Differentiated Instructional Strategies for the Block Schedule


Eliminate ?idea block? with this practical resource that includes more than 100 planning tools, matrixes, rubrics, templates, and choice boards for differentiating instruction during extended learning blocks.

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Eliminate “idea block” with this practical resource that includes more than 100 planning tools, matrixes, rubrics, templates, and choice boards for differentiating instruction during extended learning blocks.

Read More Show Less

Editorial Reviews

Jodi Mulholland
“This is an incredible resource for teachers who are looking for ways to use best practices in planning for differentiation. The highly readable text is packed with user-friendly strategies for incorporating formative and summative assessments, brain-based learning, learning styles, backwards design lesson planning, and more. I will pick this book up again and again!”
Delphia Young
“The checklist for reviewing and analyzing curriculum maps is powerful, giving teachers guidance with differentiating instruction while teaching on the block.”
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Product Details

  • ISBN-13: 9781412950961
  • Publisher: SAGE Publications
  • Publication date: 6/28/2010
  • Pages: 336
  • Sales rank: 386,287
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.90 (d)

Meet the Author

Gayle Gregory is an internationally known consultant who has specialized in brain compatible learning and differentiated instruction and assessment.

She presents practical teacher/student-friendly strategies grounded in sound research that educators find easy to use in the classroom or schoolhouse tomorrow. Her interactive style and modeling of strategies help teachers and administrators transfer new ideas with ease.

She has had extensive experience in elementary, middle and secondary schools, community colleges and universities. Gayle has also had district leadership roles including curriculum coordinator and staff development director. She has worked with Instructional Leadership Teams in many schools and district throughout the country focusing on data analysis, using assessment, both formative and summative, and differentiating instruction based on readiness, learning profiles and interests.

Her areas of expertise include brain-compatible learning, block scheduling, emotional intelligence, instructional and assessment practices, differentiated instructional strategies, using data to differentiate, literacy, presentation skills, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change and building professional learning communities.

She is the author and co-author of numerous publications for teachers and administrators.

Gayle believes in life long learning for herself and others.

Lynne Herndon has over twenty years experience teaching science at the middle, high school and college level, five of which have been in a block schedule. She has conducted workshops at the local, state, and national levels in the areas of classroom management, curriculum mapping, differentiated instruction, integrating technology and teaching in a block schedule. She also has experience working in staff development, curriculum design and school improvement planning.

Lynne’s educational background includes a Bachelor’s Degree in General Science from Buena Vista University and a Masters Degree in Science Education from the University of Northern Iowa. Lynne is dedicated to providing research-based growth opportunities that have practical applications for classroom teachers. Lynne’s written works includes Differentiated Instruction in a Block Schedule written with co-author Gayle Gregory, Thinking Inside the Block Schedule written with co-authors, Pam Robbins and Gayle Gregory, Thinking Inside the Block: The Teacher's Day Planner, written with co-author Pam Robbins, both published by Corwin Press (1998). Lynne may be contacted at 702-269-4872 or by E-mail at lynne.herndon@herndons-net.com.

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Table of Contents

Acknowledgments viii

About the Authors ix

1 Introduction 1

Why the "Block"? 2

Why Differentiation? 2

What Is Differentiation? 2

2 Who Are the Learners? 7

Learning Styles 9

Thinking Styles 12

Emotional Intelligences 16

The World of the Future 21

The Adolescent Brain 24

Meeting the Needs of Individual Learners 26

3 Planning for Instruction 28

Curriculum Design 28

Long-Range Planning 32

Considerations for Planning 39

Lesson-Planning Models for the Block 41

4 Classroom Management 53

Effective Management 53

Physical Space 55

Discipline, Rules, and Procedures 57

Time Management 60

Student Responsibility 70

Guest Teachers 73

5 Brain-Based Learning 78

Brain Research 78

Accessing Prior Knowledge 90

Promoting Higher-Level Thinking 105

6 Lesson Plans in Action 115

Strategies for Lectures 116

Note-Taking Strategies 118

Interactive Notebooks 123

Strategies for Using Textbooks 126

Wrapping Things Up 141

7 Evidence-Based Best Practices 163

The Essential Nine Strategies 163

Multiple Intelligences 178

Cubing 189

8 Cooperative Learning 202

Overview of Cooperative Learning 202

Planning Cooperative Lessons 207

Teacher Considerations 229

Grouping Students 232

Managing Groups 235

Assessing Cooperative Learning 238

9 Assessing Student Learning 240

Assessment Process 240

Student Understanding 241

Brain-Compatible Assessment 242

10 Using Assessment to Adjust, Compact, and Group 264

Pre-Assessment 265

Formative Versus Summative Assessment 266

Adjustable Assessments 267

Curriculum Compacting 272

Flexible Grouping 279

11 Technology Integration 280

Technology Today 280

Why Use Technology? 282

Implementing Technology 284

Differentiating Instruction With Technology 287

Technology Toolbox 293

Assessing Student Outcomes That Involve Technology 301

12 Final Thoughts 305

Research Findings 306

Lessons Learned 306

Recommendations for Practice 307

Checklists for Teaching in Extended Periods of Instructional Time 310

Final Reflections 312

References 314

Index 320

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