor), Richard A. Villa (Editor), Ann I. Nevin (Editor)

Paperback Published: 17th March 2015
ISBN: 9781483344454
Number Of Pages: 360

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The ultimate guide to leaving no child behind—newly updated!

 

Now in its second edition, this best-selling book is your one-stop resource for differentiated instruction. Whether you’re new to the concept or just looking to improve your approach, you’ll find tools to meet the needs of all your students. You’ll discover how Universal Design for Learning (UDL) and retrofitting can help you adapt general education curriculum to diverse learning styles. Features of the new edition include

 

  • A chapter on collaborative planning and evaluation
  • Updated lesson plans tied to the Common Core
  • Greater emphasis on cultural proficiency, ELLs, and gifted students
  • New technology references and resources
  • A strengthened link to RTI

Industry Reviews

"Thousand, Villa, and Nevin take three very big ideas in education - Universal Design, Collaboration, and Differentiated Instruction - and combine them in a novel and engaging way. And they practice what they preach - the information and examples speak to someone just beginning to differentiate instruction as well as the expert who wants to further refine his or her craft."

-- Douglas Fisher, Professor

"The extensive emphasis on technology throughout the book and in the case studies and lesson plans provides a rich resource to the readers of this exciting text. Administrators, university instructors, and staff developers will find this a valuable tool to support their students and colleagues on their differentiation journey. "

-- Mary Falvey, Ph.D., Retired Dean and Prof. Emeritus

"This book provides a whole range of practical tools for meeting wide-ranging student needs. Can't start from scratch because of district mandates and pre-purchased curricula? Fine-here's how to retrofit to accommodate student needs. Want to develop an instructional plan based on UDL principles? Fine-here it is, from soup to nuts. Teachers, university students, and administrators will find practical solutions to instruction firmly embedded in evidence-based theory, to meet all of their needs."

-- Jean Ann Summers, Ph.D., Associate Director/Research Professor

A Letter to Our Readers Acknowledgements About the Authors 1. Why Differentiation of Instruction Now? What Is Differentiated Instruction (and What it is NOT)? Rationales for Differentiated Instruction Rationale #1: Meet Needs of Diverse Students Rationale #2: Meet Legal Mandates Rationale #3: Be Ethical in Implementing Democratic Values Rationale #4: Dispel Myths Rationale #5: Be Effective Retrofit and Universal Design: Two Approaches to Differentiated Instruction Systemic Support for Differentiated Instruction Overview of the Book 2. Accessing the General Education Curriculum Through a Retrofit Framework Scenario #1: Elementary Science and Social Studies Scenario #2: Middle Level Mathematics Scenario #3: Middle Level Science Scenario #4: High School Language Arts What Do You Know About Retrofitting as a Way to Differentiate Instruction? 3. Access to Curriculum Through Universal Design for Learning The UDL Cycle for Differentiating Content, Product, and Process Design Point #1: Gathering Facts About the Learners Design Point #2: Content Design Point #3: Product Design Point #4: Process Pause and Reflect About Student-Specific Teaching Strategies and Supports Putting It All Together With the Universal Design Lesson Plan 4. Gathering Facts About the Learner Record Review Family-Centered and Culturally Responsive Fact Gathering Interest Inventories Learning Preferences Information Multiple Intelligences Data-Based Observations Including Functional Behavioral Assessments and Cooperative Group Monitoring Functional Behavioral Assessment Monitoring Cooperative Group Learning Curriculum-Based Assessments Making Action Plans (MAPs) Disability-Specific Information Co-teacher Roles in Gathering Facts About the Learners Pause and Reflect 5. Differentiating Access to the Content of Learning What Is Content? Ways to Promote Access to Content Taxonomies and Objectives: Using and Not Abusing Them Layered Curriculum and Levels of Participation Differentiating Content Using Graphic Organizers and Educational Technology Differentiating Content With Linguistically Responsive Techniques Involving Students in Determining Content 75 Co-teacher Roles in Differentiating Content Pause and Reflect 6. Differentiating and Assessing the Products of Learning Why Differentiate Assessment in a Climate of High Stakes Testing? Using Culturally Responsive Techniques to Differentiate and Assess the Products of Learning Taxonomy and Learning Preferences Frameworks to Differentiate Products and Assessment Using Bloom's Taxonomy to Differentiate Product & Assessment Using Learning Preferences Frameworks to Differentiate Product and Assessment Using Bloom's Taxonomy and Multiple Intelligences Theory to Differentiate Product and Assessment Scaffolding and Curriculum-Based Assessments Scaffolding as Formative Assessment Curriculum-Based Assessment Differentiating How Teachers Grade Products Alternatives to Norm-Referenced Grading Procedures Adapting Criterion-Referenced Grading Systems Self-Referenced Systems Co-teacher Roles in Differentiating Products of Learning Pause and Reflect 7. Differentiating the Instructional Processes The Complexities of the Process of Instruction (Graphic Organizer) Instructional Formats Instructional Arrangements Highlights on Cooperative Learning A Focus on Cooperative Strategies for Emerging and Struggling Readers A Highlight on Peer Tutors and Partner Learning Arrangements Instructional Strategies Using Taxonomies Applying Concepts From Learning Preferences Frameworks Integrating the Arts Social and Physical Environment 105 Co-teaching Approaches Pause and Reflect 8. Collaborative Planning and Evaluation for Differentiated Instruction 109 Rationale for, and Benefits of, Collaborative Planning and Teaching Effective and Efficient Use of Planning and Evaluation Time Development of Relationships Among Team Members: It's a Process! Skills for Building Trust and Establishing Team Norms Communication and Leadership Skills Creative Problem-Solving Skills Conflict Resolution Skills Are We Really an Effective Planning Team? 9. Co-teaching to Deliver Differentiated Instruction Research Base for Co-teaching Who Can Be Co-teachers? Four Approaches to Co-teaching Supportive Co-Teaching Parallel Co-Teaching Complementary Co-Teaching Team Co-Teaching Questions About Co-teaching to Differentiate Instruction 10. UDL Lesson Planning Cycle to Differentiate Instruction in Action: A Fourth Grade Social Studies Unit Setting the Context Co-teacher Professional Development Activities Multiple Methods for Accessing the History Content Differentiating the Products (Outcomes) of Learning Differentiating the Instructional Processes Instructional Format Instructional Arrangements Instructional Strategies Social and Physical Environment Co-teaching Approaches Implementing the UDL Plan Using the Lesson Plan Template 11. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Mathematics Professional Development Activities Gathering (New) Facts About the Learners Multiple Methods for Accessing the Content for Algebra 1 Differentiating the Products (Outcomes) of Learning Differentiating the Instructional Processes Group Investigation Cognitively Guided Instruction English-Language Learner Techniques Implementing the Universal Design Lesson Plan Using the Universal Design Lesson Plan Template 12. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Science Planning to Change From a Retrofit Approach to a Universal Design Approach Gathering (Additional) Facts About the Learners Planning Prior to the Lesson Planning to Differentiate Content and Materials Pause and Reflect: Tina Planning to Differentiate Products Pause and Reflect: Tina Planning to Differentiate the Process of Learning Pause and Reflect: Tina Finalizing the Lesson Plan Differentiation in Action in the Class Reflection 13. UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Language Arts Co-teacher Professional Development Activities Gathering Facts About the Learners Differentiating the Content and Materials Key Ideas and Details Craft and Structure Range of Reading and Level of Text Complexity Differentiating the Product Pause and Reflect Differentiating the Process Co-teacher Roles Planned Lesson Before the Lesson The Planned Instructional Sequence Pause and Reflect 14. UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Mathematics Who are the Teachers? Co-teacher Collaborative Planning and Professional Development Activities Gathering Facts About the Learners Multiple Methods for Accessing the Content of Algebra II Differentiating the Product: Multiple Methods to Demonstrate Unit Objectives Differentiating the Process of Instruction Implementing Differentiated Instructional Processes Using the Lesson Plan Template Reflections 15. Epilogue: Pause and Reflect Resources References Index

ISBN: 9781483344454
ISBN-10: 1483344452
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 360
Published: 17th March 2015
Publisher: SAGE Publications Inc
Country of Publication: US
Dimensions (cm): 27.31 x 21.59  x 2.54
Weight (kg): 0.84
Edition Number: 2
Edition Type: Revised

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