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Contents Section I - Developing a Common Frame of Reference * Rationale * A Classroom View of Differentiated Instruction * Defining Differentiated Instruction * How to Extend these Processes to Any Subject Section II -- Walk-through a Differentiated Lesson from Scratch A. Overview and Steps to Take Before Designing the Learning Experiences * Overview * Identify your Essential Understandings, Questions, Benchmarks, Objectives, Skills, Standards, and/or Learner Outcomes * Identify those Students who have Special Needs, and Start Thinking about how you Will Adopt Your Instruction to Ensure They Can Learn and Achieve * Design Formative and Summative Assessments * Design and Deliver Pre-Assessments Based on Summative Assessments and Objectives * Adjust Assessments and Objectives Based on Further Thinking While Designing Assessments B. Steps to Take While Designing and Implementing the Learning Experiences * Designing the Learning Experience (Writing our Lesson Plans): Brainstorm potential strategies or learning experiences Cluster strategies into introductory through advanced experiences Double-check that strategies meet the needs of exceptional students and learning objectives Sequence the strategies Teach the Lesson * Sample Differentiated Lesson: Focus Objectives Assessments Materials Learning Experiences and Sequence: Introduction/Hook Identifying the Learning Goals, Priming, and Gathering Knowledge Applying Knowledge Summarization and Closure Practice/Homework Differentiation Alternatives for Each Part Responding to the Needs of Advanced Students Three Questions to Guide our Brainstorming of Modifications Changing our Lesson Plans as We Respond to Students Reminders and Review on Differentiated Lessons C. Steps to Take After Planning and Implementing your Differentiated Lesson Assessing the Process "Tickler File" Ideas Section III -- Helpful Structures and Strategies for the Differentiated Class General Approaches * Different, Not More or Less * Adjusting Instruction based on Assessment Results * Modify Options: Content, Process, Product, Affect, Learning Environment * Models of Instruction * Flexible Grouping * Collaboration * Create personal agendas for some students Tiering * A Slightly Different Definition * Tomlinson's Equalizer * Gradations of Mastery * Respectful Tasks * Compacting the Curriculum * The Football and the Anchor: Teaching a Variety of Levels at the Same Time * Scaffolding Instruction Section IV -- Cognitive Science Structures and Tips that Help Us Differentiate * Building Background knowledge * Priming the Brain and Structuring Information * Primacy-Recency Effect * Explore Similarities and Differences, Examples and Non-examples * Hydration * Emotional Content * Novelty * Meeting Survival Needs * Memory Ideas * Social Interaction Section V - 12 Additional Samples of Differentiated Learning Experiences from Multiple Subjects Scenario 1: Newton's First Law Scenario 2: Sums of Interior Angles Scenario 3: Learning from Lectures Scenario 4: Physical Education Skills Scenario 5: Art Skills Scenario 6: Simplifying Square Roots Scenario 7: Students Editing Text Scenario 8: Show, Don't Tell Scenario 9: Calculating Simple Interest Scenario 10: Atomic Structure Scenario 11: Taxonomic References in Science with English as a Second Language Students Scenario 12: Student Can't Sit Still Section VI -- Beginning the Journey Section VII -- Recommended Resources Section VIII -- Quick References Index
Library of Congress Subject Headings for this publication:
High school teaching.
Middle school teaching.