Differentiating Instruction for Students With Learning Disabilities: Best Teaching Practices for General and Special Educators / Edition 2
  • Alternative view 1 of Differentiating Instruction for Students With Learning Disabilities: Best Teaching Practices for General and Special Educators / Edition 2
  • Alternative view 2 of Differentiating Instruction for Students With Learning Disabilities: Best Teaching Practices for General and Special Educators / Edition 2

Differentiating Instruction for Students With Learning Disabilities: Best Teaching Practices for General and Special Educators / Edition 2

by William N. Bender
     
 

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ISBN-10: 1412954460

ISBN-13: 9781412954464

Pub. Date: 07/28/2007

Publisher: SAGE Publications

Educators working in special education and inclusive general education classrooms will find this a useful guide. Bender (U. of Georgia) devotes an initial chapter to defining the concept of differentiated instruction. The remaining chapters describe various techniques, including metacognitive and scaffolded learning, tutoring in the inclusive classroom, self-

Overview

Educators working in special education and inclusive general education classrooms will find this a useful guide. Bender (U. of Georgia) devotes an initial chapter to defining the concept of differentiated instruction. The remaining chapters describe various techniques, including metacognitive and scaffolded learning, tutoring in the inclusive classroom, self- management, and assessment. Throughout, strategies are described that help stress the teacher-student relationship. Annotation (c)2003 Book News, Inc., Portland, OR

Product Details

ISBN-13:
9781412954464
Publisher:
SAGE Publications
Publication date:
07/28/2007
Edition description:
Second Edition
Pages:
224
Product dimensions:
8.50(w) x 11.00(h) x (d)
Age Range:
18 Years

Table of Contents

About the Author
Acknowledgments
Introduction
1. What Is Differentiated Instruction?
Foundations of Differentiated Instruction
Why Should I Move Into Differentiated Instruction?
Planning a Differentiated Lesson
Several Differentiation Instructional Ideas
What's Next?
2. Universal Design for Differentiation: Organizing the Class for Differentiation and Personal Responsibility for Learning
Universal Design
Structuring the Classroom for Differentiation
A Recommended Room Arrangement Model
Teaching Tactics for Students With Learning Disabilities
The Self-Monitoring Strategy
The Responsibility Strategy
What's Next?
3. Differentiating the Learning Process: Metacognition and Scaffolded Instruction
The Need for Student Support
Scaffolded Instruction
Graphic Organizers
Reconstructive Elaborations
Reciprocal Teaching
Conclusion
What's Next?
4. Learning Strategy Training
Why a Learning Strategy Approach?
What Is a Learning Strategy?
Using Learning Strategies
A Strategy Training Example
Learning Strategies in Math
Developing Your Own Strategies
Conclusion
What's Next?
5. Peer Tutoring in the Inclusive Classroom: Differentiated Instruction and Increasing Instructional Time
Initiating a Peer Tutoring System
Classwide Peer Tutoring (CWPT)
Peer-Assisted Learning Strategies (PALS)
Conclusion
What's Next?
6. Response to Intervention: Performance Monitoring for Differentiating Instruction
Response to Intervention: Monitoring Student Performance
Precision Teaching
Response to Intervention
Assessment Innovations
Assessment Modifications for the Differentiated Class
Conclusion
What's Next?
7. Differentiation in Reading and Literacy Instruction
What Is Literacy Instruction?
Phonological Awareness and Instruction
DIBELS: Measuring Early Literacy
Word Attack and Word Recognition
Vocabulary: Comprehending Words
Reading Fluency
Reading Comprehension Strategies
Conclusion
What's Next?
8. Implementing Differentiated Instruction
Self-Evaluation and Self-Congratulations
A Professional Development Learning Community on Differentiation
Individual Implementation of Differentiation
Conclusion
References
Index

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