(Ebook PDF) Strategies for Differentiating Instruction Best Practices for the Classroom 4th Edition by Julia Link Roberts, Tracy Ford Inman ISBN 9781000827378 1000827372 full chapters

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Product details:

ISBN 10:1000827372

ISBN 13:9781000827378

Author: Julia Link Roberts; Tracy Ford Inman

Table of Contents:

• Chapter 1 One-Size-Fits-All? You’ve Got to Be Kidding!
• Differentiation: What Is It?
• To Differentiate or Not: The Big Question
• Reasons Teachers Don’t Differentiate
• Time
• Resources
• Limited Preparation
• Few Role Models
• Concerns With Classroom Management
• “Advanced Students Will Be Fine” Myth
• Lack of Administrators’ Knowledge of or Support for Differentiating
• Reasons to Differentiate
• Continuous Progress
• Productive Use of Student Time
• Stimulating to the Brain
• Fairness and Equity
• Not Differentiating: Missed Opportunities
• Differentiation Ties to Assessment
• Key Questions Leading to Differentiation
• What Differentiation Adds to the Classroom
• Who Benefits From Differentiated Learning Experiences and How?
• Chapter 2 Multiple Ways to Define Academic Success: What Resonates With You?
• Strategies to Enhance Academic Success
• Underachievement: The Problem From Limited Challenge
• Growth Mindset: Believing You Can Develop Your Talents and Abilities
• An Important Question for Educators and Parents
• Concluding Comments
• Chapter 3 Climate: Creating a Comfort Zone
• Climate of Differentiation
• Diversity and Equity
• High Expectations
• Openness and Flexibility
• Climate Matters for Learning and Creativity
• Concluding Thoughts
• Chapter 4 Content: Complex, Engaging, and Relevant
• Universal Themes
• Why Use Universal Themes?
• Other Themes
• Complex Content
• Complexity of Content
• Complexity of Process
• Engaging Content
• Relevant Content
• Standards-based Content
• Culturally Responsive Content
• Intellectual Character
• Concluding Thoughts
• Chapter 5 Preassessment: An Absolute Necessity
• Planning: The Necessary Step Before Preassessment
• Preassessment
• The Importance of Record Keeping
• What Students Need to Know Before You Preassess
• Preassessment as a Time Saver (Really!)
• Preassessment Strategies
• Existing Data
• End-of-the-Previous-Unit Assessment
• End-of-the-Unit Assessment
• T-W-H and K-W-L Charts
• Mind Map
• Most Difficult First
• Open-Ended Question or Questions
• Venn Diagram
• Interest and Experience Inventory
• Frayer Model
• Ready for Differentiation
• Chapter 6 Tiering to Facilitate Continuous Progress
• Tiering: A Familiar Example
• Levels of Readiness, Interests, and Strengths
• Content: What Students Must Know, Understand, and/or Be Able to Do
• Process: What Students Must Be Able to Do Cognitively
• Product: How Students Will Demonstrate or Show What They Have Learned
• Concluding Thoughts
• Chapter 7 Tiering Learning Experiences With Bloom’s Taxonomy
• How Can Bloom’s Taxonomy Be Used to Tier Assignments?
• A Critical Caveat
• What Does Tiering Look Like Using Bloom?
• When Do I Use It?
• Tiering to Differentiate Learning Experiences
• In-Class Activity
• Centers
• Unit Assessment
• Optional Learning Experiences
• How Do I Differentiate With the Bloom Chart?
• Develop Respectful, Engaging Tasks for Each Level
• Divide Tasks Into Choice Options and Then Purposely Assign Options
• Distribute Rubrics or Scoring Guides for Each
• Differentiating Through Process
• Concluding Comments
• Chapter 8 Tiering With Venn Diagrams
• What Is It?
• What Does It Look Like?
• When Do I Use It?
• Differentiating Process in an In-Class Learning Experience
• Individual and/or Group Activities
• Differentiating Process in an Out-of-Class Learning Experience
• Graphic Organizers for Prewriting
• Unit Review or Assessment
• How Do I Differentiate With Venn Diagrams?
• Decide the Focus of the Concept
• Hold All Students Responsible for That Concept – On Varying Levels
• Place Students by Level
• Allow Students to Try a More Challenging Level if Desired
• Distribute Rubrics or Scoring Guidelines
• Debrief
• A Point About the Four-Oval Venn
• What if Venn Diagrams Just Don’t Work for You?
• Concluding Thoughts
• Chapter 9 Think-Tac-Toe: An Effective Tool for Tiering
• What Is It?
• What Does It Look Like?
• When Do I Use It?
• Project to Accompany Unit
• Semester Reviews
• Unit Assessments
• How Else Can Think-Tac-Toes Be Used to Differentiate?
• Optional Learning Experiences
• Interests
• Learner Profile
• How Do I Differentiate With Think-Tac-Toes?
• Experiment With a Favorite Lesson
• Creating Think-Tac-Toes for the Classroom
• Incorporate Important Concepts Into Three (or More OR FEWER) Rows
• Design Tasks With Varied Products
• Hold Everyone Responsible for Important Concepts
• Allow Students to Choose One From Each Row/Concept
• Distribute Rubrics or Scoring Guides and Allow for Variations
• Assess the Products
• Concluding Thoughts
• Chapter 10 Managing the Differentiated Classroom
• Managing Student Grouping
• Ineffective Grouping Strategies: Tracking and Mixed-Ability Groups
• Tracking
• Mixed-Ability Grouping
• Effective Grouping Strategies
• Teacher-Created Groups
• School-Created Groups
• Keys to Successful Grouping
• Managing the Classroom
• Getting Into Groups
• Managing Groups
• Managing Materials
• Managing Time
• Chapter 11 Taming the Assessment Beast
• Authentic Assessment
• Products
• Rubrics/Scoring Guides
• Developing and Assessing PRODUCTS Tool (DAP Tool)
• DAP TOOL Components
• A Performance Scale for the DAP Tool That Goes Beyond Proficiency
• Three Tiers to Differentiate
• Content Validity of the DAP Tool
• DAP Tools for Primary Students
• Grading With DAP Tools
• Concluding Thoughts
• Chapter 12 Reflection: An Essential Practice for Lifelong Learning
• Reflecting on Content, Product, and Effort
• Reflecting on Content
• Reflecting on Product
• Reflecting on Individual Effort
• Reflection Using the DAP Tool
• Other Examples of Ways to Reflect
• Discussing
• Journaling
• Student Example of Reflection
• Concluding Thoughts
• Chapter 13 A Differentiation Fable: Fable Contributed by Mandy Simpson
• References
• Appendix A: What a Child Doesn’t Learn …: By Tracy Inman
• References
• Appendix B: Directions for Activity: How Do You Learn It?
• Appendix C: My Way … An Expression Style Inventory
• Appendix D: Interest Inventory
• Appendix E: Bloom Chart Template
• Appendix F: Venn Diagrams
• Appendix G: Letters and Boxes
• Appendix H: Think-Tac-Toe Template
• Appendix I: Developing and Assessing Products (DAP) Tools
• Appendix J: Building Support for Differentiation: Hard But Not Impossible to Do Alone

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